Math

**State Content Standards:**
 * Olympic Math Lesson: [[image:http://home.comcast.net/~redsoxgiantsfan06/high_jump_5.gif width="233" height="231" align="right" caption="http://home.comcast.net/~redsoxgiantsfan06/high_jump_5.gif"]] **


 * Analyze a set of data by using and comparing combinations of measures of center (mean, mode, median) and measures of spread (range, quartile, interquartile range), and describe how the inclusion or exclusion of outliers affects those measures //(OACS, Mathematics, Data Analysis, 7.3)//
 * Use graphing calculators or computers to analyze change; e.g., distance-time relationships //(OACS, Mathematics, Patterns, Functions, & Algebra, 7.11)//
 * Use, create and interpret scatterplots and other types of graphs as appropriate //(OACS, Mathematics, Data Analysis, 8.1).//
 * Make conjectures about possible relationship in a scatterplot and approximate line of best fit //(OACS, Mathematics, Data Analysis, 8.6).//

**Technology:** Students will be using __Microsoft Excel__ to calculate and record measures of center and measures of spread and to identify outliers. In addition, students will create a scatterplot in Microsoft Excel using the Olympic data and find a line of best fit. For this lesson, students will be using one of the computer labs located in the school. The following worksheet will be given to each student. Students will choose one of the summer Olympic sports listed below and use the Wikipedia site to obtain the necessary data on that sport.  High Jump [] Long Jump [] Students will be using the data table on the Wikipedia page for either Men’s OR Women’s “Seasons Best (Outdoors).” Working with a partner, students will transfer the year and the distance/height to a Microsoft Excel page—listing the information in 2 columns. Next, students will highlight the information in the distance/height column and go to the “Formulas” toolbar. Next, understand the “Statistical” dropdown menu students will use the formulas to calculate/find the: -Average (mean) -Median -Mode -Min (minimum) -Max (maximum)
 * Description:**

Then, students will be copying their distance/height column and pasting the data into a third column. After pasting the data, students will highlight the 3rd column and go to the “Data” toolbar and select “Sort. Students will sort the values of only the 3rd column from smallest to largest. Using this sorted information students will use their in-class knowledge to calculate the: -Range -Lower & Upper Quartile -Inner Quartile Range

Lastly, students will be making a scatterplot of the information. Students will highlight their original first 2 columns and then click on “Insert”. Next, students will go to “Scatter” and select the first scatterplot. Afterwards, students will select “Layout 9” or the fx scatterplot under “Chart Layouts.” -Does the line best fit your Olympic data? -Are there any outliers? If so, what is/are the outlier(s)?

After giving their graphs appropriate titles and correctly labeling the x- and y-axis, students will print out their graphs and attach it to their worksheet.

**Resources:** In this activity, students are using Microsoft Excel as a tool to help them analyze a set of data. Torben Lorenzen and Abdul Sattar, professors at Bridgewater State College, found that the use of Excel “spreadsheets provided a welcomed level of abstraction and an overview of a mathematical procedure that the (graphing) calculator could not” (Lorenzen & Sattar 2006). In the study that they conducted Excel spreadsheets were used for linear equations, vectors, and matrices which is at a much higher level than in the Olympic math lesson; however, exposing students to spreadsheet programs at younger ages would allow them to have a background knowledge of the program and be able to go further and use it for more complex problem-solving when they got older.

Spreadsheets are a powerful tool that teachers can use to introduce math and technology. Margaret Niess, a math education professor at Oregon State University, states, “Math teachers are challenged to think about scaffolding students learning about spreadsheets while they are also learning mathematics. This learning can begin at least by middle school (if not earlier).” (Niess 2005). Middle school students can use the technology that spreadsheets bring to explore linear functions, define and use formulas, graph data, and master the math content level skills. Spreadsheets programs would a beneficial tool in any math classroom.

Lorenzen, T. and Sattar, A. (December 2006). “Teach graphics using excel in place of a graphing calculator.” __ACM SIGCSE Bulletin__, Volume 38, Issue 4, 61-63. Retrieved on May 31, 2010, from http://delivery.acm.org/10.1145/1190000/1189171/p61-lorenzen.pdf?key1=1189171&key2=7697335721&coll=GUIDE&dl=GUIDE&CFID=90274210&CFTOKEN=74689024.

Niess, M. (February 2005). Scaffolding Math Learning with Spreadsheets—Learning Connections Mathematics. __Learning & Leading with Technology__. Volume 32, Number 5, 24-25, 48. Retrieved on May 31, 2010, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/19/24.pdf.

**Tried & True or New & Innovative:** I think this lesson would be an example of an activity that is “tried and true.” Microsoft Excel has been around for years, but it has really only been recently that teachers are implementing it into their classrooms. This lesson not only incorporates many math skills, but it also allows students to use technology in a way that they can apply it to other subject areas. I feel that the more comfortable teachers become in using the program, the more it will be used in the classroom.