Summary
In this lesson/performance task, the students use mathematics to analyze the first half of a football game. Students assume the role of announcers who must share a thorough analysis of some aspects of the first half of a football game and use integers to justify their analyses. The lesson focuses on the content of SOL 7.3 for Math Course 2, but also emphasizes problem solving and critical thinking skills. Students use a digital tool (Microsoft Excel) to solve a problem, and also use digital tools (ActivEngage and Google Moderator) in order to generate purposeful questions, decide on the validity of specific questions, and make predictions regarding a problem.
TIPC Ratings
0 – Not Applicable
Research and Information Fluency are not a focus of this lesson/performance task. Resources and information are provided to the students in order to focus on other strands of the TIP Chart.
4 – Approaching
The students work in teacher-selected groups with defined roles (data tracker, video master, sports announcer) in order to complete the analysis of the football games. The students use Google Moderator and ActivEngage in order to communicate and collaborate throughout the assignment. These tools were chosen for this lesson/performance task because they allow all students to input questions and idea and then discuss and vote on those responses as a class. This discussion and collaboration allows the students to practice and improve upon their problem solving skills.
6 – Ideal/Target
The students use ActivEngage and Google Moderator in order to respond to higher order questions, elaborate on their problem solving practices, and generate purposeful questions about the football game. The students use the results of the Google Moderator poll to justify the problems that they use to analyze the game. Excel spreadsheets, and accompanying visuals created using the software, allow the students to track their data efficiently, and justify their analysis of the game. This performance task presents the students with an open-ended and authentic problem. Students use a variety of data and come to varying conclusions, but their choices are all justifiable based on mathematical explanations. This performance task is authentic because it involves a real-world scenario and asks the students to use mathematical knowledge (integers in this case) to solve the problem. At the end of the lesson, the students reflect on their growth as problem solvers. What keeps this lesson from achieving the highest possible score is the fact that students do not have the opportunity to select a digital tool for this task. This task was originally given to 6th and 7th graders at the beginning of the school year, and was designed to teach them specific tools, along with varying content knowledge and 21st century skills.
4-Approaching
Throughout the lesson, the students use Google Moderator, ActivEngage, and Excel in order to question, summarize, and make predictions regarding the football game. In order to complete their analysis of the games, the students must create a product. At the end of the lesson, the students will have their Excel spreadsheet and visuals as a reminder of the work that they completed.
Student Artifact
Download Files
Football with Integers – H21 Submission
Contents:
- Football and Integers H21 Lesson Plan
- Football and Integers PowerPoint (with links to Vimeo game footage)
- Accompanying Worksheets and Rubric (Word Documents)
- Link to Student Work – Google Moderator
- Student Work Sample (Excel Spreadsheet)
