Bouncing Tennis Balls LabHow many times can each team member bounce and catch a

tennis ball in two minutes?

By: Jeffrey DhuyvetterPassaic High School Mathematics Department

EDTC 633: Tools & Concepts for Data Analysis.Ramapo College of New Jersey

Spring 2012

General Introduction

Target Audience: Location: Lincoln Middle School, Passaic,

NJ Type: Heterogeneously grouped Grade: Eight Level: Pre-Algebra

Class Time Used: (2) 46 minute periods

Images From Microsoft Clip Art

Goals & Objectives:

Content Objectives: SWBAT: Draw a scatter plot and line of best fit to make

predictions about real-life situations Find the slope and equation of a line

Performance Objectives: SWBAT: Collect data and record data in a table Make a graph to display data using correct

labels and scale Recognize what varies in an experiment Name the independent and dependent

variables in a problemImages From Microsoft Clip Art

Standards:

Data Analysis & Probability: select, create, and use appropriate graphical

representations of data, including histograms, box plots, and scatter plots.

In grades 6–8 all students should– Algebra:

represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules;

relate and compare different forms of representation for a relationship;

identify functions as linear or nonlinear and contrast their properties from tables, graphs or equations.

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Activity:

Bell work: Write a Journal entry about your fondest memory of when you bounced a ball (for sport or for recreation).

Teams: 4 classmates to a team (Time Keeper, Bouncer, Counter, and Recorder).

Materials Needed: Graphing Calculator, Spreadsheet Program or

Centimeter Graph Paper Tennis Ball Bouncing Tennis Balls Recording Sheet Stopwatch (or any kind of watch with a seconds hand)Images From Microsoft Clip

Art

Activity:

Procedure: Trial consists of a two-minute

experiment. At every 10 second interval:▪ The Timekeeper calls out the time▪ The Counter calls out the number of

bounces▪ The Recorder records that number and

keeps track of the cumulative number of bounces

The team members then rotate jobs and the trial repeats.

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Example of Spreadsheets:

Filled-in SpreadsheetEmpty SpreadsheetImages From Microsoft Excel

Example of Graphs:

Line Plot is used to show the students how to create a scatter plot and line of best fit. This will also help them with using the line to create an equation of the line in any kind of format. (slope-intercept, point-slope, etc.)

Image From Microsoft Excel

Example of Graphs:

A second graph will be used to show the students that there is a pattern that emerges over time. This graph will also help the students to realize that the slopes of their lines should be close to whatever number shows up the most in this graph.

0 9 10 110

1

2

3

4

5

6

7

Number of Bounces in Intervals

Number of Bounces in 10 min. Interval

Num

ber

of

Inte

rvals

Image From Microsoft Excel

Student Evaluation:

Students will be assessed (formally and informally) Observation Class discussion Student participation Group work Completion of activity worksheets

Attention will be paid to the following areas: Graphs are correctly made (focusing on the scale of

time and distance) Student conversations (focused on subject matter and

task at hand) Images From Microsoft Clip Art

Gregorc’s Mind Styles

Concrete Sequential – The activity’s tasks Previous lesson where facts were presented and

discussed.

Concrete Random – Problem solving in order to create a procedure Risk taker in trying to beat their partners

number of bounces Exploration and motivation of actually bouncing

the balls Manipulating the activity. Images From Microsoft Clip

Art

Gregorc’s Mind Styles

Abstract Sequential – Challenging environment where they use

trial and error to create a procedure to complete their task

Lecture and reporting.

Abstract Random – Group work to build relationships Active colorful environment in the

classroomImages From Microsoft Clip Art

Gardner’s Multiple Intelligences Logical Mathematical:

The manipulation of numbers, quantities, and operations The recording of data and the creation of linear graphs The use of the timer and the counting of the number of

bounces Inputting the data into the tables

Verbal/Linguistic: During the data input Question answering Record keeping Reporting back Working within the group to communicate how to solve the

problem The lesson itself

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Gardner’s Multiple Intelligences Visual/Spatial:

Focusing on bouncing the ball Visualization of what the graph should look like Where to place the line of best fit How displaying the data in a different type of graph

allows them to learn more about the topic

Bodily/Kinesthetic: Using their hands to operate the setup of the

experiment Moving around the room to collect their materials Dropping and catching the balls

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Gardner’s Multiple Intelligences

Musical/Rhythmic: The rhythmic patterns of the balls bouncing The noise of the balls hitting the floor

Naturalist: The journal entry in the beginning of class Me asking them if they have ever bounced

a ball or played a sport with a ball in it

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Gardner’s Multiple Intelligences

Interpersonal: Group work Reporting back to the rest of the class The intro discussions.

Intrapersonal: The activity questions and the conclusion Reflection on what they should have learned

through the activity Pulling together all of their data into a few organized

sentences about what they generally learnedImages From Microsoft Clip Art

Bibliography:

Adapted from Friel, Susan, et al, Navigating Through Algebra in Grades 6 - 8, from the Navigations Series, NCTM (2001).

Gregorc, A. (1979). Learning/Teaching Styles: Their Nature and Effects. Student Learning Styles. National Association of Secondary School Principals.

Gregorc, A. (1982). An Adult’s Guide to Style. Columbia CT. Gregorc Associates, Inc.

Gregorc, A. (1985). Style Delineator. Columbia CT. Gregorc Associates, Inc.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

Gardner, H (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.

All images "Used with permission from Microsoft.”