##
* *Reflection: Diverse Entry Points
Going For The Gold - Section 2: Introducing the Olympics

Creating a graph is a relatively simple skill for most second graders. They are able to count how many of something and color in the correct row. Graphing requires one to one correspondence which for most second graders is something they are secure with.

Reading a graph takes a different set of skills. Again, if the question is how many of the category are there, second graders can count the number in that row. If the question asks for a comparison, it requires a different level of thinking and understanding. Students need to be able to find the amounts in the 2 categories and then find the difference. This is a subtraction/comparison skill that is not as automatic for some children.

It is important to realize that asking students to take apart the numbers, or put them together to say how many are in 2 categories requires a different level of understanding.

Be sure to assess the ability to graph and the ability to interpret the graph as two different skills.

*Creating and Reading Graphs 2 Different Skills*

*Diverse Entry Points: Creating and Reading Graphs 2 Different Skills*

# Going For The Gold

Lesson 12 of 15

## Objective: SWBAT read and create graphs based on Olympic data for 2014

#### Reading a Table

*15 min*

I begin this lesson with an Olympic worksheet olympics questions.docx The worksheet has the number of gold medals won in a previous Olympics. Students solve the worksheet on their own. The worksheet requires students to read the table to answer the questions.

This is an individual practice page to allow me to assess student ability to read a table and gather information and it serves as an introduction to the Olympics.

Students complete this work prior to today's lesson.

#### Resources

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#### Introducing the Olympics

*15 min*

To begin today's lesson, I ask students how many have seen any of the events from the Olympics on television? What events have you seen? Are these the summer or winter Olympics? Would the events be the same at the summer Olympics? Does anyone know where the Olympics are being held? (Students might say Sochi, but do they know where that is?) I bring out a world map and ask if anyone can come up and point out where Sochi is? I will help students to work together to pinpoint where Russia is, and then help them find the Black Sea, from there we can put a mark on our map for Sochi.

Is Russia near the United States or far away? Is it nearer the US or Japan? (we are studying Japan so they can make the connection to our social studies unit. You may study a different country and can relate Russia to that). How can we tell how far away Sochi is from us? (the map has a scale of miles - you may need to explain this if you have not already introduced this earlier in the year). I ask students to use calculators to add up the distances from the scale of miles because on the map it is in sets of 500 miles. This encourages repeated addition practice.

Does anyone know if it is 2 o'clock here, what time it might be in Russia? (they are 9 hours ahead). I tell students that they are 9 hours ahead of us. We read the time on the clock and then count up by moving the hour hand ahead 9 hours. We count up 9 hours on the clock to see what time it would be in Russia and to think about what people there might be doing right now. We discuss that when we see the Olympics on tv at night, the people are already asleep.

I ask students their favorite winter Olympic sport. We create a graph of favorite sports as a class. I have each child make a small picture of their favorite sport and then we post them in the appropriate category. The picture graph is then used to answer questions such as: "How many people like skiing?" "How many more people like skating than snowboarding?" The questions will develop from the outcome of the graph.

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You may wish to gather your own facts to support this lesson. You can base it on a current activity that students may be interested in.

For the 2014 Winter Olympics, I use a few basic facts from the official website of the Olympics:

- 6,700 athletes participate
- 85 nations are represented
- 2,800 journalists are on site
- 25,000 volunteers are needed to host the Olympics
- 42,000 hotel rooms were built for the event
- Sochi is 9 hours ahead of EST
- The first Olympics were held in Greece in 776 BC

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#### Classroom Olympics

*30 min*

The students have now been introduced to the Olympics and have had a chance to think about their own interest in one sport or another. Now I ask students to complete 3 tasks. For each task, the students work in partners or triads. One student measures and records while their partner performs each task. When the task has been completed, the partners switch places.

For this task you will need a stop watch, a marked area for jumping (about 4 feet of clear space), and paper and pencil for recording. I remind students that measurements must be precise (MP6) so we can see who really jumps the furthest, or does the most of something. I tell students that it is their job to count or measure carefully and to record the answer so everyone can read it.

The classroom Olympic tasks include:

- Long jump - students stand with their toes on the line and jump with both feet together. The distance from the line is recorded
- Push ups - students count how many push ups a partner can do in 30 seconds
- One foot hops - students count how many hops a partner can do in 30 seconds

All of the data is collected and recorded on a class sheet. Students come together on the rug and discuss the data that they have collected. The data can be used to find the longest jump. The difference between the longest and the shortest jump, and similar questions for the push ups and the one foot hops.

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#### The Awards Ceremony

*5 min*

No Olympics event would be complete without the medals. For this ceremony I made paper gold (with gold glitter on yellow paper), silver (wrapped with tin foil), and bronze (brown paper) medals marked with the Olympic rings and 2014.

Students helped me determine the first, second and third place winners for each event and the medals were handed out.

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Adding Three or More Numbers
- LESSON 2: Houses of Addition
- LESSON 3: Comparing the Weather
- LESSON 4: Balancing and Comparing Data
- LESSON 5: Subtraction Houses
- LESSON 6: Subtraction Houses Part 2
- LESSON 7: Time to Practice
- LESSON 8: A Suitcase of Math Strategies
- LESSON 9: What Do I Need?
- LESSON 10: SMALL, SMALL, BIG
- LESSON 11: Keeping It In The Field
- LESSON 12: Going For The Gold
- LESSON 13: Checking on Subtraction
- LESSON 14: NO FLIPPING SUBTRACTION
- LESSON 15: Assessment