##
* *Reflection: Classroom Setup
Heart Rate - Section 3: Heart Rate

As luck would have it, it was very cold the day I taught this lesson and I could not take students outside. In our cafeteria, I used painter’s tape to mark off 5 different lengths of 20 feet. Students had to walk/sprint down to the end and back in order to travel 40 feet. I did not have enough timers, so instead I had the homeroom teachers collect students’ phones at the beginning of the day. The teachers brought me the phones, along with a note of names, after our morning homeroom time. I kept the phones locked up until we needed them. I went over expectations about using their phones and students were responsible with them. When we were done timing, I collected the phones and kept them until afternoon homeroom.

*Setting Up and Collecting Data*

*Classroom Setup: Setting Up and Collecting Data*

# Heart Rate

Lesson 10 of 21

## Objective: SWBAT: • Define active heart rate and resting heart rate • Calculate their own active and resting heart rate • Use multiplication and division to calculate rates

## Big Idea: What is your resting rate? What is your active heart rate? How can you improve your heart rate? Students calculate these rates and use multiplication and division to answer rate questions.

*50 minutes*

#### Do Now

*5 min*

See my **Do Now** in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want to activate students’ prior knowledge. I want to see what students already know about heart rate and what questions they may have.

I call on students to share out their knowledge and their questions. I type up the comments and questions into a word document, so we can revisit them at the end of the lesson.

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#### Brain Pop: The Heart

*7 min*

Students are responsible for filling in the notes during the video. There is a lot of information, but I want students to focus on the basic function of the heart, as well as how and why the heart beat changes depending on activity. I pause the video frequently so students can write down their notes.

#### Resources

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#### Heart Rate

*15 min*

Notes:

- For the last part of this section, I take my students outside to calculate their active heart rate.
- Students will bring something to write with and something to write on outside.
- I will allow students to pick their own partners.
- They will also pair up and time each other for a 40 foot walk and sprint. They will use this data in the next lesson to calculate their speed. Each partner pair needs a stop watch. I measure 40 feet and mark it with chalk. Partners take turns timing each other for the walk and sprint.
- Alternative to outdoors: If I’m not able to go outside, I will show students Beyonce’s Let’s Move! “Move Your Body” Music video We can go over the moves and then students can dance with the video. If students don’t want to dance, they have to keep moving (jumping jacks, high knees, etc) during the song.

We read over the definitions for resting and active heart rate. I show students how to find their carotid artery with their middle and index fingers. Some students may need more help in order to find their pulse. Once students are ready, I set the timer for 10 seconds. Students are responsible for counting how many times their heart beats over the 10 seconds. They record this information in the table. I ask students, “Using this data, how can you figure out how many times your heart will beat in a minute when you are resting?” Students participate in a **Think Pair Share.** I call on students to share their ideas. I want students to recognize that there are 60 seconds in a minute, so they can set up a rate with their number of heart beats in 10 seconds and then create an equivalent rate for number of beats in 60 seconds.

I explain to students how they are going to calculate their heart rate after a short walk and after 2 minutes of activity. I go over expectations for getting outside and following directions outside. I will use a whistle to get their attention once we are outside.

Once we are outside, I set my timer for 10 seconds and students count their heart beats. They record their data in the table. Then we work on 2 minutes of activity. I have students line up in rows facing me. We alternate between jumping jacks, star jumps, high knees, burpees, etc. I encourage students to keep moving. After two minutes, I set my timer for 10 seconds and students count their heart beat. They record the data in the table.

Students then get with their partner and take turns timing the walk and the sprint. Students are engaging in **MP5: Use appropriate tools strategically **and** MP6: Attend to precision.**

*expand content*

When students get back to class, they sit next to their partner. I ask a volunteer to share how they will turn their heart beats per 10 seconds into a hear rate for one minute. Students work to use their data to answer questions 1-2. They need to set up rates and create equivalent rates for problem 3 and 4. Students are engaging **in MP2: Reason abstractly and quantitatively**, **MP4: Model with mathematics**, and **MP5: Attend to precision**.

As students work, I walk around to monitor student progress. I **Post A Key** so students can check their answers after they briefly check in with me. Their answers will vary for 1 and 2, but I show how they should have set up their rates.

If students successfully complete the questions, they can move onto the “Healthy Heart Rates” and “More Practice”.

If students struggle, I may ask them one or more of the following questions:

- What information do you have?
- What information are you trying to figure out?
- How can we set up this information?
- How can we use equivalent rates to find the missing information?
- What did we do in our examples earlier in the packet?
- How many minutes are in one hour?
- How many hours are in one day?
- Do we need to multiply or divide to create the equivalent rate? How do you know?

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#### Closure and Ticket to Go

*7 min*

I display the word document with the students’ comments and questions from the beginning of class. I ask students if they can answer any of the questions, revise any of the comments, or add new facts.

Then I ask a student to come up and show and explain their thinking for problem 4. I call on students to share if they agree or disagree with the student and why. Students are engaging with **MP3: Construct viable arguments and critique the reasoning of others**. I ask students to share out how they can improve their heart rate.

With a few minutes left, I pass out the **Ticket to Go** and the **HW Heart Rate.**

*expand content*

##### Similar Lessons

Environment: Urban

###### Finding Equivalent Ratios

*Favorites(5)*

*Resources(11)*

Environment: Urban

Environment: Urban

- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: Nana's Chocolate Milk
- LESSON 2: Introduction to Ratios
- LESSON 3: Extending and Comparing Ratios
- LESSON 4: Ratios with Thinking Blocks
- LESSON 5: Working with Percents
- LESSON 6: Converting Measurements Using Ratios
- LESSON 7: Converting Measurements Using Ratios Day 2
- LESSON 8: Show What you Know About Ratios
- LESSON 9: Introduction to Rates
- LESSON 10: Heart Rate
- LESSON 11: Calculating Speed Day 1
- LESSON 12: Calculating Speed Day 2
- LESSON 13: Comparing Rates
- LESSON 14: Calculating Unit Rates
- LESSON 15: The State Fair
- LESSON 16: Better Deal Stations
- LESSON 17: Show what you know about rates
- LESSON 18: Finals Week Day 1
- LESSON 19: Finals Week Day 2
- LESSON 20: Unit 5 Review Stations
- LESSON 21: Unit 5 Test