NCDPI AIG Instructional Resource: Background Information

Content Reviewed: Y

AIG Reviewed: 9/2/12

Need Revisions (Y/N): N

Complete: Y NCDPI -- AIG Instructional Resource: Background Information Date Submitted: August 21, 2012 Resource Title: Practical Cell Phones Subject Area/Grade Level (s): Time Frame Mathematics/Fourth Grade One-two days Common Core Standard Addressed: Measurement and Data Represent and interpret data. 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Standards for Mathematical Practice: 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. Additional Standards Addressed: (integration across topics, within or across disciplines)

Brief Description of Lesson/Task/Activity: (include how this lesson/task/activity fits with a larger context) This task focuses around the question, “Is there a relationship between the typical size of a cell phone and the typical size of a person’s pocket?” Students will collect, organize, and interpret measurement data in order to make their hypotheses. In addition to application of measurement and graphing skills, students will be required to round, make estimations, convert between decimals and fractions, and use the four operations to solve problems. Type of Differentiation for AIGs (include all that apply)

 Enrichment  Extension  Acceleration Adaptations for AIGs

 Content  Process  Product

Explanation of How Resource is Appropriate for AIGs The problem posed requires students to collect and organize measurement data, which meets fourth grade content standards. However, this problem goes further by asking students to collect, organize, interpret, and compare two different sets of measurement data. As students compare their data sets, they must discern patterns, make generalizations, and formulate hypotheses. In addition, this inquiry-based, open- ended task allows students to select their own strategies and draw their own conclusions. Needed Resources/Materials Computers that are internet accessible, access to clothing with pockets, access to a variety of cell phones (or access to cell phone companies’ websites), graph paper Sources (all sources must be cited) www.pcworld.com TEACHER NOTES This task requires students to measure a variety of pockets. This may be completed as homework prior to implementing the task. NCDPI AIG Curriculum Resource Outline Describe processes, steps, and materials needed at each stage of the lesson/activity. STAGE ONE: Engage  Hook  Prior knowledge  Instructional input  Modeling

Description: Cell phones have been in use for almost 40 years! When they were first on the market, cell phones were functional but not very practical (show PC World’s slide show of cell phones over the years). Today, cell phones are extremely practical; you can use them to send pictures, calculate a tip, watch movies, and get directions. Most cell phones will even fit into your pocket.

Ask students:  I have noticed that people everywhere carry their cell phones in their pockets. Do you think companies took pocket sizes into consideration when designing cell phones?  If you were buying a cell phone, would you take this into consideration?  Are there cell phones that are too big to be stored in a pocket? Are there pockets that are just too small to hold a cell phone? What is the ideal cell phone size? STAGE TWO: ELABORATE  Guided and independent practice  Guiding questions

Description: Today, you will work with a partner to determine if there is a relationship between the typical size of a cell phone and the typical size of a pocket. In order to evaluate this, you and your partner will collect data on the measurements of several cell phones and pockets. Then, you will organize your data using one or more line plots, and observe any patterns. Based on your observations, you will determine if there really is a relationship between the typical size of a cell phone and the typical size of a pocket. Note: In order to make precise comparisons, consider taking measurements to the nearest 1/4 of an inch or centimeter.

Before partners begin their task, have them discuss:  What dimension of the cell phone will we measure? What dimension of the pockets will we measure? Example: length or width  Where can we go to collect some measurement data on cell phones? Websites such as www.verizon.com, www.apple.com, and www.att.com list phone dimensions.  How can one or more line plots be used to organize this data? Create a line plot to display lengths (or widths) of cell phones, and create a second line plot to display the lengths (or widths) of pockets.  How should we label our line plot(s)? Students will need to determine if they will measure in inches or centimeters (cell phone companies typically list dimensions in inches). Students will need to determine what fractions of a unit will be listed on their line plot. If the fractions are too specific (e.g., to the nearest hundredth of an inch), trends cannot be observed. It is recommended that students measure to the nearest 1/4 of an inch.  Once our measurement data is organized, what questions should we ask to better understand the data? Examples include: What is the most common size for a cell phone? What is the most common size for a pocket? How many phones on our line plot will not fit into any pocket?

As students work, it may be necessary to revisit the above questions and elicit thinking.

Once all partners have finished, share their findings. Ask:  What mathematics did you and your partner use during this task? For example, students may need to convert a company’s measurements from decimals to fractions. They will also need to use strategies for determining the most common cell phone size.  How did you organize your data?  What observations did you make? What patterns did you notice?  What is the most common length (or width) of the cell phones on your line plot? If you were to redistribute the lengths (or widths) equally among each phone, what would be the new length of each phone?  Based on your data, what do you believe is the ideal cell phone size? Explain.  Based on your data, do you hypothesize that cell phone companies take pocket size into consideration when designing cell phones? STAGE THREE: EVALUATE

 Assessment

Description: Students should be evaluated based on their ability to:  Generate a line plot, correctly labeling all parts.  Collect and graph measurement data.  Generate questions about collected data.  Recognize patterns between two sets of data.  Make hypotheses about relationships between cell phone measurements and pocket measurements.  Apply estimation strategies, rounding, conversions between decimals and fractions, measurement concepts, addition strategies, and division strategies to a problem solving context.  Communicate mathematical strategies. TEACHER NOTES:  Although most cell phone companies provide phone dimensions to the nearest hundredth of an inch, this task asks students to consider measuring to the nearest 1/4 of an inch. This will drive students to utilize rounding and estimation skills. Additionally, the broader measures will allow for students to see trends in the data collected.