Le Grand - Exquisite Excursions

Robert Dodd
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AT3: Technology and the Maths curriculum

Amazing Destinations Lesson

Introduction

Year Level: 9-12

This lesson is designed to encompass several class periods, such as 4 periods with time for homework if computer labs are not always available. Students will plan a trip to 6 world cities and use their math skills to solve problems encountered along the way.

Materials

Computer with Internet access. Amazing Destinations: Student Worksheet for recording their findings.

Prior Knowledge

Basic understanding of ratio, percentages, internet, and map skills, spreadsheets. Teacher will in f irst lesson give overview re: the strengths and or abilities with basic spreadsheet functions including sum and graphing.

Task

The students will locate 6 cities, one on each of the 6 major continents. They will find distances for each leg of their journey, convert to percents, use a time zone map, and convert to foreign currencies. This information will be recorded on a Amazing Destinations: Student Worksheet .

Resources

Spreadsheet (e.g. Microsoft Excel)

Time Difference spreadsheet

Excel Autosum Function

Excel Sum Function

Excel Charts

International Time Zone Calculator

World Timezone Map
International Distances
Choose a Currency

Full Universal Currency Converter

City Distance Tool

STUDENT'S INSTRUCTIONS

The students will choose 6 cities, one from each of the six major continents and enter the names on the travel chart. The cities should be listed in a logical order for visitation. They will leave from and return to Melbourne. Using the Internet, students will find the distance for each leg of the journey and then convert this distance to a percentage of the total journey.
The students will convert to the time in the cities they have chosen. Their instructions are: "Your parents are expecting you to call them at noon Eastern Standard time from each of the 6 cities you visit. Calculate, using the website or other resources, the local time in each of your cities when you place these calls, and chart the time difference on a spreadsheet; (Example Time Difference spreadsheet)
You are an entrant in the AMAZING RACE. Go to the AMAZING RACE website to find the route. Enter the legs of the race in a spreadsheet. Use the spreadsheet to calculate the total distance covered from start to finish. Calculate and graph on the spreadsheet the percentage of each leg to the total distance covered. Analyse the data in some way as to compare the distances such as by data sort, mean, etc.
Students are to incorporate some digital photos or images of the cities they visited and present the information to the class as a poster or powerpoint presentation
Students complete the further activities shown in the Activity Sheet Activity sheet (HTML)

OUTCOMES /VELS: LEARNING STANDARDS

Working mathematically focuses on developing students’ sense of mathematical inquiry: problem posing and problem solving, modelling and investigation. It involves students in the application of principled reasoning in mathematics through the mathematical processes of conjecture, formulation, solution and communication;.
In this dimension the nature, purpose and scope of individual work is connected to that of the broader mathematical community through the discourse of working mathematically. Mental, by hand and technology-assisted methods provide complementary approaches to working mathematically.
Students apply number skills to everyday contexts such as shopping, with appropriate rounding to the nearest five cents. They recognise the mathematical structure of problems and use appropriate strategies (for example, recognition of sameness, difference and repetition) to find solutions.
Students use technology such as graphic calculators, spreadsheets, dynamic geometry software and computer algebra systems for a range of mathematical purposes including numerical computation, graphing, investigation of patterns and relations for algebraic expressions, and the production of geometric drawings.
Principal operations for computation with measurement include the use of formulas for evaluating measures, the use of technology for direct and indirect measurement and related technologies for the subsequent analysis of data, and estimation of measures using comparison with prior knowledge and experience, and spatial and numerical manipulations

Assessment:

Students will be assessed according to the following assessment rubric.

1 Unsatisfactory response (1-3)

2 Satisfactory response (4-6)

3 Competent response (7-8)

4 Exemplary response (9-10)

Purpose of the task not accomplished.

Does not successfully communicate relevant ideas; Presents fragmented understanding of concepts; results may be incomplete

Purpose of task not fully achieved; some strategies may be ineffectual Gaps in conceptual understanding evident. Limited communication; results may be incomplete or not clearly presented.

Accomplishes purposes of task. Understands major concepts, though some less important ideas missing. Clear understandings of concepts. Communicates effectively.

Fully achieves purpose of task, while insightfully interpreting, extending beyond tasks.

Demonstrates in-depth understanding of concepts and content. Communicates effectively and clearly to various audiences, using dynamic and diverse means.

Content

Minimal content. Fragmented and incomplete ideas. Unworkable spreadsheet. Poor attempt at modelling.

Incomplete, not labelled, instructions for spreadsheet not clear.

Spreadsheet calculations operable and workable. Minor mistakes in maths calculations. Steps explained. Overall clear content.

Project completed successfully. Full and clear explanations in modelling, calculations and spreadsheet. Understood deeper mathematical content. Steps clearly explained. Diverse content.

Layout & Presentation

Fragmented and incomplete components, with major elements missing; no evidence of achieving a workable result and presentation.

Minimal attempt to provide an ordered and sequential project. Limited communication such as headings and comments to assist reader to navigate through project.

Good attempt to provide a sequential project. Effective communication throughout. Major features of task and spreadsheet set out clearly. Some minor details lacking in descriptors. Visual layout could be improved.

Good attempt to provide a sequential project. Effective communication throughout. Major features set out clearly. Excellent layout.

Writing and Oral Reporting

Minimal description of project and what was accomplished

An attempt at describing project, but was in a general form only with missing elements.

A good description of the project. Some of the reasons for steps and processes, and connections not present, including comments in spreadsheet.. Major concepts explained

An excellent and clear description of the project. Included comments in spreadsheet. Well described reasons for steps and processes, and connections present. Additional information included.

Technical

Did not producea workable worksheet. Minimal technical input to task.

Produced very basic worksheet with formulas, but not complete. Not clearly presented and integrated.

Produced a good worksheet with formulas, but not complete in minor areas. Acceptable and adequate technical input, overall being clear and integrated.

Project completed successfully. Fully functional spreadsheet. Calculations fully operable. Excellent modelling showing technical aspects. Very clearly presented and integrated. Technically went beyond expectations.

Robert Dodd Home

AT3: Technology and the Maths curriculum

Amazing Destinations Lesson

Robert Dodd
Home