Lessonopoly



Sponsors


LineUp With Math

 View a printer friendly version. Print    Download as PDF Pdf  
   
 
VIEW RESOURCES (1) COMMENTS (0) REVISIONS
Add Comments
  Document Type: Lesson Plan
  Lesson Plan Type: Interactive Instruction
  Subject: Mathematics
  Grade Level: 5,6,7,8,9
  Time: 50-60 minutes
  Last Updated: 05-26-2010
     
  Keywords:
     
     
 
Created/Provided by:
NASA
Other,
Other
Not rated yet
Expert Ratings (0 votes)

User Ratings (0 votes)
 
 
CALIFORNIA STATE STANDARDS ADDRESSED

Mathematics/5/Mathematical Reasoning
1.7 Determine when and how to break a problem into simpler parts.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Mathematics/6/Algebra and Functions
2.1 Convert one unit of measurement to another (e.g., from feet to miles, from centimeters to inches).

Mathematics/6/Mathematical Reasoning
1.3 Determine when and how to break a problem into simpler parts.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.7 Make precise calculations and check the validity of the results from the context of the problem.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and the strategies used and apply them in new problem situations.

Mathematics/6/Number Sense
1.4 Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips.

Mathematics/7/Mathematical Reasoning
1.6 Determine when and how to break a problem into simpler parts.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.8 Make precise calculations and check the validity of the results from the context of the problem.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and the strategies used and apply them to new problem situations.

Mathematics/7/Number Sense
1.6 Calculate the percentage of increases and decreases of a quantity.
 
BRIEF DESCRIPTION
Applying decision-making and proportional reasoning skills to distance-rate-time problems using authentic air traffic control scenarios. Using a web-based interactive Air Traffic Control (ATC) Simulator and accompanying workbooks, students learn the mathematics and strategies to solve air traffic control problems that involve two or more planes.  The students' challenge is to "line up" the planes safely at a given intersection of jet routes.

LineUp With Math™ consists of six Problem Sets. Each typically contains:
  • interactive ATC Simulator problems (web-based)
  • a Student Workbook (print-based),
  • supporting teacher materials.
 
PROCEDURES
 
Goal(s):
LineUp With Math has two overarching goals:
  • To enable students to use mathematical reasoning and problem-solving skills to investigate and solve realistic distance-rate-time problems in air traffic control.
  • To offer students a variety of problem solving approaches, tools, skills, and experiences in the context of challenging, yet accessible, real-world problems.
 
Specific Objectives:
Each problem set has a different objective.

A: Introduction to air traffic control sectors.
Objectives:
  • Learn the vocabulary of air traffic control.
  • Learn the units (nautical miles and knots) of air traffic control.
  • Learn to read and interpret an airspace sector diagram.
  • Learn the air traffic control spacing requirements for safety and efficiency.

B: 2-plane conflicts: change routes.
Objectives:
  • Analyze a sector diagram to identify a spacing conflict between two planes, each traveling at the same speed.
  • Resolve the conflict by changing the route for one plane.
C: 3-plane conflicts: change routes.
Objectives:
  • Analyze a sector diagram to identify a spacing conflict among three planes, each traveling at the same speed.
  • Resolve the conflict by changing the route for one or more planes.

D: Effects of speed differences.
Objectives:
  • Learn that when a plane’s speed is reduced, the difference in the plane’s distance traveled can be calculated by multiplying the difference in speed by the amount of time traveled.
  • Learn how to associate a decrease in plane speed in knots with a decrease in distance traveled each minute.
  • Learn the correspondence between a 60-knot reduction in plane speed and the resulting decrease in distance traveled (in 1 minute) over a 10 nautical mile interval on a jet route. (Students will encounter these particular speed reductions and multiples of 10 nautical miles in subsequent Workbooks.)
E: 2-plane conflicts: change speeds.

Objectives:
  • Analyze a sector diagram to identify spacing conflicts between two planes, each traveling at the same speed.
  • Resolve the conflicts by changing the speed of one plane.
  • (Optional) Learn that a given percent reduction in plane speed yields the same percent reduction in distance traveled in the original amount of time.
F: 3-plane conflicts: change speeds.

Objectives:
  • Analyze a sector diagram to identify spacing conflicts among three planes, each traveling at the same speed.
  • Resolve conflicts by changing the speed of one or more planes.
  • Resolve conflicts by changing the speed or the speed and route of one or more planes.
 
Required Materials:
 
Anticipatory Set (Lead-in):
Students begin by watching the video, "Animation of 24 hours of flight in the US" to see the world's largest distance-rate-time problem.
 
Lesson Plan Procedure:
1. Students watch the introductory videos, "What is LineUp With Math" and "Welcome to Sector 33"






2. Select one of the 6 problem sets for students to solve on the ATC Simulator.  We really recommend starting with Problem Set A.  Allow your students some time to explore the simulator and try to solve the problem.  After they have tried to solve the problem, assign them the accompanying worksheet from the Student Workbook.
3. After students have completed the workbook, assign them the same problems on the ATC Simulator again to see if they can optimize their solution and reach the targeted time.
 
Assessments & notes
 
Plan for Independent Practice:
Students can try to further optimize their target times or create problems of their own for their peers to solve.  Students can access the simulator from the dedicated student website.
 
Assessment Based on Objectives:
Students will have successfully met the objectives if they are able to successfully "line up" the planes in each of the simulator problems.
 
 
 
Was this lesson plan useful? Questions? Add comments here!
 
rate this lesson This teacher is not recipient of teacher innovation grant. rate this lesson
Submitted by NASA on Tue, 04/27/2010 - 12:07


Title:

LineUp With Math

Grade Level:

5,6,7,8,9

Subject:

Mathematics

Author:

NASA

Time:

50-60 minutes

Lesson Plan Type:

Interactive Instruction

Keywords:

distance, rate, time, drt, proportional reasoning, making decisions, solving problems, nasa, air traffic control, smart skies, nasa, lineup with math

Brief Description:

Applying decision-making and proportional reasoning skills to distance-rate-time problems using authentic air traffic control scenarios. Using a web-based interactive Air Traffic Control (ATC) Simulator and accompanying workbooks, students learn the mathematics and strategies to solve air traffic control problems that involve two or more planes.  The students' challenge is to "line up" the planes safely at a given intersection of jet routes.

LineUp With Math™ consists of six Problem Sets. Each typically contains:
  • interactive ATC Simulator problems (web-based)
  • a Student Workbook (print-based),
  • supporting teacher materials.

California State Standards Addressed:

Mathematics/5/Mathematical Reasoning)1.7,2.2,2.3,2.6,3.2,3.3
Mathematics/6/Algebra and Functions)2.1
Mathematics/6/Mathematical Reasoning)1.3,2.2,2.4,2.7,3.2,3.3
Mathematics/6/Number Sense)1.4
Mathematics/7/Mathematical Reasoning)1.6,2.2,2.5,2.8,3.2,3.3
Mathematics/7/Number Sense)1.6

Related Links:

Link 1:

Goal(s):

LineUp With Math has two overarching goals:
  • To enable students to use mathematical reasoning and problem-solving skills to investigate and solve realistic distance-rate-time problems in air traffic control.
  • To offer students a variety of problem solving approaches, tools, skills, and experiences in the context of challenging, yet accessible, real-world problems.

Specific Objectives:

Each problem set has a different objective.

A: Introduction to air traffic control sectors.
Objectives:
  • Learn the vocabulary of air traffic control.
  • Learn the units (nautical miles and knots) of air traffic control.
  • Learn to read and interpret an airspace sector diagram.
  • Learn the air traffic control spacing requirements for safety and efficiency.

B: 2-plane conflicts: change routes.
Objectives:
  • Analyze a sector diagram to identify a spacing conflict between two planes, each traveling at the same speed.
  • Resolve the conflict by changing the route for one plane.
C: 3-plane conflicts: change routes.
Objectives:
  • Analyze a sector diagram to identify a spacing conflict among three planes, each traveling at the same speed.
  • Resolve the conflict by changing the route for one or more planes.

D: Effects of speed differences.
Objectives:
  • Learn that when a plane’s speed is reduced, the difference in the plane’s distance traveled can be calculated by multiplying the difference in speed by the amount of time traveled.
  • Learn how to associate a decrease in plane speed in knots with a decrease in distance traveled each minute.
  • Learn the correspondence between a 60-knot reduction in plane speed and the resulting decrease in distance traveled (in 1 minute) over a 10 nautical mile interval on a jet route. (Students will encounter these particular speed reductions and multiples of 10 nautical miles in subsequent Workbooks.)
E: 2-plane conflicts: change speeds.

Objectives:
  • Analyze a sector diagram to identify spacing conflicts between two planes, each traveling at the same speed.
  • Resolve the conflicts by changing the speed of one plane.
  • (Optional) Learn that a given percent reduction in plane speed yields the same percent reduction in distance traveled in the original amount of time.
F: 3-plane conflicts: change speeds.

Objectives:
  • Analyze a sector diagram to identify spacing conflicts among three planes, each traveling at the same speed.
  • Resolve conflicts by changing the speed of one or more planes.
  • Resolve conflicts by changing the speed or the speed and route of one or more planes.

Required Materials:


Anticipatory Set (Lead-in):

Students begin by watching the video, "Animation of 24 hours of flight in the US" to see the world's largest distance-rate-time problem.



Lesson Plan Procedure:

1. Students watch the introductory videos, "What is LineUp With Math" and "Welcome to Sector 33"






2. Select one of the 6 problem sets for students to solve on the ATC Simulator.  We really recommend starting with Problem Set A.  Allow your students some time to explore the simulator and try to solve the problem.  After they have tried to solve the problem, assign them the accompanying worksheet from the Student Workbook.
3. After students have completed the workbook, assign them the same problems on the ATC Simulator again to see if they can optimize their solution and reach the targeted time.

Closure (Reflect Anticipatory Set):



Plan for Independent Practice:

Students can try to further optimize their target times or create problems of their own for their peers to solve.  Students can access the simulator from the dedicated student website.

Assessment Based on Objectives:

Students will have successfully met the objectives if they are able to successfully "line up" the planes in each of the simulator problems.

Possible Connections to Other Subjects:



Adaptations and Extensions:



Additional Notes:




»