New Jersey CCCS: 

STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS) ALL STUDENTS WILL DEVELOP NUMBER SENSE AND WILL PERFORM STANDARD NUMERICAL OPERATIONS AND ESTIMATIONS ON ALL TYPES OF NUMBERS IN A VARIETY OF WAYS.

A. Number Sense

1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 6 pertain to these sets of numbers as well).

4. Explore the use of ratios and proportions in a variety of situations.

5. Understand and use whole-number percents between 1 and 100 in a variety of situations.

8. Compare and order numbers.

B. Numerical Operations

4. Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers.

7. Understand and use the various relationships among operations and properties of operations.

Students will use ratios, percents, and proportions along with many other math concepts as they examine how these concepts are involved in or influence the event itself.    Mental math and calculators will be employed with numerical conversions (metric to customary) as well as totals of distance and time.  All of these factors will be applied to each sport/event.

STANDARD 4.4 (DATA ANALYSIS, PROBABILITY, AND DISCRETE MATHEMATICS) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE CONCEPTS AND TECHNIQUES OF DATA ANALYSIS, PROBABILITY, AND DISCRETE MATHEMATICS, AND WILL USE THEM TO MODEL SITUATIONS, SOLVE PROBLEMS, AND ANALYZE AND DRAW APPROPRIATE INFERENCES FROM DATA.

A. Data Analysis

1. Collect, generate, organize, and display data.

3. Respond to questions about data, generate their own questions and hypotheses, and formulate strategies for answering their questions and testing their hypotheses.

B. Probability

1. Determine probabilities of events.

5. Recognize and understand the connections among the concepts of independent outcomes, picking at random, and fairness.

Mappler and associated links will be used to collect, organize and display data.  Olympic Game results are based not only on athletic ability, but also upon probability and a random occurrence such as weather and event-time condition of each athlete.  Each student will use this information, along with percent and ratio, to make estimates on factors which may have impacted the outcome.

STANDARD 4.5 (MATHEMATICAL PROCESSES) ALL STUDENTS WILL USE MATHEMATICAL PROCESSES OF PROBLEM SOLVING, COMMUNICATION, CONNECTIONS, REASONING, REPRESENTATIONS, AND TECHNOLOGY TO SOLVE PROBLEMS AND COMMUNICATE MATHEMATICAL IDEAS.

A. Problem Solving

1. Learn mathematics through problem solving, inquiry, and discovery.

5. Monitor their progress and reflect on the process of their problem solving activity.

B. Communication

1. Use communication to organize and clarify their mathematical thinking.

2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.

4. Use the language of mathematics to express mathematical ideas precisely.

D. Reasoning

4. Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.

F. Technology

1. Use technology to gather, analyze, and communicate mathematical information.

4. Use calculators as problem-solving tools (e.g., to explore patterns, to validate solutions).

6. Use computer-based laboratory technology for mathematical applications in the sciences.

Students will use the NJ US Olympic Heroes (via Mappler technology) to share a brief background of each athlete.  Time will then be given as students explain how mathematics impacts the specific Olympic experience of each athlete and event via reasoning, inquiry, and discovery.  A terminating open ended question or comment will be employed in conjunction with each map point to expand upon problem solving ability. 

STANDARD 6.6 (GEOGRAPHY) ALL STUDENTS WILL APPLY KNOWLEDGE OF SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO UNDERSTAND HUMAN BEHAVIOR IN RELATION TO THE PHYSICAL AND CULTURAL ENVIRONMENT.

A. The World in Spatial Terms

2. Translate maps into appropriate spatial graphics to display geographical information.

3. Explain the spatial concepts of relative and absolute location and distance.

4. Estimate distances between two places on a map using a scale of miles, and use cardinal and intermediate directions when referring to a relative location.

10. Describe location technologies, such as Geographic Information Systems (GIS) and Global Positioning Systems (GPS).

11. Describe the significance of the major cities of New Jersey, the United States, and the world.

Students will use the GIS in interacting with points on a New Jersey map.  Additionally, they will estimate spatial distances relative to Ringwood.