Name:Michelle Dubay
Module Name/Number:Using Technology in Geometry
Topic: Olympic Games
Facilitator: Michelle Kondziola
Station: Delta College PBS,WDCQ-TV
Off to the Games Unit Plan
Lesson One Off to the Games
Objective:

Develop and apply decision making and problem solving strategies

Employ estimation strategies

Perform calculations and solve problems involving addition, subtraction,
multiplication and division.

Acquire confidence in using mathematics meaningfully
Materials:

Internet Access

Off to the Games Planning Worksheet (pdf)
You will need Adobe Acrobat Reader installed on your computer to view
this document.
Visit the Adobe Acrobat website if you need this free plug-in.
Or

Off to the Games Planning Worksheet (Word doc)
Activity Overview:
A mysterious donator, known as Bags O'Dough, would like to give you money so
that you can attend 4 days at the 2002 Winter Olympics in Salt Lake City, Utah.
Although she is rich, Ms. O'Dough cannot afford to send everyone to the Winter
Games. You must convince her that you have good decision-making, planning
and budgeting skills and will spend her money wisely.
Activities:
As you complete each section below, record your decisions on the Off to the
Games Planning Worksheet (pdf).
1. Check Your Calendar
When would you like to attend the 2002 Winter Games? The Opening
Ceremony is February 8, 2002 and the Closing Ceremony is February 24,
2002. Before making this decision, you may want to view the Events
Schedule (pdf) to see when your favorite sports events are being held.
2. Transportation: This component lends itself to discussion of the
geometric concept of lines and measurement. The shortest difference
between two points is a straight line. What mode of transportation is a
straight line? Are straight flights faster? Do they cover less difference,
etc?
The next thing Ms. O'Dough wants to know is how you plan to get to Salt
Lake City, Utah. If you live along the Wasatch Front, this isn't an issue, but
those of you who don't close to the Olympic venues must decide if you are
going to take a car, bus, train, or airplane. Your decision should be based
on cost and time. Driving a car would of course be cheapest, but it's
probably not the best option if you live in Florida.
Calculating the cost of transportation:
o
Car: The cost for driving is approximately $0.30 per mile
o
Bus: You will need to check the bus rate at the Greyhound Lines
website
o
Train: The Amtrak website is a good place to check train fares. Use
the reservations link.
o
Airplane: Visit Travelocity to find out how much it will cost to fly.
3. Lodging
Where do you plan to stay during the Olympic Games? If you don't live in
the Wasatch Front you will need to find a place to sleep each night. Do
you have family or friends in Salt Lake City? If not, check out Lodging in
Salt Lake City to find a motel or hotel in the city. Make sure you find the
cost per night so that you can record that on your Off to the Games
Planning Worksheet.
4. Food
Estimate how much food you will need for four days and record that
amount on your Off to the Games Planning Worksheet.
5. Events
Now that the necessities are taken care of, you need to plan which 10
events you would like to observe. Look the Salt Lake 2002 Schedule (pdf)
and record the event details on your Off to the Games Planning
Worksheet. Many of the events have two or more price options. You will
have to decide if you want the expensive "A" tickets or the less expensive
"B" tickets. Also, be sure to check the Travel Time Guide (pdf) before
making your final decisions. You will want to be sure to have enough time
to get from one venue to the next.
6. Souvenirs
You won't want to return home without souvenirs. Visit the Salt Lake
Olympic Committee's Online Store and choose 4 gifts you would like to
purchase.
7. Why should Ms. O'Dough choose you?
The competition is stiff. Everyone would like Bags O'Dough to pay their
way to the 2002 Winter Olympics. Write a brief essay on the Off to the
Games Planning Worksheet explaining why you are the best person to
receive the money.
Author: UTAH LESSONPLANS - Email resources@uen.org
Lesson Two:Geolympic Games
Geolympic Games
This Challenge allows students to explore several
different two-dimensional and three-dimensional shapes
through their appearance in skiing, snowboarding, and
figure skating. Students will gather information about
geometrical shapes and report the information using
presentation software such as Powerpoint or
HyperStudio.
Grade Level:
4/5
Subject Matter:
Math
Curricular Uses:
This Challenge can be used during a unit on basic
geometry, with special focus on two-dimensional and
three-dimensional shapes.
Extensions:
Technology: Students could discuss how the shape of an
object affects its function and vice versa.
Language Arts: Students could make an oral presentation
about the information they found during the Challenge.
Social Studies: Students could try to find information
about the history and development of geometry.
Art: Students could view and discuss art created by M.C.
Escher.
Students will be able to:
 Identify the following three-dimensional geometric
shapes: cube, cylinder, sphere, cone, and pyramid.
 Find examples of each three-dimensional shape in the
venues, equipment, and maneuvers of Olympic Games
events.
 Use presentation software to convey information they
have discovered.
 Compare a two-dimensional shape to its threedimensional counterpart.
 Explain the difference between a two-dimensional and a
three-dimensional shape.
Lesson 3:Go Figure
Go Figure: A Fun Approach to
Olympic Figure Skating
Students will explore the mathematical concepts featured
below via activities requiring them to:
1. Build a model of the White Ring Arena in Nagano.
Building this model will help students learn about
perimeter, area, and proportion.
2. Investigate how the skaters cut figures into the ice.
This will teach them about circumference, diameter,
radius, area, and pi.
3. Understand the figure skating rules that determine the
size of the circles skaters cut into the ice. This will teach
students concepts of ratio, proportion, area, and
perimeter.
4. Learn about the "moves" that skaters are required to
perform. Students will learn to distinguish between
concave and convex figures.
5. Understand the scoring of figure skating. This will
teach them about graphing data.
Grade Level:
6/7
Subject Matter:
Math
Curricular Uses:
The student will encounter tasks which involve the
following mathematical concepts: area, perimeter,
circumference, diameter, radius, ratio and proportion, pi,
planar curves, simple curves, closed curves, convex
figures, concave figures, and graphs of data.
Students will be able to:
 Use the Internet to collect data necessary to complete
the tasks.
 Calculate the perimeter and area of selected geometric
figures.
 Use ratios and proportions to solve problems.
 Calculate the value of pi.
 Use a compass.
 Apply the definitions of circumference, diameter, and
radius of a circle.
 Distinguish between planar curves, simple curves,
closed curves, and concave and convex figures.
 Collect scoring data and represent it graphically.
 Create a simple tessellation.
 Estimate the area and perimeter of irregular shapes.
Part Two: Reflection
My unit plan includes three well structured, well planned out
webquests that are centered around a common theme: 2002 Winter
Olympic Games. These lessons include the application of higher
level thinking skills and incorporate basic math skills, operations
with decimals and several geometric concepts from two and threedimensional shapes to area and perimeter. The use of technology is
the integral component.
I was pleased with the overall success of these lessons.
Students worked in heterogeneous groups. The challenges
energized and excited them. They were able to stay engaged in the
activity for a significant amount of time. I was able to use the
computer lab for the Off to the Games Lesson. I feel this is the
most effective way to complete webquests. I think mini labs of 10
computers that teachers could have more access to would be very
beneficial for all students and teachers. Webquests allow students
to see that the process is as important as the end product. I also
enjoyed using these webquests as an educator because they were
open-ended and allowed for creativity and differences of opinions.
As long as answers could be logically supported they were
considered valid.
I ran into a few concerns or areas that could be improved
while teaching this unit plan. First of all, the technological aspects
can be as frustrating as they can be helpful and exciting. Entering
a lengthy URL ate up precious lab time. I really think it should be
possible for every teacher to create a favorites list that students
could assess when online anywhere throughout the school. Some
links don’t open consistently or webpages are moved. The final
technology related frustration happened on the snow day that came
a little two late. Due to severe weather conditions the computers
were not uploading webpages, websites, or even Internet navigator.
I also would be more specific with my expectation of the
assignment by assigning the roles of the group. Final expectations
should have spelled out exactly what I a wanted, and how it would
be scored. Lastly, instead of having one final assignment per
group to hand in, all students would be responsible for handing in
the completed webquest materials for individual accountability.