Math
6th Grade
The Bruins I.C.E. School
Lesson 1: Ratios and Proportional Relationships
Lesson 2: Geometry
Lesson 3: Geometry
Lesson 4: Ratios and Proportional Relationships
Lesson 5: The Number System
Worksheets Included:
Please see each lesson for frameworks applied to that lesson.
Math
6th Grade
Lesson 1: Ratios and Proportional Relationships
Concept/Topic to Teach: Ratios and Proportions
Standards Addressed: 6RP1
General Goal(s) – Expected Outcome Students will understand the meaning of ratios and how they are
used to measure value. Students will be expected to explain the meaning of the ratio and how it was
derived. Students will also be expected to develop another measure of value and compare the two.
Specific Objectives: Understand how a ratio was devised. Compare it to another ratio and decide which
measure is more accurate.
Required Materials:
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Understanding of hockey statistics.
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Access to hockey statistics.
This web site will provide the goalies statistics. Below is the glossary to help students understand the
columns. http://bruins.nhl.com/club/stats.htm
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•
•
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W: Wins
GP: Games Played
L: Losses
OTL: Overtime losses
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GAA: Goals against avg
• TOI: Time on ice
• SV: Saves
• SV%: Save percentage
• SHO: Shutouts
• TGA: Total goals against
• TSA: Total shots against
• PIM: Penalty minutes
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Introduction: The goalie on the team is a very important person. As such there needs to be ways to
objectively measure the goalies performance in comparison to other goalies on the team and in the league.
One way to measure this is called a goals against average. By using this standard unit of measure teams
throughout the league are able to objectively compare all goalies on an impartial basis.
Math
6th Grade
Differentiated Instruction:
Extensions:
Is there another more accurate way to measure a goalies efficiency? Develop and describe a different
measure of the goalies efficiency. In your opinion what would be the better measure?
Check for Understanding:
Using this newly developed measure, evaluate the efficiency of two other goalies in the NHL.
Closure/Wrap-Up:
Discuss how these measures can be used when a team is attempting a trade for a goalie or to bring one up
from the minors.
Math
6th Grade
Lesson 2: Geometry
Concept/Topic to Teach: Geometry
Standards Addressed: 6 G 1,3
General Goal(s) – Expected Outcome
Students will be able to divide an image of an ice rink into 9 geometric sections and then find the surface
area of the rink.
Given the depth of the ice, students will be able to find the volume of water needed to create the rink.
Express the answer in cubic feet.
Specific Objectives: Develop a strategy to divide an irregularly shaped object into standard geometric
figures to find the surface area. By adding a third dimension, students will be able to calculate the volume
of water needed to create the rink.
Technology Integration:
Calculator
Required Materials:
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Measurements of a hockey rink.
Introduction: The NHL has determined a uniform size for a hockey rink. It is your task to determine what
the surface area of the rink is. Based on a given thickness of the ice, determine the volume of water
necessary to create the ice. The official size of a hockey rink is 200 ft long and 85 ft wide. The rounded
corners will have a radius of 28 feet.
Math
6th Grade
Differentiated Instructions
Extensions: Given various thickness of ice, compare the volumes of the rinks.
Check for Understanding:
Obtain the dimensions of a local ice rink and determine it's surface area in square feet.
Closure/Wrap-Up:
Do you think all rinks in the NHL should be of standard size? Give reasons. Would irregular sizes give
some teams a home field advantage?
Math
6th Grade
Lesson 3: Geometry
Concept/Topic to Teach: Geometry
Standards Addressed: 6 G 1
General Goal(s) – Expected Outcome Students will be given the diameter of the Bruins center ice emblem.
They will then determine the circumference and area of the logo.
Specific Objectives: Given the diameter of the Bruins center ice logo, students will be able to apply the
formula for determining the circumference of a circle and find its length in feet. Using the same dimensions,
students will then find the area of the logo in square feet.
Technology Integration: Calculator
Required Materials:
Diameter or radius of the Bruins center ice emblem.
Introduction:
The Bruins logo is recognized around the hockey world. It is applied to shirts, decals, flags and various
other surfaces.
Differentiated Instruction
Extensions: Because the Bruins logo is applied to various surfaces, it is important that the ratio of the
parts remain consistent so that the logo is reproduced exactly the same each time. Given a specific
diameter, determine the circumference and area of different sized logos.
Check for Understanding:
Given different sized logos, determine the area and circumference.
Closure/Wrap-Up: Measure the Bruins logo of a student’s shirt or other memorabilia to determine the
circumference and area.
Math
6th Grade
Lesson 4: Ratios and Proportional Relationships
Concept/Topic to Teach: Ratios and Proportions
Standards Addressed: 6 G 1
General Goal(s) – Expected Outcome Students will determine a ratio of goals per game for players and
then compare it to other players.
Specific Objectives: Students will research the careers of three Boston Bruins who have played on
different teams. They will then determine their ratio of goals per game while they were with the different
teams. Students will then compare the scoring ratios to determine which players had a higher goal scoring
ratio as a Bruin or when they were on another team.
Technology Integration:
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Calculator
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Access to the Internet to research the careers of players.
This site will provide stats of Boston Bruins for last year and previous years. By clicking on a name you can
access a players career statistics to obtain the desired information. http://bruins.nhl.com/club/stats.htm
Introduction: Trades happen in the NHL all the time as teams try to improve their chances of winning the
Stanley Cup. The problem with trades is that the teams involved cannot tell the future and will not know if
the trade was successful until long after the deal is done. In some cases, the person traded improves their
skill level well beyond what was expected and sometimes, they do not. In this case the student will do the
research and compare the statistics of the selected players when they were playing with the Bruins and to
the statistics of when they weren't.
Differentiated Instruction
Extensions: Follow the career of a former player. Was their trade a good one based on the players
statistics? Explain your reasoning.
Math
6th Grade
Lesson 5: The Number System
Concept/Topic to Teach: Ratios and Proportions
Standards Addressed: 6 N
General Goal(s) – Expected Outcome Students will be able to multiply and divide large numbers without
using a calculator.
Specific Objectives:
During the 2010-2011 season, the Boston Bruins played 82 games. 41 games were played at home to an
average attendance of 17,565. 41 games were played away with an average attendance of 17,847. What
were the total number of fans to attend the home games, away games and the season total? How do these
attendance numbers compare to previous years?
Differentiated Instruction:
Extensions: How does your total attendance from above compare to the official total attendance numbers?
Why do you think the numbers may be different? Explain your reasoning.