Real World Performance Tasks

Alton Towers Resort
Real World Performance Tasks
Real World Real Life, Real Data, Real-­‐Time -­‐ These activities put students into real life scenarios where they use real-­‐time, real data to solve problems. In the Coasters series, we use data from theme parks and update our data regularly. Note -­‐ some data has been rounded or simplified in order to adjust the math to the appropriate level. Engaging Relevant – Students today are familiar with and enjoy amusement park rides, making these activities very relevant to children’s everyday lives. To pique their interest further, try asking the Your Challenge question to the class first. Authentic Tasks -­‐ Through these activity sheets students learn how the amusement park industry works and are prompted to form opinions and ideas about how they would solve real life problems. A glossary is included to help them with the unfamiliar terms used. Student Choice -­‐ Each set of activity sheets is available in multiple versions where students will do the same activities using data for different amusement parks (e.g., Busch Gardens, Hershey Park, Six Flags, etc.) You or your students can pick the location that most interests them. Modular Principal Activity -­‐ The activity sheets always start with repeated practice of a core skill matched to a common core standard, as set out in the Teacher Guide. This principal activity (or Level 1 as it is labeled to students) can be used in isolation. This should generally take around 10-­‐15 minutes. Step Up Activity -­‐ For the Level 2 questions, students are required to integrate a different skill or set of skills with increasing complexity. The additional skills used to answer these questions are set out in the Teacher Guide. This should generally take around 20-­‐30 minutes. Challenge -­‐ This is designed to require critical thinking skills and stretch students to reason with math and data to come to conclusions. They are matched up with one of the Common Core Standards for Mathematical Practice. These activities work well with students in pairs or small groups where they can discuss the math. Cross-­‐Curricular Activity -­‐ Every activity sheet also includes a finale that you can use to extend the math lesson into another subject (usually ELA). These could be assigned in a second lesson or for homework. Customizable All of the activity sheets are provided in Word so that they can be differentiated to add remove or edit questions or even add space for students to show their work. Suggested customizations for each activity sheet are given in the Teacher Guide. Community We would love you and your students to tell us about your experience. Join the conversation on Twitter starting your tweet with @nextlesson and using #Coasters. Updated July 2014 © NextLesson 2014 Whole Number Operations
Teacher Guide
Sound bite for Students: “In the real world, we use addition, subtraction, multiplication, and division when working with data to make comparisons and identify success.” Skills Practiced: Principal Activity (Level 1): -­‐ Multiply and divide multi-­‐digit whole numbers by 10 -­‐ Multiply whole numbers of up to four digits by one-­‐digit -­‐ Divide multi-­‐digit whole numbers by one-­‐digit divisors Step Up Activity (Level 2): -­‐ Compare, add, and subtract multi-­‐digit whole numbers Common Core Math Standards Addressed: Recognize that in a multi-­‐digit whole number, a digit in one place represents ten 4.NBT.A.1 times what it represents in the place to its right. Multiply a whole number of up to four digits by a one-­‐digit whole number, and multiply two two-­‐digit numbers, using strategies based on place value and the 4.NBT.B.5 properties of operations. Illustrate and explain the calculation by using Principal equations, rectangular arrays, and/or area models. Activity: Find whole-­‐number quotients and remainders with up to four-­‐digit dividends and one-­‐digit divisors, using strategies based on place value, the properties of 4.NBT.B.6 operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Read and write multi-­‐digit whole numbers using base-­‐ten numerals, number names, and expanded form. Compare two multi-­‐digit numbers based on 4.NBT.A.2 meanings of the digits in each place, using >, =, and < symbols to record the Step Up results of comparisons. Activity: Fluently add and subtract multi-­‐digit whole numbers using the standard 4.NBT.B.4 algorithm. Differentiation Tips: You can edit any of the activity sheets to: -­‐ change the numbers or tasks given (e.g. fill in additional boxes in L1 or round data to a desired place value, require multiplication only and not division in Level 1) -­‐ add or remove hints for differentiation purposes (e.g. add equations used for calculations) -­‐ remove/add questions (e.g. revise L2 questions) -­‐ allow students to use calculators Due to school paper restriction, the spacing provided is only for answers. However, you could modify the spacing to add room for work if desired. Updates: At NextLesson we strive to engage students with data that is real and real-­‐time. This lesson uses data as of March 2014. Please come back for the most recent updates. Updated July 2014 © NextLesson 2014 Alton Towers Resort
Name: ________________________________
You are a data analyst. You have been hired to
provide feedback on the success of an
amusement park’s attractions.
Your Challenge: Which attraction at
Alton Towers Resort accommodates the
most riders?
LEVEL 1
The park’s manager has helped you collect data on the capacity of each attraction, but some of
the parts that you need to know are missing. Your first step is to display the data in a form that
allows you to make comparisons.
The park opens at 10:00 AM daily, but closing times vary.
1.
Calculate the total capacity of each attraction throughout the day.
Attraction
Capacity
Per Hour
Hours
Per Day
(10:00 AM
– 6:00 PM)
Corkscrew
1,100
8
10
Air
1,500
8
10
Black Hole
8
10
Oblivion
8
15,360
10
Nemesis
8
11,200
10
Updated June 2014 Capacity
Per Day
(Closing at
6:00 PM)
Hours
Per Day
(10:00 AM
– 8:00 PM)
Capacity
Per Day
(Closing at
8:00 PM)
9,000
1 © NextLesson 2014 Alton Towers Resort
LEVEL 2
You can now make comparisons and are ready to begin your analysis.
2.
Interpret the data.
a.
Compare the capacity per hour for each attraction.
Attraction
Capacity
Per Hour
>, <, or =
Capacity
Per Hour
Attraction
Corkscrew
Air
Air
Black Hole
Black Hole
Oblivion
Oblivion
Nemesis
Nemesis
Corkscrew
b.
What is the difference between the attraction with the greatest capacity per hour and
the attraction with the least capacity per hour?
c.
What is the difference between these two attractions on a ten-hour operating day?
d.
How many more people are able to ride each attraction when the park closes at 8:00
PM instead of 6:00 PM?
Corkscrew
Air
Black Hole
Oblivion
Nemesis
e.
What is the combined capacity per hour of the two attractions with the most riders?
Updated July 2014 2 © NextLesson 2014 Alton Towers Resort
Challenge
It’s time to provide the park’s management team with your feedback and recommend ways they
might increase their success.
1.
Which attraction(s) at Alton Towers Resort have the most riders and which ones have the
least riders? Organize the attractions from most riders to least riders. Cite the data you
used to order the attractions.
2.
What factors do you think might influence the capacity of a ride in a day?
3.
Suppose the park stays open for twelve hours. Compared to a ten-hour day, how many
more visitors will ride each attraction?
Corkscrew
Air
Black Hole
Oblivion
Nemesis
4.
Do you recommend that the park consider staying open for twelve hours? Think of other
factors that the park would have to consider in staying open for the extra hours and explain
your answer.
Updated July 2014 3 © NextLesson 2014 Alton Towers Resort
Finale You could give students one of the following finale options or have them choose themselves.
1. Prepare a speech to give to the management team at Alton Towers Resort to present your
feedback on the success of the park’s attractions. Be sure to use the data to cite evidence to
support your analysis. Make recommendations for increasing the capacity of the rides that do not
have as many riders.
2. Create an infographic to present your findings to the park’s management team. Think and write
like a mathematician and use the data given to show how the attractions’ capacities compare to
each other.
3. Design a billboard advertisement to persuade visitors to ride the attraction with the lowest
capacity per hour. Include a catchy slogan and use the data in a way that will excite visitors and
get them ready to ride.
4. Construct a T-chart to list factors that can affect ride capacity and factors that affect decisions
about hours of operation. Predict how these aspects of a theme park’s daily operation may be
related. Write a business proposal for the management team of a new amusement park that
suggests the best hours of operation. Use mathematical reasoning to defend your argument.
5. Research additional information about the amusement park attractions. Design a travel
brochure that uses the data you have worked with and presents new information gathered from
your research. Highlight features of at least three of the popular rides.
Updated July 2014 4 © NextLesson 2014 Alton Towers Resort
Glossary
Accommodate – to provide enough Capacity – the maximum number of
space or places for something.
people that can go on a particular ride.
Analysis – a detailed examination of Data analyst – these people analyze
something.
numbers and data to find out information.
Updated July 2014 © NextLesson 2014 Alton Towers Resort
ANSWER KEY LEVEL 1 1.
Attraction
Capacity
Per Hour
Hours
Per Day
(10:00 AM
– 6:00 PM)
Capacity
Per Day
(Closing at
6:00 PM)
Hours
Per Day
(10:00 AM
– 8:00 PM)
Capacity
Per Day
(Closing at
8:00 PM)
Corkscrew
1,100
8
8,800
10
11,000
Air
1,500
8
12,000
10
15,000
Black Hole
900
8
7,200
10
9,000
Oblivion
1,920
8
15,360
10
19,200
Nemesis
1,400
8
11,200
10
14,000
Updated July 2014 © NextLesson 2014 Alton Towers Resort
ANSWER KEY LEVEL 2 2. a.
Attraction
Capacity
Per Hour
>, <, or =
Capacity
Per Hour
Attraction
Corkscrew
1,100
<
1,500
Air
Air
1,500
>
900
Black Hole
Black Hole
900
<
1,920
Oblivion
Oblivion
1,920
>
1,400
Nemesis
Nemesis
1,400
>
1,100
Corkscrew
b. 1,020
c. 10,200
d.
Corkscrew
2,200
Air
3,000
Black Hole
1,800
Oblivion
3,840
Nemesis
2,800
e. 3,420
Updated July 2014 © NextLesson 2014 Alton Towers Resort
1.
ANSWER KEY Challenge Oblivion (1920), Air (1500), Nemesis (1400), Corkscrew (1100), Black Hole (900) 2.
Answers will vary. Ride duration (shorter rides can run more frequently), number of
cars available (can people load while another car is going?) and capacity per run (a coaster
with seating for 20 will have a higher capacity than if it had seating for 10) are some
examples. There are also unpredictable factors such as rides shutting down if someone
loses a hat, etc.
3.
4.
Corkscrew
2,200 Air
3,000 Black Hole
1,800 Oblivion
3,840 Nemesis
2,800 Answers will vary. More people will be able to ride the rides so more people might
visit the park, and longer hours might lead to more money spent on food. However,
they would also have to maintain more facilities such as restrooms and pay
employees more.
Updated July 2014 © NextLesson 2014 Alton Towers Resort
Job Background
The job of data scientist falls in to job category of “Computer and Information Research Scientists” according to the United States Bureau of Labor Statistics. Quick Facts: Computer and Information Research Scientists 2012 Median Pay
$102,190 per year or $49.13 per hour Entry-­‐Level Education
Doctoral or professional degree Work Experience in a Related Occupation
On-­‐the-­‐job Training
None None Number of Jobs, 2012
26,700 Job Outlook, 2012-­‐22
15% (Faster than average) Employment Change, 2012-­‐22
4,100 What Computer and Information Research Scientists Do Computer and information research scientists invent and design new approaches to computing technology and find innovative uses for existing technology. They study and solve complex problems in computing for business, medicine, science, and other fields. Work Environment Most computer and information research scientists work full time. Those working on independent research may have flexible work schedules. How to Become a Computer and Information Research Scientist Most jobs for computer and information research scientists require a Ph.D. in Computer Science or a related field. In the federal government, a bachelor’s degree may be sufficient for some jobs. Pay The median annual wage for computer and information research scientists was $102,190 in May 2012. Job Outlook Employment of computer and information research scientists is projected to grow 15 percent from 2012 to 2022, faster than the average for all occupations. Computer scientists are likely to enjoy excellent job prospects, because many companies report difficulties finding these highly skilled work.
Updated July 2014 © NextLesson 2014