Comparing Jump Shots

In grade school, did you ever ask yourself 'when am I going to ever use or need this?' I know I have and did a few times in undergrad. One thing I enjoy doing is helping my students make connections of what we're learning to real life. I don't want my students to constantly ask themselves when am I going to ever need this or what's the purpose of learning this concept. To help minimize the chance of them asking that (although I know for sure they will some day), I create activities that allow them to associate the learning to something in the real world.


In March, we completed an activity called 'Comparing Jump Shots'. The concept connected to the activity was comparing fractions. As teachers, we know that learning fractions in depth can be quite the struggle (even while working on my masters I had difficulty figuring out how to teach some concepts of fractions). But this little idea came to me after my class completed the Word Construction Site activity. Comparing Jump Shots allows students to see how common denominators and unlike denominators compare to each other. Read below to find out more on the activity.

To start it off, I allowed students to tell me what they know of basketball (you may definitely hear some comments about the 'best' players in the game at the current time). After having my students share their fond thoughts about the game, I began talking about scoring and how it relates to fractions (eventually they'll see how it relates to percentages - but I'll leave that for later grades). I mean that's mainly what it is - How many baskets can you make in a single game? What's the fraction of baskets made? What's the fraction of baskets you didn't score.

So after that discussion I explained the activity will revolve around the concept that we're currently focusing on - comparing fractions. This would allow students to see whether a fraction is greater, less or equal to another regardless of the denominator. But first we focused on common denominators. Students were placed into teams (like a basketball team) and instead of 10 players on the court, only two players were allowed (one from both teams). Students were given their score sheets to keep track of their scores.

In the first half, each pair was given the same amount of chances to score (at least 8 chances). This allowed students to have a common denominator to compare their fractions. Students were given one minute to score (this allows enough time for all students to participate). After each minute, students went back to their teams to shade in their bars to represent their score.

After quarter one, students competed in quarter two which was bit different than the first quarter. In the second quarter, both teams didn't have the same number of chances. The pairs had different denominators so students could see what it's like to compare unlike denominators. This allowed students to see that the largest denominator doesn't always mean the largest fraction. Some students were surprised by this of course. But that was one of the main objectives of the activity.

Extension:

In order to bring more to the activity, students were then required to use their scores and the information from their score sheets to create two word problems on their own (I actually ended up letting them work in pairs or groups to come up with word problems). This allows students to use another standard (ask and answer questions) based on the information provided.

I'm trying to think of other ways to extend or revamp this activity, but in the mean time I hope this helps someone. Until then...HAPPY TEACHING! Continue to enjoy your summer!