How do I compare to Michael Phelps?

When talking about linear relationships and scatter plots, a common activity is to have students measure their various body parts and then compare sets of them to see if there is a correlation. This activity builds on an activity in the TIPS package for grade 9 Applied (Section 3.1.2-4 pg 4). Kids usually like that activity (probably since they get to move around). This is a small tweak to make that activity a little more engaging. In this activity, students compare their arm span, foot size and hand size to some unknown people (arm span is Michael Phelps, foot size is Shaquille O'Neal, hand size is Michael Jordan - yes some still know who he is) and the heights of the tallest and shortest humans (among others).

• MFM1P, MPM1D – B1.4 describe trends and relationships observe in data, make inferences from data, compare the inferences with hypotheses about the data, and explain any differences between the inferences and the hypotheses
• MDM4U - D2.3 generate, using technology, the relevant graphical summaries of two-variable data (e.g., scatter plots, side-by-side boxplots) based on the type of data provided (e.g., categorical, ordinal, quantitative)
• MAP4C - D1.3 generate, using technology, the relevant graphical summaries of two-variable data (e.g., scatter plots, side-by-side boxplots) based on the type of data provided (e.g., categorical, ordinal, quantitative); D1.4 generate, using technology, the relevant graphical summaries of two-variable data (e.g., scatter plots, side-by-side boxplots) based on the type of data provided (e.g., categorical, ordinal, quantitative) 

The material set up for this one is a bit labour intensive. There are some that require taping multiple sheets together

• Michael Phelps - this is probably the hardest to pull off. We took this image of Phelps and wanted to blow it up so that it's arm span matches his actual arm span of 6'7" (201cm). To do this we changed the contrast so that the face was less recognizable then used the Poster Razer to slice the image up into 8 pieces (this is actually a free program that is great for making large posters out of smaller pieces of paper). We then printed them on 31"x23" poster sheets and then taped them together and laminated them.

• Shaquille O'Neal - Shaq's feet come in two pieces that have to be taped together
• Michael Jordan - No special instructions for the hands
• Height Wall - We have provided for you some samples to include on the height wall, including some really tall and really short ones and some popular culture examples. We encourage you to add your own examples (ones that resonate with your own students). Cut these out to be placed on the height wall for students to see and compare to.
• Other materials that you will need are measuring devices (metre sticks, measuring tapes etc) 

1. Prior to students arriving in class, tape the feet to the floor at the classroom entrance, tape the hands on the wall where they will be visible, tape the arm span on the wall so there is room for kids to measure up to it and find a spot to make your height wall. The height wall should have a measuring tape on it (or metre sticks) so students can measure themselves but also stick the sample heights of the famous people on the wall to have students compare to them.
2. As a Minds On you might want to show this image and ask "How tall would the person be to fit this shoe?"
3. Students start by completing p. 4 from TIPS.
4. Students record their measurements on p. 5 and as they circulate they can compare their own measurements to those on the walls and floor. Along the way they can make guesses as to who the mystery feet, hands and arm span are.  
5. Collect students' data
6. Ask students to reveal their guesses.  Have them discuss why they chose these people.
7. Invite students to add there own person to the height wall.
8. As an extension, you can collect this data in a spreadsheet or online form. We have created a sample Google form (or use this link http://bit.ly/relationshipform). If you want your own copy, contact us and we will share one with you. Here is a link to the spreadsheet of data. When you use this form be sure to have students put in a unique class identifier so that you can find your class data in our spreadsheet of data.  
9. You can analyse the data with students using Fathom. (What is the best predictor of your height? Is your foot length the same as your forearm length?)
10. Some extension material on Michael Phelps can be found in this Smart Notebook file and this documentary called Miracle Body.

• Scans of the feet and hands (pdf) - note Phelps is light here and you can recognize him
• Scans of arm span posterized (pdf)  - this is a darker scan of just the arm span pieces.
• Michael Phelps original image (Dark) (Light)
• Michael Phelps info File (not) (pdf)
• Height Wall (doc) (pdf)
• TIPS Activity (doc) (pdf)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

Linear Scavenger Hunt

The linear scavenger hunt is an activity where there are sets of four representations of linear relations on cards (graphical, tabular, algebraic and word problem) that students have to search for and match.

• MPM1D, MFM1P, MFM2P
• determine values of a linear relation by using a table of values, by using the equation of the relation, and by interpolating or extrapolating from the graph of the relation
• determine other representations of a linear relation, given one representation
• describe the meaning of the slope and y-intercept for a linear relation arising from a realistic situation 
• determine the equation of a line from information about the line

• Linear Scavenger Hunt Cards (printed 1 sided)
• Linear Scavenger Hunt Question Cards (printed back to back)
• Tape/stick tack
• Beach Ball (optional)
• Whiteboard markers (optional)

1. Each group of 3 students gets 1 representation of a linear relationship  - either a story, equation, table or graph.  Students will complete a scavenger hunt by roaming around the room to find the other 3 representations of their linear relationship. The other three cards in each set are randomly distributed around the class before hand.
2. Once all four cards are together, each group must fill in missing information on the graph (title and axes labels) and in the table (column titles and table values -  CAUTION:  yellow rows are out of step in the pattern). Teacher can check missing information quickly using reference card.
3. Each group will tape their equation in the middle of their desks.
4. Each group will now tape their story to the beach ball.  Students will throw the ball and each group will select a card (not their own).  That group must now find the equation of the new story they got off the beach ball.  One member will then circulate to check if the equation is correct with the original group for their new story and return it to that group.
5. Repeat step 4 with the tables.
6. Repeat step 4 with the graphs.
7. Each group should now have the original 4 representations of their linear relationship.  Students will now answer 5 questions related to their relationship found on the Question Cards.  

Other possible uses

• give a story or equation to each student and have them find their partner
• give each group of 3 an equation and have them describe several situations that could be modelled by the given linear equation.
• give students a card and have them identify as a direct or partial variation
• give a student a table or graph - have them find the rate and explain its meaning

The video, below is only visible in the WECDSB domain. That is, only teachers in our school board can see the video if they are logged into their MyTools2Go accounts.

• Linear Scavenger Hunt Cards (doc) (pdf)
• Linear Scavenger Hunt Question Cards (doc) (pdf)
• Note that if you print these out on card stock and laminate them, students can use whiteboard markers or whiteboard crayons to do their work on them and can be reused.

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks