Lesson #1: beanbag Skee-ball Adapted from Uslick, J., & Barr, S. G. (2001). Children play mathematics at Camp Intervention. Teaching Children Mathematics, 7(7), 392-94.

Time Allocation/Pacing Guide: Approximately 120 minutes
Outcomes from the Alberta Program of Studies (2007)

General Outcome:
Collect, display and analyze data to solve problems.

Specific Outcomes:

1. Differentiate between first-hand and second-hand data.
[C, R, T, V]

2. Construct and interpret double bar graphs to draw conclusions.
[C, PS, R, T, V]

Big Ideas: How does one effectively collect, organize, and display information? What is First-Hand and Second-Hand data, and what would be some importances of each?
Background Information:

Skee-ball is a game normally found at amusement parks or carnivals. One of the fun games that people can play is the classic Skee-Ball. The idea of incorporating Skee-ball into a mathematics lesson was adapted from - Children play mathematics at Camp Intervention by Uslick, J., & Barr, S. G. (2001). The article informs educators about giving students the opportunity to experience math in a game context, one being Skee-Ball. Although the article makes specific curriculum connection to probability, I have added a way to weave the ideas to relate to data analysis and graph making. Therefore, the ideas were taken from Uslick & Barr and have been transformed to fit with statistics outcomes for Grade 5 (Alberta Program of Studies).

Article is attached.

Integration of Technology: View the links below to play Skee-Ball online. If the links do not work, simply Google “Skee-Ball Games” to find several other sites.

Student-Facing Content

>http://www.bigmoneyarcade.com/index.php?action=playgame&gameid=335" href="http://library.curriki.org/xwiki/bin/view/Coll_estephanj/WebHome#800080%3B+%22"> or

>http://www.candystand.com/play/target-bowling" href="http://library.curriki.org/xwiki/bin/view/Coll_estephanj/WebHome#800080%3B+%22">


1. Have the students play the game, Beanbag Skee-ball.

-Set-up several games either in the gymnasium or classroom so there are 3-4 students per play area. Use masking tape or painters tape to outline the target. Another way to create the play area is to draw the target on poster paper and tape it down to the ground (Uslick & Barr, p. 393).

2. Before playing the game, have the students predict how many points they will accumulate after tossing the beanbag three times (min. 30, max. 150). Have students record their predictions. Tell the students they will be playing the game five times so they will need a total of five predictions. Each prediction will be made before each new round. Actual total scores need to be recorded beside the prediction for that particular round. Have students choose and decide how they will organize their information. Organizational strategies may vary, therefore it would be beneficial for the students to listen and discuss the ways they chose to organize their data. One method a student may choose is shown below:

Round Prediction Actual Result
1 40 20
2 50 50
3 60 40
4 100 110
5 120 150

3. Begin playing! Each student will toss three beanbags onto the target play area labeled will 10, 20, 30, 40, and 50 points. After the three tosses, the student will total their point score beside their prediction.

4. After the five rounds have been completed, discuss with the students the differences and similarities between First-Hand Data and Second-Hand Data and have them list the characteristics in a Venn Diagram. After, have students write down the definitions of both terms.

5. “From the Skee-Ball activity you played earlier what kind of data did you collect, First-Hand or Second-Hand data? Explain your reason?”

6. Using grid paper, have the student graph their Skee-ball results in a double bar graph that compares their predictions and actual point scores.

7. Student Reflection:

*When conducting an experiment what are some important things to consider?

* In your own words, using your Venn Diagram on “First-Hand and Second-Hand Data,” describe in 2-4 sentences which one you think is more important and why?


a) Student reflection responses

b) Observation of a fair test during the experiment

c) Student graphs

d) The way students organized their data

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