Record breaking in every year level!

Record breaking is an inquiry unit you will find on the Resources page of this website. The inquiry can also be found in Book 3 of the Thinking through mathematics series, for students aged 10-13 years. An excellent way to mathematically consider records broken at the Olympic, Commonwealth, Paralympic, Pacific or Youth Olympics (depending on which is most relevant to your location and the year), in this inquiry students explore the notion that athletic ability has continued to improve over time. This is a popular classroom topic and such an inquiry could take place in many different year levels. The beauty of inquiry pedagogy is the ability to open tasks up so students of various abilities can successfully participate - low floor, high ceiling tasks.

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Here we consideration, with a little imagination, ways in which you might adapt this unit for your own year level.

Foundation Year
Consider whether students can jump further from a standing jump or a frog jump. Direct comparison to determine which is longer.
Each student jumps. Records which jump was further (using markers to enable comparison) and then yes/no questions are asked to determine the most common response for the class.

• Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)
• Answer yes/no questions to collect information and make simple inferences (ACMSP011)

Year One
Similar to above, but the students measure their jumps using informal objects. This provides an opportunity to discuss the need for uniform objects (imagine if you wanted to compare each other’s jumps). Count and record the jumps. How could we record the class data? What does the data mean? What would the data look like for other classes (inference).

• Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)
• Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
• Choose simple questions and gather responses and make simple inferences (ACMSP262)
  Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Year Two
Consider whether students get better at jumping over time. Have the student record a jump. Practise jumping for a short period each day and then record the jump distance and weekly intervals. After three jumps (say three consecutive Mondays), students compare their jump data (you could use lengths of string/wool – blue for first jump, red for second, green for third etc). Did students jump further with practice? How can they record this data? What inferences can they make? 
Measure the string lengths with informal objects, how much further/less did the student jump from one jump to the next? Show your working (evidence).

• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)
• Collect, check and classify data (ACMSP049)
• Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
• Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

Year Three
As Year 2, however the measurement are now able to be made in centimetres.

• Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
• Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
• Interpret and compare data displays (ACMSP070)

Year Four
As at Yr 3, with the additional connection between metric measures (metres and centimetres) and decimal place value notation. ie 123 cm is 1m 23cm. NB measurement should not be used to introduce decimal notation but only introduced once decimal PV is in place.
With this age group, consider the jumping events as these use length to two decimal places only (cm). Using timed events involves students with Base 60 and, if using hundredths (eg running or swimming) or thousandths of seconds (eg kayaking) – this can be quite difficult.

• Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
• Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
• Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
• Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)
• Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)

Year Five
Intended year level of document. Be very careful of using events as cautioned in Year 4 notes).

• Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
• Recognise that the place value system can be extended beyond hundredths (ACMNA104)
• Compare, order and represent decimals (ACMNA105)
• Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
• Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
• Describe and interpret different data sets in context (ACMSP120)

Year Six
As Year 5 with the additional connection between metric measures (metres and centimetres) and decimal place value notation. ie 123 cm is 1m 23cm is 1.23m.
Opportunities to extend the maths for this age would include: average time, proportional reasoning (Is the 200m run in twice the time of the 100m etc).

• Connect decimal representations to the metric system (ACMMG135)
• Convert between common metric units of length, mass and capacity (ACMMG136)
  
• Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
• Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129)
• Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)

At all levels where students are constructing data representations (graphs, tables, tallies etc) – there are multiple opportunities to compare these representations and discuss the relative merits of, for example, a stem and leaf plot with a line graph.
We hope you are able to adapt the inquiry,  Record Breaking: Are athletes getting better over time? , to your own year level.