Lesson 4

Bouncing Ball

Est. Class Sessions: 4–5
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Mathematical Standards

4.MD.A
Solve problems involving measurement and conversion of measurements. (4.MD.A.2)
4.MD.B
Represent and interpret data. (4.MD.B.4)
4.AO.A
Use the four operations with whole numbers to solve problems. (4.OA.A.1, 4.OA.A.2, 4.OA.A.3)
4.NBT.A
Generalize place value understanding for multi-digit whole numbers. (4.NBT.A.3)

Standards for Mathematical Practice

MP1.
Make sense of problems and persevere in solving them.
MP2.
Reason quantitatively.
MP3.
Construct viable arguments and critique the reasoning of others.
MP4.
Model with mathematics.
MP5.
Use appropriate tools strategically.
MP6.
Attend to precision.
MP7.
Look for and make use of structure.

Students use the TIMS Laboratory Method to investigate the relationship between the drop height and bounce height of a tennis ball and a SuperBall®. Students drop each ball from three different heights and record the bounce height. Students then analyze that data represented in graphs and tables to make predictions and generalizations.

Content in this Lesson

  • Using multiplication reasoning.
  • Identifying manipulated and responding variables in an experiment.
  • Collecting and organizing data in a table [E2].
  • Making point graphs [E3].
  • Drawing best-fit lines [E4].
  • Finding the median and mean of a data set [E5, E6].
  • Making predictions and generalizations using tables and graphs [E7].
  • Measuring length in centimeters [E9].
  • Identifying and extending patterns [E10].
  • Using models to analyze mathematical relationships.
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Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Books

 Student Guide
Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Students

ruler

Supplies for Student Groups

tennis ball (used or new)
SuperBall®
2 metersticks or tape measures
masking tape

Materials for the Teacher

Display Bouncing Ball Data: What's Wrong Here? Master (Teacher Guide)
Unit 5 Assessment Record

Materials Preparation

Set Up Measurement Station. You will need a lab setup for each group of three students. For each group, tape two metersticks to the wall vertically, one on top of the other, with the 100 cm mark at the top of each meterstick. If you cannot find many places on your classroom walls to tape two metersticks, tape them to door jambs or on the walls in the hall. A drawing of the lab setup is shown in Figure 1.

Balls. Gather a SuperBall® and tennis ball for each group. It is important that each student group uses the same ball to collect the data and check their predictions. Number each ball with a permanent marker so that students can find and use the same ball on succeeding days of the Lab.

Figure 1: Lab setup for Bouncing Ball

TIMS Tip

Used tennis balls work as well as or better than new ones. High school or other tennis teams often have a surplus of used tennis balls. One way to obtain free tennis balls is to ask a coach to donate them.

Assessment in this Lesson

Assessment Expectation Assessed Math Practices
Expectation Assessed

Bouncing Ball
Student Guide
Pages
184–189,
Bouncing Ball Lab
Student Activity Book
page 157
and the corresponding
Feedback Box
Teacher Guide - digital
E1.
Represent the variables and procedures of an investigation in a drawing.
E2.
Collect and organize data in a table.
E3.
Make a point graph.
E4.
Draw a best-fit line.
E5.
Find the median of a data set.
E6.
Find the mean of a data set using data tables and numerical procedures.
E7.
Make predictions and generalizations using tables and graphs.
E9.
Measure length in centimeters.
E10.
Identify and extend multipicative patterns.
MPE5.
Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.
MPE6.
Use labels. I use labels to show what numbers mean.

DPP Item R
Measuring with Centimeters
Teacher Guide - digital
E9.
Measure length in centimeters.