Math
6th Grade
The Bruins I.C.E. School
Lesson 1: Ratios and Proportional Relationships
Lesson 2: Geometry
Lesson 3: Geometry
Lesson 4: Ratios and Proportional Relationships
Lesson 5: The Number System
Worksheets Included:
Please see each lesson for frameworks applied to that lesson.
Math
6th Grade
Lesson 1: Ratios and Proportional Relationships
Concept/Topic to Teach: Ratios and Proportions
Standards Addressed:
6RP1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between
two quantities
General Goal(s) – Expected Outcome: Students will understand the meaning of ratios and how they are
used to measure value. Students will be expected to explain the meaning of the ratio and how it was
derived. Students will also be expected to develop another measure of value and compare the two.
Specific Objectives: Understand how a ratio was devised. Compare it to another ratio and decide which
measure is more accurate.
Required Materials:
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Understanding of hockey statistics.
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Access to hockey statistics.
This web site will provide the goalies’ statistics. Below is the glossary to help students understand the
columns. http://bruins.nhl.com/club/stats.htm
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W: Wins
GP: Games Played
L: Losses
OTL: Overtime losses
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GAA: Goals against average
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TOI: Time on ice
SV: Saves
SV%: Save percentage
SHO: Shutouts
TGA: Total goals against
TSA: Total shots against
PIM: Penalty minutes
Math
6th Grade
Introduction: The goalie on the team is a very important person. As such, there needs to be ways to
objectively measure the goalies performance in comparison to other goalies on the team and in the league.
One way to measure this is called a “goals against average.” By using this standard unit of measure teams
throughout the league are able to objectively compare all goalies on an impartial basis.
Differentiated Instruction:
Extensions: Is there another more accurate way to measure a goalies efficiency? Develop and describe a
different measure of the goalies efficiency. In your opinion what would be the better measure?
Check for Understanding:
Using this newly developed measure, evaluate the efficiency of two other goalies in the NHL.
Closure/Wrap-Up:
Discuss how these measures can be used when a team is attempting a trade for a goalie or to bring one up
from the minors.
Math
6th Grade
Lesson 2: Geometry
Concept/Topic to Teach: Geometry
Standards Addressed:
6G1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving
real-world and mathematical problems.
6G3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the
length of a side joining points with the same first coordinate or the same second coordinate. Apply these
techniques in the context of solving real-world and mathematical problems.
General Goal(s) – Expected Outcome:
Students will be able to divide an image of an ice rink into 9 geometric sections and then find the surface
area of the rink.
Given the depth of the ice, students will be able to find the volume of water needed to create the rink.
Express the answer in cubic feet.
Specific Objectives: Develop a strategy to divide an irregularly shaped object into standard geometric
figures to find the surface area. By adding a third dimension, students will be able to calculate the volume
of water needed to create the rink.
Technology Integration:
Calculator
Required Materials:
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Measurements of a hockey rink.
Math
6th Grade
Introduction: The NHL has determined a uniform size for a hockey rink. It is your task to determine what
the surface area of the rink is. Based on a given thickness of the ice, determine the volume of water
necessary to create the ice. The official size of a hockey rink is 200 ft long and 85 ft wide. The rounded
corners will have a radius of 28 feet.
Differentiated Instructions
Extensions: Given various thickness of ice, compare the volumes of the rinks.
Check for Understanding:
Obtain the dimensions of a local ice rink and determine its surface area in square feet.
Closure/Wrap-Up:
Do you think all rinks in the NHL should be of standard size? Give reasons. Would irregular sizes give
some teams a home ice advantage?
Math
6th Grade
Lesson 3: Geometry
Concept/Topic to Teach: Geometry
Standards Addressed:
6 G 1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing
into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.
General Goal(s) – Expected Outcome: Students will be given the diameter of the Bruins center ice emblem.
They will then determine the circumference and area of the logo.
Specific Objectives: Given the diameter of the Bruins center ice logo, students will be able to apply the
formula for determining the circumference of a circle and find its length in feet. Using the same dimensions,
students will then find the area of the logo in square feet.
Technology Integration: Calculator
Required Materials:
Diameter or radius of the Bruins center ice emblem.
Introduction:
The Bruins logo is recognized around the hockey world. It is applied to shirts, decals, flags and various
other surfaces.
Differentiated Instruction
Extensions: Because the Bruins logo is applied to various surfaces, it is important that the ratio of the
parts remain consistent so that the logo is reproduced exactly the same each time. Given a specific
diameter, determine the circumference and area of different sized logos.
Check for Understanding:
Given different sized logos, determine the area and circumference.
Closure/Wrap-Up: Measure the Bruins logo of a student’s shirt or other memorabilia to determine the
circumference and area.
Math
6th Grade
Lesson 4: Ratios and Proportional Relationships
Concept/Topic to Teach: Ratios and Proportions
Standards Addressed:
6 G 1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing
into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.
General Goal(s) – Expected Outcome: Students will determine a ratio of goals per game for players and
then compare it to other players.
Specific Objectives: Students will research the careers of three Boston Bruins who have played on
different teams. They will then determine their ratio of goals per game while they were with the different
teams. Students will then compare the scoring ratios to determine whether players had higher goal scoring
ratios as Bruins or when they were on another team.
Technology Integration:
• Calculator
• Access to the Internet to research the careers of players.
This site will provide stats of Boston Bruins for last year and previous years. By clicking on a name, you can
access a players career statistics to obtain the desired information. http://bruins.nhl.com/club/stats.htm
Introduction: Trades frequently happen in the NHL as teams try to improve their chances of winning the
Stanley Cup. The problem with trades is that the teams involved cannot tell the future and will not know if
the trade was successful until long after the deal is complete. In some cases, the person traded improves
their skill level well beyond what was expected and sometimes, they do not. In this case the student will do
the research and compare the statistics of the selected players when they were playing with the Bruins to
the statistics of when they played for other organizations.
Differentiated Instruction
Extensions: Follow the career of a former player. Was their trade a success based on the players’
statistics? Explain your reasoning.
Math
6th Grade
Lesson 5: The Number System
Concept/Topic to Teach: Ratios and Proportions
Standards Addressed:
6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation.
General Goal(s) – Expected Outcome: Students will be able to multiply and divide large numbers without
using a calculator.
Specific Objectives:
During the 2010-2011 season, the Boston Bruins played 82 games. 41 games were played at home to an
average attendance of 17,565. 41 games were played away, with an average attendance of 17,847. What
were the total number of fans to attend the home games, away games and the season total? How do these
attendance numbers compare to previous years?
Differentiated Instruction:
Extensions: How does your total attendance from above compare to the official total attendance numbers?
Why do you think the numbers may be different? Explain your reasoning.