# Finding Percentages with Cindy Abbott’s Budget

“PATH TO SUCCESS: DREAM. PLAN. DO. FAIL. NEVER GIVE UP. FAIL. NEVER GIVE UP. FAIL. NEVER GIVE UP. ACHIEVE! IT’S A MESSY JOURNEY.” – Tom Giaquinto

The 2015 Iditarod champion will win \$70,000 and a brand new Dodge pickup truck. The amount of money mushers will spend on training, dogs, food, entry fees, supplies, or anything associated with sled dog racing easily surpasses that amount. It’s apparent that dog mushers don’t get into the sport for money. These athletes are in the sport for the love of the dogs and to preserve dog mushing.

Cindy Abbott shared her 2014-15 winter season budget with my class. The basic budget she shared with us is for supplies and expenses just for the races she has planned for the season and is not even half of the money she will spend on her dream of crossing under the burled arch in Nome. Cindy’s basic supply budget is over \$35,000.

This budget is a perfect opportunity for students to work on figuring percentages. Students will begin the lesson by making an inference about how much money Cindy will spend this racing season. I imagine your students’ jaws will hit the floor when you give them the actual number. \$35,000 is such a large number. Have your students make a list of supplies they think would be included in Cindy’s list.  Start off by giving them a few examples: dog booties, gloves for her, sled, etc. Let your students now look at her supply list, minus the dollar amount. After closely examining Cindy’s list, have your students categorize these supplies into five groups. An example of a category would be travel expenses. Next, give your students a budget of \$36,000. Their task is to divide the \$36,000 into the five categories. The concept is to get as close to Cindy’s numbers as possible. Using these numbers, students will create a circle graph to display their information. We use Google Drive at my school, so this is the tool we will use. Another option is to use Microsoft Word.

Now share Cindy’s exact numbers with the students. Have your students allocate the correct amount of money to each category they created earlier. The students will create another circle graph from the actual numbers. Putting the graphs next to each other, students are able to see what they predicted compared to Cindy’s actual numbers. On the worksheet assigned to the students are some additional percentage questions based on Cindy’s budget.

This Common Core aligned lesson challenges students to determine their own categories and allocate funds to those categories. This lesson also involves a real world topic and questions. An option to add to this is to compare this budget with the average salary of a member of your community. Another option is to have your students create a spreadsheet with the budget and average salary.  Create a monthly allowance for your bills at home and bills for sled dog racing.

Finding Percentages Lesson Plan

Finding Percentages Worksheet

Cindy’s Supply List

Cindy’s Budget (including money)

# Celsius vs. Fahrenheit

“To travel is to take a journey into yourself.” – Danny Kaye

Ken Anderson getting hot water from the cooker in Takotna.

Tomorrow will be a scorching 35° outside! How often have you heard a meteorologist utter these words? 35° can sound scorching if you’re from Norway or Sweden, but here in the United States it is actually quite chilly. 35° Celsius is approximately 95° Fahrenheit. The United States still measures temperature in Fahrenheit while many other countries are using Celsius. If your students completed this week’s Iditarod Trivia Tuesday, they found out there are 13 mushers from countries other than the United States signed up for the 2015 Iditarod. Converting temperatures is a quick and easy lesson aligned with the Common Core.

To grab your students’ attention right off the bat, reveal tomorrow’s temperature to them in Celsius. This can easily transition into a discussion about how the U.S. uses Fahrenheit while many other countries use Celsius.  This can lead directly to students discovering which countries the 13 mushers from out of the USA call home.

In this lesson students will identify Iditarod mushers that are not from the United States while making real world temperature conversions such as, boiling water, freezing water, body temperature, etc. Students will also develop a week-long weather forecast for their hometown and a village on the Iditarod trail. The weather forecast must be accurate according to the weather app the students choose. While developing the forecast they must also convert the Fahrenheit temperature to Celsius.

Gas stove heating water for all mushers in Skwentna.

The sixth grade students at Camanche Middle School, where I teach, report the weather daily at the beginning of the day. I am going to challenge them to start reporting the temperature in Celsius. This will require reporters to convert the temperatures and encourage the listeners to convert the temperatures. Good luck converting temperatures.

Temperature Conversion Lesson Plan

Temperature Conversion Worksheet

# Scaling Up the Trail

Several years ago, we realized that we were never getting to the Geometry Unit that inevitably occurred at the end of the math book and therefore at the end of the school year. We decided to break up the unit into pieces and teach it periodically throughout the year. Inspired by the book Mathematical Art-O- Facts: Activities to Introduce, Reinforce, or Assess Geometry & Measurement Skills by Catherine Johns Kuhns, we decided to accomplish this by using art to create monthly geometry projects. This allowed us to teach the geometry skills throughout the year in a hands-on way that require the students to use the new geometry skills immediately to create something.

When I returned to my school from my Alaskan adventure, the boys were returning from Spring Break and the time was prime for a hands-on Iditarod related geometry project. We spent a week enlarging Jon Van Zyle’s print A Nod to the Past to six times the original size! We had a wonderful discussion about the piece of art, the feelings it evoked, and the Iditarod memorabilia it featured. We worked as a full class to compete the project. While each boy was responsible for completing one square of the enlargement, the nature of the project was such that they naturally checked in with each other to see if their measurements were matching up. There were wonderful discussions and coaching between boys about how they were solving the problems. When it came time to color their masterpiece, leaders naturally rose to the top as they discussed shading and combining colors to achieve the desired results. It was nice to see the artistic boys have a chance to be the leaders. The finished product in the hallway is a show stopper and visitors often stop by to admire it and ask questions! Attached is a lesson plan to explain how we completed the project.

Scaling Up the Trail Lesson Plan

# As the Trail Turns

Meanwhile Back at School:

Rule Number 6 deals with timing on the race:

Rule 6 — Race Timing: For elapsed time purposes, the race will be a common start event. Each

musher’s total elapsed time will be calculated using 2:00 p.m., Sunday March 2, 2014, as the starting

time. Teams will leave the start and the re-start in intervals of not less than two minutes, and the time

differential will be adjusted during the twenty-four (24) hour mandatory layover. No time will be kept

at the Saturday event.

And, a lot of the data generated by the race deals with time – time on the trail, time in the checkpoints, required resting times, starting times, differential times, and so on.

So we are all about time, military time, and elapsed time these days in math class.  We started the week by reviewing telling time.  We talked a lot about how accurate the checkers have to be in recording the in and out times of the mushers because every minute counts!  I gave each student a sticky note to keep on their desk and periodically throughout the day I rang a bell and yelled out things like “Monica Zappa just checked in to Unakaleet.  What time is it?”  “Ken Anderson is pulling out of Safety.  What time is it?”  “Dallas Seavey just arrived at Shaktoolik.  What time is it? He wants to stay ten minutes.  What time is he leaving?”  The students recorded the answers on their sticky notes and later in the day we checked their results.

Something you will need to teach your students about time in order for them analyze the timing information they find on the Iditarod paperwork is military time.  The time is reported on the official reports in military time to avoid confusion.  Here is an assignment you can use for converting military time to conventional time:  Time on the Trail CW

We also delve into calculating elapsed time, which traditionally is a challenge for some of my third graders.  Here is an assignment for calculating elapsed time:  Passing Time at the Checkpoints Classwork

To wrap everything up, I challenge the students to calculate their musher’s average time on the trail for the first seven legs of the race. This requires them to convert military time to standard time, calculate the elapsed time, and find the average.  We compare our results and discuss whether this information is helpful in predicating the outcome of the race.  After the first seven legs it is really tough to tell what is going to happen!  As the Trail Turns Lesson Plan

And finally, here is a homework assignment to review elapsed time.  Ken Anderson Homework

# What’s an Average Leg?

Meanwhile Back at School:  This week we have been exploring mean, median, mode, and range.  This skill have been removed from the elementary curriculum by the Common Core, but for me, it’s still a great way to review the basic operations and it’s pretty essential to understand some of the data that comes out of the Iditarod.

So, this week we have been analyzing data galore.  We have calculated the mean, median, mode, and range of the overall winnings of some of the top mushers, ages of the mushers, and numbers of Iditarods they have run.

Attached you will find our culminating activity for this section of the unit. The students will determine what an “average” leg on the Iditarod is.  Half of the class will find the average leg of the Northern Route, half will find the average leg on the Southern Route, and then they will compare their findings.  They will then use this information to determine which route they would rather run on.  My students are usually spit on this decision, but their reasoning is always fascinating to hear!

What’s An Average Leg Lesson Plan

# Game Day!

Meanwhile Back at School:

We have been working really hard in math these days, so it’s time for a little fun challenge!

Here are some Paw Print Sudoku puzzles for you to share with your kids! Depending on their level, you may want to draw the mini-grid lines in or have them draw them in prior to trying to solve the problems. Enjoy!

Paw Print Sudoku 1

Paw Print Sudoku 2

Paw Print Sudoku bonus

# Mini-Musher Banquet

I didn’t even really get to say goodbye to my students or my co-teachers…

The last day I was meant to be at my school there ended up being snow day!

That day was also supposed to be the day of our big “Musher Banquet” so, now that the kids are back in school after their five day extra-long weekend, they finally got to have their banquet!

The banquet was the time that they finally rounded out their Fantasy Iditarod Team by choosing the musher for their team.  When we first began our Iditarod Math Unit, they did some research and chose the sixteen dogs for their team.  You can see that lesson here:  LINK

Previously, we had also completed a series of probability lessons where we predicted the characteristics of the winning musher (male, veteran, from Alaska, etc).  In that lesson we created “musher stacks”.  There is one stack per musher and shows their gender, race status, and location.  You can see that lesson here:  LINK

When the day of the banquet finally arrived, the kids signed in to school on a board in the order of their arrival. This was to simulate the mushes “signing up” for the race, which in part determines their order for drawing their numbers.

At the banquet,  kids were seated at long “banquet” tables decorated with puppy print tablecloths and some extra copies of the centerpieces we had sent up to Alaska for the “real” musher banquet (more on that here – LINK).

The boys began the festivities by belting out Hobo Jim’s “The Iditarod Trail Song” and munched on Klondike Bars and cookies shaped like dogs and sleds.

When it was their turn to choose their musher, they went to the front in the order they signed up in the morning, reached their hand into the mukluk and drew out one the musher stacks from the probability experiment.  (In real life, the mushers to go the stage, reach into the mukluk and draw out a chip with a number on it.  That number becomes their starting number for the race).  The students then had to choose a musher from the board that matched the characteristics on the stack they had drawn.

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Once they chose their musher, they moved through the autograph chute and autographed some posters (not quite as many as the mushers do at the banquet!) and then proceeded to pick up their race packets. (The mushers will find their dog tags and the identification tags for their handliers in their envelopes, now that they finally know their start order.)  The students found biographies of their mushers, an Iditarod pencil, and a blank biography card in their packets.   While the others were choosing their mushers, they got started on completing the biography card of their musher that will be displayed with their tracking map.

Everything of course was photographed and filmed by the “paparazzi” from the Gilman/Anchorage Daily News and the Gilman/Nome Nugget!

I was sorry I missed the banquet.  By all accounts it was a huge success!  The countdown is on!

# Money, Money, Money!

Rule Number 11 deals with the race purse:

Rule 11 — Purse: A purse of \$650,000 will be shared among those placing in the top thirty

(30). Every effort will be made to supplement this baseline purse. In addition, beginning with 31st

place, \$1,049.00 will be paid to each remaining finisher.

But of course the race purse isn’t the only money involved.  Before the racers can even hope to get to the finish line to collect a part of the purse they will have spent thousands of dollars in preparation which provides students with lots of opportunities to practice their money skills.

We always begin with a review of counting money, but for us, our new learning is making change. Here is a classwork assignment Starting Line Snacks and homework sheet Iditarod Shop page 1  Iditarod Shop page 2 to review those skills.

Our big project with this skill is shopping for supplies for the race.  This project takes us at least four days to complete. It’s based off an assignment entitled Musher Mall Math that was originally published in Iditarod Activities for the Classroom.  I have edited, chunked, and streamlined the project for my third graders:  Supplied for Success and Survival

What do you call an angle that is adorable?

Acute angle!

This week we are all about angles in math class! This is a new skill for us… it appears in the new version of our math book, and is something we haven’t taught before.

So, I started by thinking of where on earth I have seen angles…. And it finally came to me – dog sleds and sled dog harnesses!

So here is two days’ worth of lessons for you about angles.  On day one, the students will classify angles as acute, obtuse, and right and then practice measuring angles they find on a dog sled using a protractor.  On day two, the students will review, and then create an original design for a sled dog harness that includes a set of required angles.  Along the way, they will gain insight into how both sleds and harnesses are designed and constructed.  There is even a homework assignment included!

Harness Maker Classwork

Harness Maker Outline

sled dog angles – homework

# Dog Yard Dilemma

This week we are focused on calculating area and perimeter… and what better tool to do that with then dog yards!

This week the students are presented with a scenario where they have been sponsored by a local fencing company who offers them fencing for their dog yard.  Instead of traditional sled dog yards, the students will use the fencing material to advertise for their sponsors and create individual dog pens for their dogs.  In this three day unit, they will experiment with area and perimeter and discover how you can have many different yard shapes and still maintain the same area.  They will ultimately design their dream dog yard with spaces for all of their team dogs and possibly puppies and ill dogs as well.  The homework assignment seeks the students’ assistance in setting up the White Mountain checkpoint while testing their understanding of area and perimeter.

Dog Yard Dilemma Lesson Plan

How Big is That Yard Classwork

Dog Yard Dilemma Classwork

White Mountain Checkpoint Design Homework

# Socks for Monica!

Terrie Hanke, 2006 Iditarod Teacher on the Trail ™, shared this tale with me:

I have a nice picture of Mitch Seavey changing into fresh Smart Wools at Elim in 2006.  There I was inside the fire house with Jasper Bond, Mark Nordman, Danny Davidson and Jeff Schultz.  Mitch came in with a fresh, still in the wrapper pair of those heavy duty red/gray ones.  After he ate the ham sandwich offered by Jasper, Mitch changed socks – you could see the pleasure on his face.

Keeping your feet warm on the trail is an absolutely necessity and is one of the things that most concerns our adopted rookie musher, Monica Zappa.  We decided this was something we could help her out with!

We learned from Monica that the best types of socks to keep your feet warm on the Iditarod Trail are wool socks.  Here is a little information for your kids about choosing the best socks:  http://www.rei.com/learn/expert-advice/socks.html .  We did some research, did some math, and decided that we needed about \$340 to be able to buy her a pair of socks for each checkpoint along the trail.  So our next task was to decide how we were going to earn the money. They boys brainstormed several ideas, and ultimately settled on creating Rainbow Loom bracelets and necklaces to sell.  After a pair of class representatives went to the Headmaster to gain approval, we spent about a month making product to sell and then one day before school in early November we had our sale.

We were a little hesitant about how the sale was going to turn out… lots of kids in school were making the bracelets for themselves.  We had done the math and pretty much decided we needed to sell every item we had to make our goal.  We just weren’t sure what to expect.

Well… we were blown away!  We sold every single item we had!  And then, we had younger students in the hallway crying because they didn’t get to buy one!  So the boys created an order sheet and started taking orders!  We ended up spending the entire rest of the day making and delivering the “to order” bracelets.  When all was said and done, we almost doubled our goal!  They kids were so excited!

We wrote to Monica with the amazing news and she picked out the socks she wanted – some Merino wool, some alpaca, some hand knit… and left the rest up to us!

Just before we left school on Winter Break, we packed up mini- drop bags for her for each checkpoint.  We filled a ziplock bag for each checkpoint with a pair of socks, some hand and feet warmers, and a little note of encouragement!  We even sent her a check and she was able to purchase 250 booties for the four legged members of Team Zappa with the extra money!

We are so excited that a small part of us will be travelling down the trail with Monica this year!  Go Team Zappa!

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# Warming Up the Pups!

We learned from our Skype with Denali National Park (Denali Skype) that one of the adaptations that sled dogs have that allow them to survive in the arctic is their fur. Sled dogs actually have two coats of fur. The under layer is thick and dense and helps to keep the dogs warm. The outer layer, or guard hairs, are longer and coarser and help to repel water.

But sometimes, even sled dogs like to curl up with a nice cozy blanket!

For the past two years, school kids across the country have participated in a project to craft blankets to be used by dogs that are dropped at various checkpoints along the trail.  The project is a pretty easy one.  Basically, the kids just need to cut fleece into 3×3 foot squares and write a note or message on each one. The blankets get shipped to Iditarod Headquarters and then are sent out along the trail to be used during the race.

Last year I used the project as a Math Journal assignment.  The boys had to calculate how many feet of material we would need if we were going to make a certain number of blankets and then calculate how much money it would cost to purchase the fleece.  In the process, we learned that fabric is sold in yards, not feet, and how to covert inches to feet to yards.

This year, we decided to get our pre-first students involved with the project. They were so excited to get to help the dogs in a way that they could relate to.  Who doesn’t love to curl up with a warm fuzzy blanket on a cold, snowy night?

Denali Size Feet = too small!

The third graders and I went down to the spacious pre-first room. We showed the boys some pictures of dogs curled up with students’ blankets from last year and presented them with the challenge…. the Iditarod Trail Committee asked for blankets measuring three feet by three feet. We told the little guys we weren’t sure what that meant, so we used our stuffed dog Denali, measured his feet and cut a blanket that was three Denali feet by three Denali feet. When we put the blanket on Denali, the pre-firsters were insistent it wasn’t big enough. So then we tried a third graders foot and made a blanket third grader foot by third grader foot… still not big enough. So we tried a Mrs. Reiter’s foot by Mrs. Reiter’s foot.  With all of this trial and error, I decided to turn things over to the kids.  Third graders led their little buddies in discussion to realize the need for standardized measurement.

After that, they were off and running… or should I say off measuring and cutting!  Because we had patterned fleece to work with, the boys made labels to be affixed to each blanket which they decorated and signed.

If you are interested in participating in this project, they are still looking for more donations.  You can email iditaroddogblankets@gmail.com  for more information.

Here are some sled dog with blanket pictures you can share with your students:

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# MMM Starting Up!

When the weather turns colder and my kids start complaining about having to go outside for morning recess (yes, we need to have a talk about recess in Alaska in the winter), I know it’s time to start our MMM Challenges!  We are starting ours a bit early this year so they are completed by the time I leave for Alaska.  I figured this was above and beyond the call of duty for my sub!

MMM stands for Mathematical Morning Meal.  Each Monday the students are presented with a challenging math problem for them to work on for extra credit.  They take them home and have a week to try to come up with a solution.  On Friday morning during morning recess before school they are invited in to share their thinking and a doughnut while we go over the problem.

The problems are intentionally tough… I love to hear the kids talk about how their whole family discussed the problems at dinner or how a father thought one thing but the student had his own ideas.

My rule is that if they have given the problem an honest try, they can come to the breakfast.

This year the problems have an Iditarod twist!  I know… shocking right?

Even if you don’t want the students to do the problems at home, maybe they would make good problems of the day or week to hang in your room and discuss.

We had our first MMM this morning and half of my class joined in the discussion.  They all came up with essentially the same result with a few minor twists!

Enjoy!

MMM Iditarod Challenges

# Filling the Dog Yard!

One more idea for room set up as the summer starts to wind down….

I am calling my classroom the 3A Dog Yard these days…. for reasons that I am sure you can understand!  To get my students in the Iditarod Spirit from day one and as a way to get to know each other, we create these puppy glyphs on the first day of school.

Glyphs are a pictorial form of data collection.  You might be reminded of “hieroglyphic” and think about picture writing.  My kids are always interested in “real life” examples of glyphs – like dentists who record cavities on a a picture of teeth or a chiropractor who records aches on a skeletal picture.  The glyphs allow doctors to record and analyze data more quickly.

My hallway bulletin board greets my students looking like this:

The students create the puppy glyphs by answering questions about their interests and study habits and then cutting and pasting the pieces according to their answers. When they are finished, they get added to the bulletin board.

Following a discussion about how mushers and kennel owners sometimes name their litters in themes, we choose a litter theme, name the puppies and then create an information sheet about the puppies that gets bound together in a classroom book.  You can see our book about the Breakfast Cereal Litter from last year here:  http://www.youblisher.com/p/482033-Meet-the-Puppies/

Here are hints you might want to know:

1. I didn’t create the image for my bulletin board!  I borrowed it from the Mush with P.R.I.D.E. coloring book you can find here:  http://leppro.com/portfolio/pdfs/source/MusherBook.pdf

2.  The online version of our book was made with Youblisher:  http://www.youblisher.com/

3. My friend, middle school science teacher Laurie Starkey, did the same project with her kids digitally using Kerpoof Studio:  http://www.kerpoof.com/

4.  Older kids might enjoy making a digital musher avatar instead of a puppy.  Illustrator Maker has a lot of good choices. They could use types of headgear, items held, and even accessories as the responses to the questions:  http://illustmaker.abi-station.com/index_en.shtml

5,  You could also use these activities to show answers to a set of problems instead.  In that case, the design of the picture would be determined by the correct answers to the problems.  It could be a fun way to review a topic!

Hope your room setup is going well!  I am headed in on Wednesday to get mine started!

# Hello Texas!

The 2013 Winter Conference for Educators is now officially underway.  Teachers and presenters are gathered here from Alaska and the Lower 48 states.  New for the conference this year is presenter Barbara Cargill who is the chair of the State Board of Education in Texas.  Barbara is committed to Science curriculum in her state, and what better way to incorporate Science but by using the Iditarod.

Temperature in Alaska on Tuesday, February 26, 2013 at 2:45 PM

So Texas students, let’s do a quick weather comparison.  Right now in Anchorage, Alaska the temperature is 36  degrees.  In Nome it is -10 degrees.  Let’s get some comparisons.  What is the temperature in Texas?  What is the difference?  Please let me know at emailtheteacher@iditarod.com.

How about other states?  A great activity is to track the weather in your town and a checkpoint during the race.  Make a graph to show your comparisons.  No matter where you are – I hope you are having good weather.

# What’s Up With the Weather?

I was looking for results for the Top Of The World 350 – Lance Mackey won by the way – and came across an article from the Alaska Dispatch about the Knik 200 being cancelled due to weather.  http://www.alaskadispatch.com/article/knik-200-becomes-latest-sled-dog-race-bite-dust

Our friend, Angie Taggart, has been training with a sled instead of a 4-wheeler so I thought the snow was fine.  Apparently it has still been unseasonably warm in some areas and they are trying to work around melting, mushy snow.

My class has been tracking the weather in Nome, but I guess it’s time to track in other places and make comparisons.

Last year my students compared the weather in Anchorage with the weather in Waupaca.  Attached is a lesson plan for comparing temperature, as well as a short video of some of the results from their comparisons last year.  Let it snow!!

What’s The Temperature

# Walk the Trail

Each time someone enters my classroom, they are reminded of the upcoming Iditarod.  There are 2 large maps, several pictures, daily high and low temperatures in Waupaca and Nome, news articles, and much more.

One of the maps in the entry is for students to track the progress on their IditaWalk.  Each day when my students walk into the classroom, the first thing they do is put on a pedometer.  Their goal is to “Walk” the Iditarod Trail.  It started simply – converting their steps to miles (2,000 steps = 1 mile) and moving their marker along the trail.  As time went on I made things more complicated.  PAWS (Pulling Ahead With Students) is a theme I’m using this year for Character Education. Students can earn dog paws for doing something “good”.  4 paws = 1 dog.  With 2 dogs, students can multiply their daily miles by 2.  With 4 dogs, they can multiply by 3, and so on.  They had to think of a theme for their dog team and name their dogs.  While they haven’t formally been introduced to multiplication yet, they are multiplying to figure out their daily progress.  They are also moving more to pick up steps on their pedometers.  Win – win.

A few students thought this was going to be easy and within a few weeks they would have walked the entire trail.  They are now realizing it’s a lot longer than they anticipated.  They are also learning names of checkpoints and the distance between them.  The attached lesson plan and activity sheets are a little different than what I am doing this year, but it gives a basic overview.  Take the general idea and make it your own.

Classroom Iditawalk

IditaWalkTracker copy

TeamIditawalk

# Problem Solving

I love logic puzzles, therefore, my students learn how to try to solve a problem without giving up.  Attached are a few puzzles we use in the classroom.  Puppies in a Pen teaches congruent shapes. We are currently taking the Wisconsin Knowledge and Concepts Exam, our “high stakes” state test.  This was a good activity to get students’ brains turned on.

With Dogs In A Pen Lesson Plan, students have to think outside the box.  Have fun and don’t give up!

# Finding What Works in the Classroom 2.24.11

Temperature in Wasilla, late morning, 20°F, little wind

Teachers want to know what works in the classroom to facilitate student learning and to achieve growth in their learning. The research-based document,What Works in Classroom Instruction by Robert Marzano, Barbara Gaddy, and Ceri Dean (http://www.leigh.cuhsd.org/teachers/pdf/Marzano_Strategies.pdf),  is a good resource which explains the research behind classroom strategies and their effect. The effect sizes of various strategies range from .59 to 1.61. An effect size of 1.0 is roughly equivalent to one year’s growth in achievement. Please refer to the above article for a table of strategies and effect sizes.

Strategies that were found to strongly affect student achievement include homework and practice, setting goals and providing feedback, non-linguistic representation, summarizing and note-taking, identifying similarities and differences, cooperative learning, reinforcing effort and providing recognition, generating and testing hypotheses, and activating prior knowledge. The two highest effect sizes fell in the strategies of summarizing and note-taking and identifying similarities and differences. This site has helpful information about using these strategies.

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html

Part of my job as the Target® 2011 Iditarod Teacher on the Trail™ is giving presentations to students in Alaska schools. I started those today.  The presentation gives students a chance to learn aboutsome  similarities and differences of Alaska and North Carolina. Letting students use a Venn diagram, Thinking Maps (double bubble or bubble maps) or write about the differences and similarities of the two states would be methods to carry out a strategy with a high effect size.

The Iditarod Race is a tool to use to create a lesson on note-taking and summarizing or on identifying similarities and differences. Perhaps your area has a sport or race which could be compared and contrasted with the Iditarod, or watch Iditarod Insider video clips to practice taking notes and then organizing those notes into categories. Maybe those categories could be more easily remembered by using non-linguistic representation, another strategy which can positively affect student learning.

# Something to Do While You Follow Me!

When I arrive in Alaska around February 22, I’ll post often to keep you in the loop about what I am doing and what is going on with the race. And, when the race starts March 6, I’ll post daily about the race and teachable moments.

The NUMBER ONE question I’m asked is: “Don’t you get cold in Alaska?”   To help others Outside of Alaska understand the cold, I’ll post the temperature and wind speed daily on my site while I’m in Alaska. By the way, Outside refers to anywhere not in Alaska, and usually to  the other states of the U.S. Use this information for the following activities to figure out if I’m getting cold! (Don’t worry. I’ve got all the right gear to keep from getting cold!)

• Elementary–Color a paper thermometer which shows your area’s temperature and another one showing the temperature I posted. Write the temperatures correctly.
• Elementary–Make a chart or graph showing the temperatures I post.
• Middle School—Use the lesson plan I posted in Coordinates for Your Sled-The Math Trail to make a 2 or 3 line graph plotting and comparing the temperatures I post and your area’s temperatures.
• Middle School—Relate positive and negative numbers to the temperatures I post and the temperatures in your area.
• Secondary—Convert the Fahrenheit temperatures I post to Celsius, and then back again. It’s a great workout for your brain! (Don’t use the converter program, use brain power.) http://www.albireo.ch/temperatureconverter/formula.htm Accessed 12.27.201

Fahrenheit to Celsius

Celsius to Fahrenheit

• Secondary—Calculate windchill and use those algebra skills. I’ll post the temperature and the windspeed daily during the race. You calculate the wind chill for a REAL brain workout. http://www.usatoday.com/weather/resources/basics/windchill/wind-chill-formulas.htm Accessed 12.26.2010
• Any age level—Research and learn about Fahrenheit and Celsius temperatures. Write a paragraph or paper or create a power point show about the history of how these different ways of measuring temperatures came to exist, why scientists use Celsius more than Fahrenheit, which countries use Fahrenheit more than Celsius, what Celsius used to be called, etc.
• Read Sanka’s postings on Zuma’s Paw Prints. This K-9 reporter includes weather and climate information in his postings.  http://iditarodblogs.com/zuma/

Mushing on,

Martha

# Iditarod is Coming! Fill Your Sled Now!

(Keep on reading to find some ideas of activities for your students to do.)

Mushers carry the following mandatory items in their sleds during the race. I bet you can make this list relevant to what students need to be prepared for their job of school.

•  Proper cold weather sleeping bag weighing a minimum of 5 lbs.
• Ax, to weigh a minimum of 1-3/4 lbs., handle to be at least 22” long.
• One operational pair of snowshoes with bindings, each snowshoe to be at least 252 square inches in size.
• Any promotional material provided by the ITC.
• Eight booties for each dog in the sled or in use.
• One operational cooker and pot capable of boiling at least three (3) gallons of water at one time.
• Veterinarian notebook, to be presented to the veterinarian at each checkpoint.
• An adequate amount of fuel to bring three (3) gallons of water to a boil.
• Cable gang line or cable tie out capable of securing dog team.
• When leaving a checkpoint adequate emergency dog food must be on the sled. (This will be carried in addition to what you carry for routine feeding and snacking.)
• http://iditarod.com/pdfs/2011/rules.pdf

Right now, mushers are preparing for the race by freezing and bagging their dogs’ food for the race, planning and preparing their people food and supply bags, running their teams on daily training runs and in races like the Copper Basin, the Sheep Mountain 150, or the Gin Gin 200. I am always curious about names, so I researched how the Gin Gin 200 got its name.

Who was Gin Gin?
The Gin Gin 200 is named after a remarkable dog who dominated a dog kennel for over 10 years. She was an inspiration both on the trail and in the dog yard. She was a dog with unswerving loyalty and stubbornness. She did not know” quit”. Her ability, drive and attitude should serve as an example to dog drivers everywhere.  http://www.gingin200.com/ accessed 1.1.11

Fill your classroom sled with some of these ideas to get your class prepared for the Iditarod.  Choose one way or several ways, or think of your own way to connect your students, your curriculum and the race.

• Start now visiting www.iditarod.com and  http://iditarodblogs.com/teachers/ , the For Teachers section of that site for ideas to use. There is an exciting lesson plan idea using the Blabberize website on the For Teachers section. http://iditarodblogs.com/teachers/
• Read Zuma’s Paw Prints at the For Teachers page. Zuma and other K-9 reporters give you information about the race. http://iditarodblogs.com/teachers/
• Adopt a musher(s) and use this form to chart his/her race progress. http://iditarod.com/pdfs/teacher/MusherDataSheets.pdf Scroll down to find the southern route chart. The southern route is run in odd-numbered years. The race data is free and is found on www.iditarod.com.
• Create a race route map along your classroom’s walls or down your hallway and move your adopted musher(s) along the map. This link takes you to the race map and access to a list of the mileage between each checkpoint for the southern and northern race routes. http://iditarodblogs.com/teachers/2009/11/21/maps-of-the-iditarod-trail/
•  Teach a novel or read books about the race or related topics. Find books to choose from on these lists.  http://iditarodblogs.com/teachers/iditarod-books/
• Math problems for elementary and middle school are in December’s posting on this site.
• Teach students to convert the 24 hour clock time, used to report race times, to 12 hour clock times. Great mental exercise!
• Temperature charting, wind chill calculation, converting temperatures from Fahrenheit to Celsius and back again. (See my posting on this site titled Something to Do While You Follow Me! for details)
• Watch the free Iditarod Insider videos or sign up for this special video view of the race. You and your class can see what’s happening in the race via these clips. http://insider.iditarod.com/

Mushing on,

Martha

# Iditarod Math for Elementary & Middle Grades

The Iditarod and its race statistics make math real-life situations for students, helping them understand how math is used in everyday life. Use these math problems for practice, homework, extra credit, review, or in middle school at the beginning of class to focus students on an independent activity. Some teachers call these “at the bell” problems.

If you have Notebook software, put these problems in that software and present them via your SmartBoard. Put the problems in a shared folder so all teachers can access them.

There are problems appropriate for K-2 and grades 3-5 (addition, multiplication and division) and for the math skills expected of sixth, seventh, and eighth grades. Solutions for the sixth, seventh, and eighth grade problems are here. These problems will probably give you some ideas for other problems. Visit www.iditarod.com and look around the site to find more information to use for your math work.

Mushing on with math,

Martha

# Coordinates for Your Sled–The Math Trail

GPS—how did we get anywhere without it! Enter your destination and drive to it! No map unfolding and refolding—map refolding is challenging—it never ends up the way it looked before it was used. GPS directs us to locations using coordinates that map the world. Latitude, longitude, number lines, space, spheres. Coordinates plot points on graphs, too, making numbers into a visible picture or line so we can “see” where the numbers are going, what they are “doing”.

Use this lesson to take your sled down a math trail. It challenges students to plot the coordinates of a sled dog, an activity for upper middle school and Academically Gifted students. Or, use the lesson modification for primary students to make a connect the dots dog using numbers. Color the completed dog and put a harness on it. A set of coordinates, a picture of graphed sled dogs, a connect the dots dog, and a sled dog outline are included in this lesson for your use. Keep reading for another math lesson.

The next math lesson here plots temperatures on a graph, comparing temperatures of three locations over an extended time period. My inspiration for this lesson was the unusually cold temperatures in my area of North Carolina late December 2009 through early January 2010. The cold temperatures coincided with the introduction of integers for our sixth grade team, so Mother Nature lent a great hand to learning! Students plotted the temperatures for Nome and Anchorage Alaska and Mt. Pleasant, NC. The lesson provides practice with integers as well as plotting points on a graph. When the graph is complete, turn it into a line graph with a different color line for each location. The lines really communicate the graph results to students.

Mushing on,

Martha

# Lessons From Herb Brambley

Lesson 1: Introduction to the Iditarod Sled Dog Race; Grades 2-8; Geography, Social Studies, and Science; This lesson introduces how climate relates to lifestyle and culture.

Lesson 2: The Alaskan Husky; Grades 4-8; Technology, Science; This lesson uses computer skills such as cutting, pasting, and saving a Word document as a vehicle to learn the unique characteristics of the Alaskan Husky.

Lesson 3: Making Electricity from the Sun; Grades 4-12; Science, Technology, Geography, Environmental Education; In this hands on lesson students see how the angle of a solar panel in relationship to the sun’s rays directly effects voltage output.  The Internet is used to research the average hours of sunlight per day for locations across the globe.

Lesson 4: Wilderness Survival; Grades 4-8; Social Studies, Environmental Education; Students actually build a debris shelter(or model) as they study the hierarchy of survival priorities.  Read Iditarod stories of survival from the book More Iditarod Classics.

Lesson 5:The Reason for the Seasons; Grades 2 -6;  Science, Environmental Education; Students learn about the tilt of the earth and the angle of incidents of the sun’s rays and explain the causes of seasonal change.

Lesson 6: Are We There Yet; Grades 5-12; Technology, Geography; Find out how far it is from your house to Alaska and how long it will take to get there driving, walking, or using public transportation.

Lesson 7: Why is Iditarod a Ghost Town ; Grades 4-12; Environmental Education, Social Studies; Students determine the best place to locate a village by evaluating several locations for available water resources, type of soil, signs of wildlife, and ease of travel.

Lesson 8: The Cold Hard Facts; Grades 4 and above; Technology, Science, Math;In this lesson students use an Excel spreadsheet to record temperature data from their local area and a location in Alaska.  They also use the graphing capability of Excel to create a graph that compares the 2 locations.

By Diane