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Subject

Math, Science & Technology

Author

This project was made possible through the collaborative effort of the Buffalo Bills organization and the Buffalo Public School Mathematics Department. The following educators were involved in the development of these materials: Debra Sykes, Director of Mathematics, Buffalo Public Schools; Arlene Rosowski, Supervisor of Instruction, Buffalo Public Schools; Sharyn Miller, Math Support Teacher, Buffalo Public Schools; Claudette Rivera, Math Support Teacher, Buffalo Public Schools.

Description

In these activities, the application of reasoning strategies will be used to solve real life experiences and the development of an understanding, representation and use of decimals and percents. Mathematical operations will be developed. The use of a coordinate plane will be used to explore geometric ideas.

This project was funded by the Buffalo Bills. Considerable credit for this project goes to the Tampa Bay Buccaneers, the National Football League, and the authors of Project PASS. Tackle Math with the Buccaneers was used as a model for Tackle Math with the Buffalo Bills and the majority of the activities were updated and adapted to fit New York State Education Standards and the Buffalo Bills.

Activity Links

Tailgate - Student Version

Tailgate - Teacher Version

Related Academic Standards

New York State

NY-5.NF.4a Interpret the product a/b × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.

NY-6.RP.3b Solve unit rate problems.

NY-6.SP.5b Describe the nature of the attribute under investigation, including how it was measured and its units of measurement.

NY-6.SP.5d Relate the range and the choice of measures of center to the shape of the data distribution and the context in which the data were gathered.

5.NF.4.a Interpret the product (a/b) * q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a * q / b. For example, use a visual fraction model to show (2/3) * 4 = 8/3, and create a story context for this equation. Do the same with (2/3) * (4/5) = 8/15. (In general, (a/b) * (c/d) = ac/bd.)

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