Math Focus 6

# Skating Lessons

## INTRODUCTION

Public skating rinks charge a fee for groups to use them for an event, such as a birthday party or a skate-a-thon. At a skate-a-thon, people ice skate for a certain amount of time to raise money for a particular cause. Before a skate-a-thon, skaters ask family and friends to sponsor them by donating money.

Imagine that your school is holding a skate-a-thon to raise money for warm winter clothing for homeless people. The skate-a-thon is still 2 weeks away, but so far only 25 people have signed up to participate. You need to find out if the school will raise enough money to pay for the rink with only 25 skaters.

## THE PROCESS

1. Visit Vancouver Park Board Rink Fees and scroll down to find out how much it costs to rent a rink at the Youth Rate for a Tuesday evening at 6:00 PM.
2. Make a table to find out if the school will raise enough money to pay for the rink if each of the 25 skaters collects \$4 from sponsors.
3. Describe the number pattern in each column of the table. Why does the number pattern make sense?
4. If each skater raises \$4, how many skaters do you need to participate in the skate-a-thon before the school can pay for the rink?
5. What rule can you use to figure out the amount raised if you know how many skaters will participate?
6. If each skater raises \$4, how many skaters would the school need to pay for the rink and raise at least \$100 for the winter clothing?

## RESOURCES

Websites:

Vancouver Park Board Rink Fees

Materials:

paper

pencil

## ASSESSMENT

 Mathematical Processes Work meets standard of excellence Work meets standard of proficiency Work meets acceptable standard Work does not yet meet acceptable standard Problem Solving • demonstrates an insightful understanding of the problem and number patterns   • chooses efficient and effective strategies when applying pattern rules • demonstrates a complete understanding of the problem and number patterns   • chooses workable and reasonable strategies when applying pattern rules • demonstrates a basic understanding of the problem and number patterns     • chooses partially appropriate and workable strategies when applying pattern rules • demonstrates a limited understanding of the problem and number patterns     • chooses inappropriate and/or unworkable strategies when applying pattern rules Communication • provides a precise and insightful explanation of pattern rules   • uses effective and specific mathematical language, symbols, and conventions to enhance communication about patterns • provides a clear and logical explanation of pattern rules     • uses appropriate and correct mathematical language, symbols, and conventions to support communication about patterns • provides a partially clear explanation of pattern rules     • uses mathematical language, symbols, and conventions to partially support communication about patterns • provides a vague and/or inaccurate explanation of pattern rules     • uses mathematical and non-mathematical language and conventions incorrectly and/or inconsistently, which interferes with communication about patterns Reasoning • comprehensively analyzes situations and makes insightful generalizations about number relationships • completely analyzes situations and makes logical generalizations about number relationships • superficially analyzes situations and makes simple generalizations about number relationships • is unable to analyze situations and make generalizations about number relationships Connections • makes insightful connections between real-world contexts and number relationships • makes meaningful connections between real-world contexts and number relationships • makes simple connections between real-world contexts and number relationships • makes minimal or weak connections between real-world contexts and number relationships