Lesson+2

The central focus of this series of lessons is for students to explore the integration of mathematics behind community activities students perceive as fun. In this lesson component, students will examine “entertainment” components of the venue determining the degree to which mathematics is used to describe and create an enjoyable experience. For example students might consider the implications behind a bowling lane that is either “too short” or “two long,” or a roller coaster that doesn’t have a loop versus one that does, a tennis net that is just too high, or other situations in which the mathematics is off.
 * I. Introduction**

By the end of this lesson, students should be able to:
 * II. Objective**
 * 1) Observe the specific engineering/mathematical/scientific/technological aspects that underlie the “fun” part of the amusement venue.
 * 2) Perform research into the above aspects and report the relevant mathematical correlations that make it fun.
 * 3) Conduct interviews of individuals to understand how mathematics informs fun aspects of the venue as well as the daily operations of the venue.


 * III. Materials & References**


 * IV. Sequence of Lesson**


 * V. Anticipatory Set**


 * VI. Extension Activities**


 * VII. Assessment**


 * VIII. Differentiation**