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This problem offers an authentic context within which to calculate arc lengths and requires students to present their findings in a convincing manner.
Give the students plenty of time to discuss and work on the problem in their groups. For groups not used to working collaboratively, these roles may be useful to guide students in organising themselves to work together.
To finish off, results could be presented as a list of the dimensions/angles that a groundskeeper would need in order to paint the lines for the running track, together with explanations of how students worked them out.
Additionally, students could be asked to produce a scale drawing of the track design to an agreed scale (1cm to 2.5m would fit on a large flipchart sheet) and then each group's drawing could be overlaid on another group's to check to see if they coincide.
Scheduling games is a little more challenging than one might desire. Here are some tournament formats that sport schedulers use.
How high can a high jumper jump? How can a high jumper jump higher without jumping higher? Read on...
This is our collection of favourite mathematics and sport materials.