Header: Teachers and Parents

Subheader: NCTM Math Standards covered in Flight Path:

• Measurement
• Computation & Estimation
• Problem Solving
• Number and Number Relationships

After successfully completing this lesson:

• Students will be able to estimate and choose the shortest path provided between two points
• Students will be able to compute the sum of two line lengths
• Students will be able to compute the difference between two line lengths

• Local maps
• Materials for drawing a graph directly on the local map (possibly including tracing paper so that the map can be re-used). For students with disabilities, this may involve strategies for working in teams (e.g., students work together to decide on the shortest route, and one writes the information down).

• For students with visual disabilities, try printing out and enlarging the on-screen map. Then provide tactile means for the students to orient themselves to the map, such as gluing down pipe cleaners to indicate the length between cities and using pushpins to indicate the location of cities. For students that read Braille, you may wish to provide Braille labels for the cities.

• Have students plot a course from their classroom to the opposite side of the building, stopping in front of at least two other classrooms. Then have them travel their plotted course, counting how many footsteps or wheel rotations it takes them to get to their destination. Plot the results and see who took the shortest and longest routes. Estimate how many footsteps or wheel rotations it would take them to travel between the classroom and the opposite side if there were no obstacles (walls, etc.).

• Invite a local navigator to come to the classroom and explain how s/he determines flight plans.