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DESIGN YOUR MATH CLASSROOM
Grade Six Mathematics Seven-Day Unit Using Measurement Tools, Calculators, and Interactive CD ROM CAD (computer assisted design)
Pier Loyd December 1, 2002
Students will:
Unit Objectives
* Find the perimeter of geometric figures
* Convert units within the customary system of measurement
* Find the area of squares, rectangles, and circles
* Plan and draw a scale model of math classroom
* Report on their inquiry process in writing
* Do oral presentations describing their inquiry process and final Model
NCTM Standards- Gr. 5 & 6
Key Idea 1: Mathematical Reasoning Performance Indicators (PI): A, C, Key Idea 2: Number and Numeration PI: A, B Key Idea 3: Operations PI: A, D Key Idea 4: Modeling/ Multiple Representation PI: A, B, C, F, I Key Idea 5: Measurement PI: A, B, C, AND F Key Idea 6: Uncertainty PI: A Key Idea 7: Patterns/ Functions PI: E, F, AND G
NYS MST Standards- Gr. 6
Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, engineering design, As appropriate, to pose questions, seek answers, and develop solutions.
Standard 2: Information Systems Students will access, generate, process, and transfer information using Appropriate technologies.
Standard 3: Mathematics Students will understand mathematics and become mathematically confident By communicating and reasoning mathematically, by applying mathematics in Real world settings and by solving problems through the integrated study of Number systems, geometry, algebra, data analysis, probability, and trigonometry.
Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human environmental needs.
Standard 6: Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science and technology to address real- life problems and make informed decisions.
Resources:
1. Scott Foresman –Addison Wesley Grade 6 Math Randall I. Charles, John A. Dosey 1999 Chapter 4 Lesson 4-1 pg. 209 – 213, Lesson 4-3,4-5,4-6,4-7 pages 225-250
2. CAD software Computer Assisted Design
3.Speaker: Verizon (School Sponsor)
4.http://www.smartdesks.com/sddesign.html
5.http://www.blackstock.hvensd.k12.ca.us/html/rm_math.htm
Overview
In this unit the students will design a classroom using the customary unit of measurement as well as aesthetic design elements. The students will be guided in inquiry base activities to find perimeter of a square and rectangle as well as finding area of a square, rectangle and circle. The daily lesson includes a problem of the day mental math, textbook practice exercises, and cultural connection and integrated with other subject areas. Assessing student achievement will include quick quizzes, whole group discussion, daily math logs and oral presentation of final projects. An assement rubric will be used which delineates four level of accomplishment. A variety of resources will be used in addition to the textbook, these include manipulative, and tools for measurement along with resources from the community. Lesson plans will include objective, vocabulary, materials, subject connection, and are aliened with the MCTM standards and New York state key ideals, a brief description of each days activities are as follow.
Monday: Friday:
-----
Introduction of Unit - guest speaker Assess prior knowledge - journal refection Project description, explanation, assessment Model measurement, practice exercise from book homework
Tuesday: Monday:
- shared design computerdesign - - Assign image of roomcooperative group lesson perimeter - journal - Journal reflection
Wednesday: Tuesday:
- Lesson on area - review rubric -internet to find designs use -reflection Journal
Thursday: Wednesday:
- measure classroom - presentation - computer activities
Mondays
Lesson Plans
Objective:Introduce unit and project
Process:
ϖwill assess prior knowledge of students by asking questions Teacher about measurement. ϖdescription, explanation and assessment of project. Give ϖ Model measurement by using practice exercise from book.
Homework: students are given graph paper and required to come up with design of their ideal classroom.
Tuesday:
Objectives:
ϖ Find Perimeter of a geometric figure. ϖ Define the word perimeter. Analyze designs. Apply the uses of perimeter.
Process:
Conduct group discussion along with student input to analyze the classroom design by students. Teacher will then create cooperative learning group (selection of groups are based on students designs). The lesson on perimeter will be introduced, it will include discussion on usages and application to the unit. Student will then apply the use of perimeter by selecting items in the classroom, example desk, chalkboards,
bulletin boards etc.
Materials: tape measurer, calculator, paper, and pencils. The last five minutes of class will be used for journal writing.
Homework: Practice, (taken from textbook) Check and Skills and 1 to 16.
Wednesday:
Objective:
ϖ Find the area of squares, rectangles and parallelograms. ϖ Define vocabulary. ϖ Solve problems dealing with area. ϖthe concept of perimeter. Use Internet to collect design ideas Explain for classroom.
Process: Teacher will administer a quick quiz to check for understanding for formula of perimeter. Teacher will model approach use for area. Student then the area in square units using a grid with squares, they will count squares and partial squares to estimate. Use power polygon and calculator to find area for squares and rectangles. Straws and scissors will be used to create parallelograms. Working in their cooperative groups, each group will be given a designated web site to obtain design ideas. Utilize the last five minutes to record a written description of the process in their journal.
Homework:Taken from Text. Explore: Area of squares and rectangles 1 to 6 page 226. Area of parallelogram. .Check page 230.
Thursday:
Objective:
ϖ Listen to guest speaker, ask questions, using information from guest speaker and apply it to creating a classroom design.
Process:Teacher will introduce speaker to students. Speaker will allow time for a question and answer period. Allow five minutes at the end for students to write a journal reflection.
Friday:
Objective:
ϖclassroom design, apply knowledge of geometric shape and Creative apply it to their designs.
Process:Students will be taken to computer room and will begin to design the model of their ideal classroom, using CAD (computer assisted design program) Take five minutes at the end of class to chart progress in journal.
Monday:
Objective:
ϖ Teacher will have classroom discussion concerning progress; Students will then go to computer room to continue working on classroom design. ϖ Again, allow time at the end of class for journal reflections.
Tuesday:
Objective:
ϖand analyze rubric. Review ϖ Finalize last minute details in classroom design.
Progress: Teacher will discuss rubric with class, class will be allowed to ask questions and finish last minute details on project and group presentation. Journal reflection.
Wednesday:
Objectives:
ϖoral report on their project, show and explain model. Give
Progress:Each group will be permitted fifteen minutes to present their designs; and answer questions from class concerning process, Reception to follow.
4 Full Accomplishment
Assessment Rubric
ϖchoose lengths that are in proportion to the model Accurately ϖ Able to articulate the process utililize in creation of model ϖAbility to response to question with clearlty
3Substantial Accomplishment
ϖmost lengths in proportion to the model Choose ϖ Partial ability to articulate the process in the creation of the model ϖ Partial ability to respond to question with clarity.
2 Partial Accomplishment
ϖChoose some proportional lengths ϖLimited ability to articulate the process in the creation of model ϖLimited ability to respond to question
1Little Accomplishment
ϖnot chose proportional lengths Dose ϖ Dose not articulate the process in the creation of model ϖ Dose not respond to question
