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Day 10

# Day 10

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12/06/2011

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Title: ROLLER COASTERS
–
SLOPES IN ACTION PROJECT PRESENTATION

9
th

Objective:
The goal of presenting this project is to show allow each group represent their findings in amodel that incorporates the math used to find the best slope for their roller coaster . Each group shouldbe able to explain their findings on the effect of slope on the decisions made in their roller coasterdesign.

organize and consolidate their mathematical thinking through communication;

communicate their mathematical thinking coherently and clearly to peers, teachers, and others;

analyze and evaluate the mathematical thinking and strategies of others;

use the language of mathematics to express mathematical ideas precisely.

create and use representations to organize, record, and communicate mathematical ideas;

select, apply, and translate among mathematical representations to solve problems;

use representations to model and interpret physical, social, and mathematical phenomena.
Materials:
Smart board, white board, table in front of class
Lesson Procedure:A.

Launch (5 min)

Welcome kids to class and tell them that we will begin presentations shortly. Encourage themby saying that you are looking forward to seeing each groups model and are sure that everygroup will do great. This will give the groups confidence as they go up to present. Tell themthat they will be given a 5-7 minute limit to present their project and you will let them knowwhen they have 2 min left and 1 minute left by raising your hand.

Hand out peer evaluation sheets to each student so that they may evaluate each other as theypresent. This peer evaluation sheet will have a place for the students to discuss the really goodthings about the project and another section will have students give suggestions forimprovement. Attached below.

Ask first group to come up and quickly set up their model and get ready to present. Each groupshould take no more than 1 minute to set up and begin their presentation.
B.

Exlpore (40 min)

After the students have set up their models and are ready to present give the go to begin theirpresentation.

The students should include their mathematical work in their presentation. They are able to usethe white board or the smart board in order to do so. If the students are having troubleexplaining ask them guiding questions that may help their thought process. These might include

questions such as, “How did you transform those distances into that ratio?” or “What
axis?”

After the students have concluded their presentation or exceeded the allotted time limit havethe next group promptly ready to go. To ensure this goes smoothly make sure that each groupknows when their turn is in advance.

After the group has finished their presentation there should be a student question period.Students can ask questions that are mathematically related if there are some. If there appear tobe no student questions the teacher may ask their own questions. This could be questions such
as, “Was it easy to find the correct slope?” “How long did it take and why?”

During this time the students observing the presentation should be attentively listening andfilling out their peer evaluation sheets.
C.

Share/Summarize (15 minutes)

After all the students have completed their presentations take this time to say what positiveaspects you noticed throughout each presentation. Comment on the artistic abilities and musicchoices the kids chose because this is just as important to many of them as the mathematics isto you!

Have students give you feedback about what they liked and disliked about the project. Take thisfeedback to heart and change your project guidelines accordingly.

Conclude the session by asking students what their favorite roller coaster is at their favoriteamusement park. This may not be directly related to math but it is important to engage withyour students on different topics. It builds good student-teacher relationships and rapport withyour students.
Student Summative Assessment:
Students will be given feedback on their roller coaster projects. This sums up this unit on slope. Theirunderstanding of the concept will be assessed based on their past quizzes, assignments, andcollaborative project.
Differentiation/Accommodations:
Students who have learning disabilities will be paired with students who can aid them and guide them intheir experiments. During the presentation they will be required to introduce the project and theirgroup members by name. This will not count towards the seven minute time limit.
Homework Options and Home Connections:
This will not be graded for the next class but will be used as participation points. Have students writeabout a time they went to an amusement park and write about their favorite ride and why it was theirfavorite. Have them talk about if they thought they enjoyed because there were big hills with steepslopes or for what other reason.
Attachments:
Peer review worksheet