Quarter 2 Math Project 80% of grade is content and 20% of grade is group work habits

The Classroom has Flipped! You are the teacher! You and a partner are challenged to come up with a new and improved way to provide instruction and assessment based on one of our first quarter units of study. Your project and group will be based on your learning style. You will choose one driving question to work with.

Driving Question 1: Based on the different learning styles, what are other beneficial
ways to teach mathematical content so that more students are actively engaged? Its time to begin a new unit of study in math. What comes to mind when the teacher says: Open up your book to page 57. Watch this video and take notes on the info and examples. Print out this powerpoint and annotate the information. Listen to me talk ALL class about blah, blah, blah Im guessing that you may like some of these methods of teaching. But Im also guessing that youd have even better ways to teach the information if you were given the chance. Well, here it is. Thinking about other students that are like you in the way that they learn, what method of teaching would you use to teach Math Unit _____ so that key points get taught but in a way that your learning style can appreciate. Driving Question 1 Artifact: Using the lesson plan template, write a lesson plan with multiple components that teaches the required content based on your learning style. Lesson plan template must be completed and you must include teaching artifacts.

Driving Question 2: Besides traditional tests and quizzes, what are other ways that
teachers can successfully measure a students knowledge on a given unit? In school, when a teacher says test/assessment/quiz, we all probably think the same thing, OH NO. We envision lots of questions; open ended, multiple choice, true/false, etc. But, is this ALWAYS the best way to extract knowledge from a student and allow them to show mastery of the content? Thinking about your learning style, what method of assessment would best showcase your knowledge of Math Unit _____? With that in mind, create an assessment method that will allow the unique learner to show mastery of the content to the teacher so that the teacher is completely certain that the student knows the information. Driving Question 2 Artifact: *Create a final assessment that allows a student with your learning style to demonstrate mastery of the content. Include a completed A+ assessment created by you and a rubric to grade future assessments.

Math Topics (topic will be randomly assigned):

Order of Operations LCM/GCF Comparing Integers Long Division Solving Word Problems Fractions Decimals Converting Fractions/Decimals/Percents Exponents Absolute Value

Teacher: Ms. Bennai, Mr. Hotchandani, and Mr. Warsing Date: November 25, 2013 Grade level: 6th Grade Materials: Word Problems to introduce class to decimals, word problems for the class to practice with, paper and markers for the class to create posters with. Lesson objective(s): (What should your students know after your lesson?) The student should be able to add, subtract, multiply, and divide decimals. ENGAGEMENT (How are you going to hook your class?) Give the students this situation: If your friend had 2.25 brownies and you had 4.25 brownies, how many brownies would you have all together? Ask the students what skill they need to solve this problem. When a student guesses the correct answer (how to add decimals), move on to the next step (explain).

EXPLAIN (What content are you teaching, how are you going to teach the topic?) The goal is to have each student obtain the ability to add, subtract, multiply, and divide decimals. Give the students the following problem.

Sue has 1.3 cups of Sprite. She decided that that wasnt enough for her, so poured in 5.7 cups of lemonade. How much drink does Sue have now? (7.00 cups of drink) Ask the students how they think they should solve the problem, then take it from there. If a student brings up the adding decimals method, let the students know that they need to stop guessing, and focus on that one method. Bring the SMARTBoard into play by rewriting the problem on the board, then show them the correct way to add, and answer any questions that are asked. Do the same with subtracting, multiplying, and dividing. The problems are listed below: SUBTRACTION: Mary has 4.5 lamb chops. Joe comes along, and eats 2.2 lamb chops. How many lamb chops does Mary have left?(2.3 lamb chops) MULTIPLICATION: Alice has 11.3 yards of fabric. Lisa has 2.6 times as much fabric as Alice does. How much fabric does Lisa have?(29.38 yards of fabric) DIVISION: Sid, Joel, and Greg are eating out, and decide to split the bill. The total cost was $24.36. How much does each person have to pay? ($8.12) (Have the students take notes on EACH method!)

EXPLORATION (What activity will your students be doing after you explain the topic?)

The teacher should have a list of various word problems and computation problems dealing with every operation. She should have these problems in a slide show. The students will have a time limit for each problem (2 minutes), and whoever has the most correct answers at the end of the game, gets a badge. :

ELABORATION (How are you going to review the content and add any extra content?)

The teacher will go over the answers for the previous activity, and then move on to the review project. Each student must complete a poster board with a description of each operation and how to use them with decimals. The student must include a full description, examples, and a picture to go with each concept. The student has to then present their review poster to the class.

Lesson Plan
Name: Put the names of everyone in the group including you Prepared Group member was prepared with research, notes, and supplies for all of the days of the project.
(Scale 1-5: 1 never prepared- 5: always prepared)

Active Participant Group member was an active participant during the project. Contributed ideas, worked on slides, helped when needed. (Scale 1-5: 1 never
participated, 5 always participated)

On task Group member stayed on task, the group members conversations were on-task, and got their work completed during the given time. (Scale 1-5: 1 never on task, 5 always on task) Work Ethic Group member was respectful towards and worked hard to complete the project. (Scale 1-5: 1: did not work to the best of their ability 5: Worked very hard)

Comments: If someone scored lower than a 4, please give back written feedback on the back.

Name: Put the names of everyone in the group including you Prepared Group member was prepared with research, notes, and supplies for all of the days of the project.
(Scale 1-5: 1 never prepared- 5: always prepared)

Active Participant Group member was an active participant during the project. Contributed ideas, worked on slides, helped when needed. (Scale 1-5: 1 never
participated, 5 always participated)

On task Group member stayed on task, the group members conversations were on-task, and got their work completed during the given time. (Scale 1-5: 1 never on task, 5 always on task) Work Ethic Group member was respectful towards and worked hard to complete the project. (Scale 1-5: 1: did not work to the best of their ability 5: Worked very hard)

Comments: If someone scored lower than a 4, please give back written feedback on the back.