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91 views10 pagesWeek 1 Application Essay. Real-World Applications

Jun 28, 2016

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Week 1 Application Essay. Real-World Applications

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Week 1 Application Essay. Real-World Applications

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Real-World Applications

Michelle-Anne Spring

Walden University

Geometric Thinking & Measure, MATH 6552

September 9, 2014

REAL-WORLD APPLICATIONS

2

Real-World Applications

In this weeks video webcast (Laureate Education, 2013), Mr. Kelley discusses how

students are readily able to understand the impact of learning geometry in the everyday lives. To

solve this problem, I employed the use of two Standards for Mathematical Practice Specifically, I

used Standard one, make sense of problems and persevere in solving them (Van de Walle, Karp

& Bay-Williams, 2013, p. 491) by working to understand the task and creatively attempting to

solve the problem through self-monitoring and self-regulation. In addition, even though I

experienced many challenges in solving this task, I persisted until I had accomplished my goal.

Additionally, I incorporated standard four, model with mathematics (Van de Walle, Karp &

Bay-Williams, 2013, p. 492) by using a geometric formula to calculate the area of the parking

lot, converting to a single measurement, creating a diagram and using estimation strategies to

assist in solving this parking lot problem. Thus, allowing me to be able to accurately articulate

and describe mathematics comprehensively (Noyce Foundation, 2014).

From the original diagram, I observed that there were three rows of 12 parking spaces

each in the Community Research Centers (CRC) parking lot totaling of 36 parking spaces.

Since CRC desired to increase its number of parking spaces by 15, equaling 51, I decided to first

increase each existing row by adding one parking space and then add one additional row of 13

spaces (see pictorial representation of Community Recreation Center parking lot, Appendix A, p.

6). This increased the total number of parking spaces to 52.

At the outset of solving the mathematical task, I understood that since the parking lot was

50 yards long and 40 yards wide, I would need to ascertain whether the dimensions of the

individual parking spaces would fit within the parking structure. To make the problem easier to

solve, I converted all customary measurements from yards and inches into feet. Using the

REAL-WORLD APPLICATIONS

following common units of measurement in the U.S. customary system, specifically, 1 yard = 3

feet (Beckmann, 2014), I was able to calculate that the length would now be 150 feet (50 x 3)

and the width would be 120 feet (40 x 3) and since 12 inches = 1 foot or 1 inch = 1/12 foot, then

4 inches would now be 4/12 or 1/3 foot.

To ensure that the new parking lot design would fit within the existing dimensions of the

parking structure, I allotted 12 feet of space for one-way driving around the two lower aisle of

the parking lot, for a total of 24 feet (12 x 2). Additionally, the problem states that each parking

space has a width of 9 feet and since there are 13 parking spaces in each row, that gives me a

total of 117 feet (13 x 9) in parking spots. The problem also states that the painted lines

separating each parking space must be 4 inches or 1/3 foot wide. Therefore, since there are 14

vertical lines per row (taking into consideration that there are two rows on the lower end of the

parking lot), then I would estimate the product of 28 and 1/3 to equal approximately 9 feet.

Altogether, the total length of the planned parking lot is 24 + 117 + 9 = 150 feet (see pictorial

representation of Community Recreation Center parking lot, Appendix A, p. 6), which still

correlates with the dimensional length of the existing parking lot (150 feet).

Thereafter, I designated the same 12 feet of space for one-way driving around the two

right edges of the parking lot, for a total of 24 feet (12 x 2). Furthermore, I allocated another 24

feet of space for two-way driving down the middle aisle. The problem states that each parking

space has a length of 18 feet and since there are four rows of parking spaces, yielding a total of

72 feet (18 x 4) to cover the number of parking spots. Altogether, the total width of the planned

parking lot is 24 + 24 + 72 = 120 feet (see pictorial representation of Community Recreation

Center parking lot, Appendix A, p. 6). This measurement also fits the dimensional width of the

existing parking lot (120 feet).

REAL-WORLD APPLICATIONS

Therefore, my report to the CRC manager would include the detailed sketch (see pictorial

representation of Community Recreation Center parking lot, Appendix A, p. 6) along with an

explanation that it would be possible to increase the number of parking spaces at the CRC to

include 16 additional space$, for a total of 52 parking spaces. He got one more space than he

had previously requested.

Furthermore, to challenge my students and to assist them in learning how to estimate and

convert measurements from one unit to another, I propose that students solve the following

mathematical task:

Claudia bought a 5-pound bag of mixed nuts. She gave 12 ounces of the mixed

nuts to Shane. Then, she put the rest of the nuts into small bags to use for snacks.

If each small bag contained 3 ounces of mixed nuts, about how many small bags

of mixed nuts did Claudia make?

REAL-WORLD APPLICATIONS

5

References

Beckmann, S. (2014). Mathematics for elementary teachers with activities (4th ed.). Boston,

MA: Pearson Addison Wesley.

Laureate Education (Producer). (2013). Measurement and geometric thinking: Real-world

applications [video file]. Retrieved from https://class.waldenu.edu

Noyce Foundation. (2014). Common core state standards for mathematical practice. Retrieved

from http://www.insidemathematics.org/index.php/standard-1

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school

mathematics: Teaching developmentally (8th ed.). Upper Saddle River, NJ: Pearson.

9 ft.

REAL-WORLD APPLICATIONS

6

Appendix A

(Not drawn to scale)

9 ft.

9 ft.

Formative Evaluative Criteria for Applications and Reflective Essays

Quality of Work

Submitted

Work reflects

graduate-level

critical, analytical

thinking.

Adherence to

Assignment

Expectations

The extent to

which work meets

the assigned

criteria.

Assimilation and

Synthesis of Ideas

The extent to

which the work

reflects the

students ability to1. Understand

the

assignment

s purpose;

2. Understand

and

A:

Exemplar

y Work

A = 4.00;

A- = 3.75

All of the

previous,

in addition

to the

following:

B:

Graduate

Level Work

B+ = 3.50;

B = 3.00;

B- = 2.75

All of the

previous, in

addition to

the

following:

Assignmen All parts of

t exceeds

the

expectation assignment

s,

are

integrating completed,

additional

with fully

material

developed

and/or

topics.

informatio

n.

The work is

presented in

Assignmen a thorough

t

and detailed

demonstrat manner.

es

exceptional Assignment

breadth

demonstrate

and depth. s appropriate

breadth and

depth.

Demonstra Demonstrate

tes the

s a clear

ability

understandin

intellectual g of the

ly to

assignments

explore

purpose.

and/or

implement

key

Includes

instruction specific

al

information

concepts.

from course

C: Minimal

Work

C+ = 2.50;

C = 2.00;

C- = 1.75

Most parts of

assignment

are

completed.

Topics are

not fully

developed.

Assignment

demonstrates

minimal

depth and

breadth.

F: Work

Submitted

but

Unacceptabl

e

F = 1.00

Does not

fulfill the

expectations

of the

assignment.

Key

components

are not

included

Assignment

lacks breadth

and depth.

Shows some

degree of

understandin

g of the

assignments

purpose.

Shows a lack

of

understandin

g of the

assignments

purpose.

Generally

applies

theories,

concepts,

Does not

apply

theories,

concepts,

9 ft.

analyze

material in

videos,

readings,

and

discussions

;

3. Apply

presented

strategies

**May include,

but are not limited

to, scholarly

articles, collegial

discussions;

information from

conferences, in

service, faculty

development,

and/or meetings.

Outside sources

also may include

materials from

previous Walden

MSED courses,

videos, and

readings. (but

arent currently

being used in this

course) In

addition, students

may refer to the

course

Webliography,

course reference

list (Bibliography),

and the theoretical

foundations, all of

which are located

on Course

Home in

BlackBoard..

Written

Expression and

Formatting

videos or

Demonstra required

tes

readings to

exceptional support

inclusion

major

of major

points.

points,

using

creditable

sources**, Provides

in addition careful

to course

consideratio

videos or

n of key

required

instructional

readings.

concepts.

Demonstra

tes

insightful

reflection

and/or

critical

thinking.

Represents

scholarly

writing in a

correct

Work is well

organized

with correct

APA

and/or

strategies

correctly,

with ideas

unclear

and/or

underdevelo

ped

Minimally

includes

specific

information

from course

videos or

required

readings.

Somewhat

represents

mature,

scholarly,

and/or

strategies

Does not

include

specific

information

from course

videos or

required

readings.

The quality

of writing

and/or APA

formatting

The extent to

which scholarly,

critical, analytical

writing is

presented in APA

format;

Standard Edited

English ( i.e.

correct grammar,

mechanics).

APA

format.

formatting

throughout.

Work is

unified

around a

central

purpose

with welldeveloped

ideas,

logically

organized

in

paragraph

structure

with clear

transitions.

Ideas are

clearly and

concisely

expressed.

Effective

sentence

variety;

clear,

concise,

and

powerful

expression

are

evident.

Work is

written in

Standard

Edited

English.

No

prominent

errors

interfere

with

reading.

A:

Exemplar

y Work

A = 4.00;

A- = 3.75

Elements of

effective

communicati

on such as

an

introduction

and

conclusion

are included.

Work is

written in

Standard

Edited

English with

few, if any,

grammatical

or

mechanical

errors

B:

Graduate

Level Work

B+ = 3.50;

B = 3.00;

graduatelevel writing,

with APA

generally

followed.

Ideas are not

clearly and

concisely

expressed.

Elements of

effective

communicati

on such as an

introduction

and

conclusion

are not

included.

Work

contains

more than a

few

grammatical,

or

mechanical

errors.

C: Minimal

Work

C+ = 2.50;

C = 2.00;

C- = 1.75

are not

acceptable

for graduate

level work.

Major points

do not reflect

appropriate

elements of

communicati

on.

No effort to

express ideas

clearly and

concisely.

Work is not

written in

Standard

Edited

English.

Contains

many

grammatical

or

mechanical

errors

F: Work

Submitted

but

Unacceptabl

e

All of the

previous,

in addition

to the

following:

B- = 2.75

F = 1.00

All of the

previous, in

addition to

the

following:

It is expected that all applications and reflective essays will be submitted according to the

assignment due dates indicated. Exceptions may be made at the discretion of the faculty member

if contacted by the student prior to the due date describing extenuating circumstances.

Updated: 7-3-2012

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