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Math Unit
Math Unit
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Integrated Units For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.
Created By:
Integrated
Use this page and
the bookmark on
p.12 if students will
be completing
Team Building
the teambuilding ACTIVITY
activities in all four
subject areas.
While working to float, sink and suspend a single object students must learn to
overcome communication difficulties, share responsibilities and take on leadership roles
to help their group succeed. The hands-on challenge and follow-up discussion about
Science teamwork in the field of science teaches students the importance of problem solving,
along with the idea that teamwork is WORK and takes consistent effort and
contributions from each person on the team.
• In one classroom, give each student a bookmark. (You will be distributing an equal number of each
version of the bookmarks.) The bookmark version included in this file is on page 12.
• Allow students to find teammates who have a different bookmark. (Note how the decorative lines on the
bookmarks are different.)
• When they have assembled a team of four students (all with different bookmarks), have students begin to
combine the letters provided on their bookmarks and begin to form the words that note what team
players do. (Listen, Encourage, Collaborate, Communicate)
• Explain to students that they have created a Team Player Bookmark. They should bring this bookmark to
each of their classes throughout the week.
• When a teacher notes that a student is demonstrating the characteristics of a team player, he/she
should punch one of the four “TEAM” letters on the bookmark.
• You might consider offering a prize or reward for students or classes that receive all their “TEAM” punches.
PREPARATION
STAND ALONE UNIT: If you are not teaching this mini-unit along with the other courses, you’ll want to copy
the following materials:
o A set of 9 number cards for each team of 2-3 students (Be sure that half of the teams have the
first set of 9 cards, and the other half have the second set. Also, without making it obvious to the
students, make sure they are evenly distributed throughout the room, so a team with the first set
can reach out to a nearby team that has the 2nd set when they collaborate.) The best way to do
this is to print pages 7 and 8 of this file on two different colored papers. Students will hopefully not
notice that the two sets work together (at least at first), but you will easily be able to differentiate
between the sets. Once the sets are combined, the two different colors will also help you to re-
sort them into separate sets for next year.
o A class set of follow-up “Team Building Activity” worksheets (p. 9-10)
o “Hint Cards” if you want to use them (p. 11)
INTEGRATED UNIT: If you are teaching this mini-unit along with the other courses, you’ll want to copy the
following materials in addition to the items listed above:
o A set of the bookmark version included in this file (p. 12) along with the versions in the other files
(links to those are back on p. 2). Distribute the bookmarks so that each student in a team of 4
has a different version.
LESSON
1. Distribute the card sets, ensuring that each team has a different set from the group beside them without
pointing it out. Ask students to cut apart the cards if you have not already cut them. Explain the goal of
the puzzle. You can display / project the directions and sample photo for students to review (p. 6) Allow
students to begin working.
2. After about 10 minutes, ask everyone to pause and listen (or start distributing “hint cards” at your
discretion, using the first hint for groups who need it, then the second if they still do not reach out to
combine with another group). At this point, they are probably getting frustrated at the seemingly
impossible challenge. Ask a few students or groups to share a strategy they have tried. Some may
express frustration that they wish they could just trade a number 2 card for a 3, and then it would all work
out, or something along those lines. Compare different strategies and approaches as a whole class (or
continue giving hint cards as needed). Subtly suggest that although they cannot trade a single card,
there is no restriction on the number of rows or columns. Show them that nearby groups are having the
same struggles, and maybe they can find a way to work together….
3. Once students are led to think outside the box in terms of a little bigger collaboration, they can team up
to combine two sets of cards and complete the puzzle successfully. Discuss.
4. Distribute the follow-up worksheets and allow students to complete them in class or as homework.
© Copyright 2016 Math Giraffe
Team Building Puzzle
Your task is to arrange the numbered squares so
that each row has the same sum AND each column
has the same sum.
sum = 8
SAMPLE
sum = 8
sum = 8
sum = 8
sum = 16
sum = 16
2 2
© Copyright 2016 Math Giraffe
3
4 5 3
3 4 3
© Copyright 2016 Math Giraffe
3 2 4
© Copyright 2016 Math Giraffe
2 3 3
2 4 2
© Copyright 2016 Math Giraffe
Team Building Activity
Answer each question using at least 2 complete sentences.
1. Describe your initial strategy. What was the mathematical thinking behind your
initial approach to the puzzle?
2. Did members of your team take on different roles while working? Explain.
3. Did you or a member of your team ever want to give up? Did you suspect at any
point that the task was impossible? Did any particular team member show more
perseverance than others?
4. Describe a moment when you had to change tactics. What made you change
your approach? How did you adjust your strategy? Describe in detail.
6. How does this relate to learning a new math idea? Extend your thinking to explain
how aspects of this activity apply to a new challenge or a new lesson in math class.
7. Describe the number one strategy that most stood out in your mind during this
activity, the number one challenge that you faced, and the number one collaboration
skill that you learned.
For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.
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Name _______________________________________
TEAM PLAYERS
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