Reality Math!

INTEGRATED SUBJECTS: Math, Language Arts, Science, Social Studies, Physical Education, Art, Music, Computers

Students will learn why they need to know how to perform various mathematical functions.

The main purpose of this unit is to help students answer the question: What math am I using in order not only to survive but to enjoy my life?

The unit will allow students to evaluate their use of math in a meaningful manner through activities at school and away from school.

Teachers will be able to evaluate the students’ knowledge through observation and interaction with students over the course of the unit.

By performing various authentic tasks, students will demonstrate their knowledge of how math fits into their everyday routines.

TIME FRAME: This unit will take approximately four weeks with an hour class period five days per week.

1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas.

1.C.2d Summarize and make generalizations from content and relate to purpose of material.

1.C.2f Connect information presented in tables, maps and charts to printed or electronic text.

2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts.

3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.

3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience.

3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).

4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.

4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.

4.B.2b Use speaking skills and procedures to participate in group discussions.

5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).

6.A.2 Compare and order whole numbers, fractions and decimals using concrete materials, drawings and mathematical symbols.

6.B.2 Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division.

6.C.2a Select and perform computational procedures to solve problems with whole numbers, fractions and decimals.

7.A.2a Calculate, compare and convert length, perimeter, area, weight/mass and volume within the customary and metric systems.

7.A.2b Solve addition, subtraction, multiplication and division problems using currency.

8.A.2a Identify, describe, extend and create geometric and numeric patterns.

8.A.2b Construct and solve number sentences using a variable to represent an unknown quantity.

9.A.2b Identify and describe how geometric figures are used in practical settings (e.g., construction, art, advertising).

10.A.2c Make predictions and decisions based on data and communicate their reasoning.

10.B.2d Interpret results or make relevant decisions based on the data gathered.

11.A.2e Report and display the results of individual and group investigations.

13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information).

13.B.2f Analyze how specific personal and societal choices that humans make affect local, regional and global ecosystems (e.g., lawn and garden care, mass transit).

17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments.

27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).

N.C.T.M. STANDARDS ADDRESSED BY THIS UNIT:

Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.

Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.

Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.

Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Starting with lesson 1, the students will brainstorm how they use math outside of math class (and homework for math class). The students will work in cooperative, heterogeneous ability groups of three students each. The groups will use Inspiration to record their responses. Then as a whole class one large web incorporating our ideas will be made. Next we those ideas will be placed into categories using Inspiration.

In lesson 2, the students will challenge themselves not to use any “math” over the weekend. They will be asked to keep a journal of their weekend activities using MS Word. When students return, each will read their weekend journal list to the rest of their cooperative group. The group will decide if anyone was able to meet the challenge. If they feel one of their group members did, then that person will present to the whole class their activity list. For the rest of the members, the group will describe how math was a part of their weekend list even though they were attempting not to use math. Next the students who believed their weekend involved no math will present to the teacher and the class. The students and teacher will examine the activities listed for any sign of math. The teacher will probe for other activities not listed, and the class will decide if the students met the challenge. A discussion of how difficult the challenge was and how much harder it would be if the length of the challenge were increased. Ideas will be added the Inspiration web as needed.

Lesson 3 will find groups trying to survive by solving story problems. Using Print Shop each student will create an “Uncle Sam” type poster including a story problem based on personal experience from the weekend or another time. The poster will urge the reader to figure out the given story problem. These posters will be hung around the room. Students will work in their groups to solve as many of the story problems in the time allotted. The group that correctly answers the most problems wins the title of “Math Survivor”. Ideas will be added to the Inspiration web as needed.

During lesson 4 students will be given the task of playing host to their favorite celebrities for the weekend. Each student picks one celebrity and is then given $500.00 to spend. With this virtual money, the students must create an itinerary of the weekend events as well as an expenditure sheet listing the cost of everything needed for the weekend. Using catalogs, periodicals, and websites, students will find activities and prices. Students will use MS Excel to record their itinerary and sum their expenditures. Ideas will be added to the Inspiration web as needed.

In lesson 5 students will students will discover how the Fine Arts, (i.e. music, art, and dance) are based in mathematical concepts. The class will be divided into six groups with two groups doing each fine art. The groups will use World Book Encyclopedia, MS Encarta, teachers of the specials, library books, etc… to discover how each fine art uses math. The group will use MS PowerPoint to demonstrate why math is important to the fine art and what it would be like if math was not a part of the fine art. Students will use digital cameras to take pictures as well as quick time movies to add to their presentations. Each group will present their slideshow to the class. Ideas will be added to the Inspiration web as needed.

During lesson 6 students will work in peer selected partners on a computer game called Math for the Real World. This game has students as part of a band, traveling on a ten city tour in order to earn enough money to make a music video. Students work with simple concepts, such as, mathematical operations (e.g. addition) as well as slightly more complex concepts, such as, spatial relations, deductive reasoning, percentages, fractions, and money to name a few. This activity will give the students the chance to apply math concepts in a simulated reality.

Lesson 7 will find students figuring out a common formula relating to science. The teacher will explain how almost all countries use the metric system of measure and that math can help us better relate to that form of measurement. Students will be given international cities and their temperatures in Celsius. In this lesson students will be grouped homogeneously by ability in triads. All groups will convert Celsius into Fahrenheit. However, the highest ability group will be asked to find in which country each city is located and what month it could be. Each city will be put on a separate slide in Kid Pix Deluxe 3. The students will show their work for each slide. Then they can add pictures of what that city would look like with the temperature given. The slides will then be made into a slideshow.

In lesson 8 students will discover the importance of math in social studies. Time is a crucial part of social studies. The teacher and students will discuss how a timeline (sequence) can help societies understand historical events and apply what was learned to the future. Using MS Word students will then make a timeline of important events that led up to a crucial point in their lives. They then need to contemplate what they would do differently if they had the opportunity.

During lesson 9 students will demonstrate geometric progression (1, 2, 4, 8, etc…) and how it relates to Earth’s population. The teacher will put up the website with the population total that continually changes. The teacher will ask the students to bring in a small item like bean seeds that can be easily manipulated and counted. Students will work in pairs at first to see how far they can double before they run out of counters. When they run out they must join another pair and continue. That group combines counters and continues until they run out. Then they join with another combined group and continue the process. Near the end of the period the teacher and class discuss what discoveries were made and how they may apply to us as humans. Possible answers include human population increase and lack of resources, balance of an ecosystem (too many deer and not enough for them to feed upon), bacteria, etc…. This “explosion” can also be related back to social studies and what laws China has for its citizens regarding having children.

Lesson 10 will engage the students in a computer simulation of life. Students will be in heterogeneous mixed ability groups of three. Each group will have a copy of the manual to view and use as needed. The teacher will start the computer software called My Mathematical Life. The simulation takes a person through training, career, moving out, getting married, having kids, and all the responsibilities that come with those. The students will constantly have decisions to make just like adults do. When each decision needs to be made in the game, each group will have a time limit to reach a consensus and cast their vote. Whatever the majority of teams chooses, is the choice the teacher inputs. Periodically, the teacher asks the class to analyze the choices made and give the positives and negatives associated with them.

The culminating project, Got Math?, involves students filming commercials to promote a positive attitude toward learning math. The commercial must synthesize knowledge accrued during the Reality Math Unit. Each commercial must be written by one person, but the creator may use multiple people to film the commercial. The commercial should last between thirty seconds and one minute.

Got Math? Video Commercial

Teacher Name: Mrs. Pettit

Student Name: ________________________________________

CATEGORY	Excellent	Well-done	Improvement Needed	Unacceptable
Knowledge	All students showed excellent knowledge of content, needing no cues and showing no hesitation in talking.	All students showed excellent knowledge of content, but 1-2 students once needed note cards to talk.	Most students showed excellent knowledge of content, but 1-2 often needed note cards to talk.	Most students needed note cards to talk.
Costume & Props	All students wore costumes and the group used some props.	Some students wore costumes and the group used some props.	Students wore no costumes, but the group used some props.	No costumes and no props were used.
Videography -Clarity	Video did not rock/shake and the focus was excellent throughout.	Video did not rock/shake and the focus was excellent for the majority of the video.	Video had a little rocking/shaking, but the focus was excellent throughout .	Problems with rocking/shaking AND focus.
Length of Video	Video was 30 seconds to 1 minute long.	Video was 1 minute to 1 minute, 30 seconds long.	Video was more than 1 minute, 30 seconds long.	Video was less than 30 seconds long.
Interest and Purpose	Video has a clear and interesting purpose.	Video is interesting but purpose is somewhat unclear.	Video is not very interesting and purpose is somewhat unclear.	Video is not interesting and has no discernable purpose.

Rubric from http://rubistar.4teachers.org/

The teacher acts as a facilitator to provide learning experiences for students through collaboration. The teacher will also model for and coach students in order to guide them through their learning. The teacher becomes student as well by investigating, discovering, and learning along with the students.

Students will explore, discover, and apply what they have learned. Taking time to contemplate is an important part of the student becoming a cognitive apprentice. The students then take on the role of teacher when they integrate what they have learned and synthesize the new information into novel products.

The Math of Sports: Integrating Math in the Real World by Hope Martin and Susan Guengerich

Math in the Real World of Design & Art: Geometry, Measurements, & Projections by Shirley Cook

FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:

Description1: This site has an article called “Discover math in the fine arts.”

Description3: This site gives an example and links to define the term geometric progression.

Description4: This page gives links to help answer the question of how dance and math are related.

Description6: This site allows user to input a temperature in one unit and have it converted to another unit.

Purpose of Use1: This site will give ideas of where to take the student’s celebrity.

Description1: This site gives important information about the City of Chicago .

Purpose of Use2: This site will give ideas of where to take the student’s celebrity.

Description2: This site has a search engine to locate places of interest in Illinois .

Title3: Educational Links from Carbondale Community High School District #165

Purpose of Use3: This site has links to help students with their fine arts connections with math.

Description3: This site has links to educational sites organized by school subjects.

Purpose of Use4: This site will help students understand how quickly the Earth’s population grows.

Description4: This site shows an estimate of the current world population as well as the ability to see the population from different dates.

Purpose of Use5: Students will be able to view many different timelines and their styles.

Description5: This site gives timelines on many historical periods and subjects.

Purpose of Use6: Students will be able to see mathematical connections with Art & Music.

Description6: This site gives links to activities that connect math with Art & Music.