This is the storyboard for the first class designed for the SAV school in 2011. This will be a good model to move forward with our team project. The instructor recently told me, it is still best to creat a PPT and send him a few slides at a time via email attachment. The other capability is SKYPE or Google+. This time we need a 3rd grade class in math that involves shopping in their local culture. Let's see some ideas for how we want to develop the project by Sunday, Nov. 25. Many thanks!
This document outlines a math module for 4th grade students that uses measurement and geometry concepts to design mountain bike trails. Students work in groups to identify measuring tools, draw trail maps, build trails outside, decorate and race bikes, then present and analyze the results. The goal is for students to use math skills like identifying angles, parallel lines, and ratios to solve a real-world problem in a collaborative setting.
This document discusses teaching measurement in grades 3-6. It provides an overview of key measurement concepts and competencies for each grade level, including measuring length, mass, area, perimeter, volume, time, temperature and more. Experiential learning approaches are emphasized, such as having students record travel times, count words in cartoons, measure water volume, and reflect on transportation costs. Cooperative learning is also discussed, such as having students work in pairs to design measurement activities.
The document provides instructions for a lesson that explores Buddhist attitudes toward the environment through the lens of the Eightfold Path. Students will first create a circle divided into 8 equal sections using a protractor, compass, and ruler. They will then watch a video linking the Eightfold Path to environmental protection and attempt to provide examples of how Buddhists could adapt each component of the Path to protecting the environment. Finally, students will transfer their ideas to their divided circle and discuss as a class.
This document presents an innovative mathematics lesson plan about the concept of pi (π). The lesson begins by dividing students into groups to measure circles' radii, diameters, and circumferences. By comparing these measurements, students discover that a circle's circumference is equal to 2πr and its diameter is twice its radius. The teacher then introduces π as the fixed number obtained by dividing a circle's circumference by its diameter. Through examples, students calculate π to be approximately 3.14. The lesson concludes by having students apply these concepts to find π given other circle measurements.
This document provides objectives and instructions for a lesson on measurements involving length, width, height, and volume. Students will learn basic measurement concepts and practice measuring and recording the dimensions of a box. They will then use correct measurements to create gift wrapping and appreciate talents as gifts. The lesson aims to help students understand and apply standard measurement units.
1. The document outlines an agenda for a measurement workshop including opening activities, integrating measurement with science, and NCTM standards.
2. It describes several hands-on measurement activities that explore attributes like linear measurement, non-linear measurement of time and capacity, and using standard and non-standard units.
3. Assessment of measurement concepts is discussed including understanding attributes, tools, and techniques for determining measurements.
This document summarizes a lesson on standard and non-standard measurements for students. The objectives were for students to understand the difference between standard and non-standard units of measurement and why standard measurements are important. Students first measured objects in their classroom using non-standard units. Their measurements were then collected and graphed to show the measurements in standard feet. Students then read a story about a king who created a standard foot measurement and learned how measurements are used to describe sizes.
The document outlines activities for a learning lesson about how students learn best. It instructs students to use graphic organizers to prioritize statements about their preferred learning environments and compare their results with a partner. Students are then asked to design an ideal learning space for their partner based on their identified learning preferences and present their designs to the class. Finally, students are encouraged to apply what they've learned by rearranging their home study areas to better suit their individual learning styles.
This document outlines a math module for 4th grade students that uses measurement and geometry concepts to design mountain bike trails. Students work in groups to identify measuring tools, draw trail maps, build trails outside, decorate and race bikes, then present and analyze the results. The goal is for students to use math skills like identifying angles, parallel lines, and ratios to solve a real-world problem in a collaborative setting.
This document discusses teaching measurement in grades 3-6. It provides an overview of key measurement concepts and competencies for each grade level, including measuring length, mass, area, perimeter, volume, time, temperature and more. Experiential learning approaches are emphasized, such as having students record travel times, count words in cartoons, measure water volume, and reflect on transportation costs. Cooperative learning is also discussed, such as having students work in pairs to design measurement activities.
The document provides instructions for a lesson that explores Buddhist attitudes toward the environment through the lens of the Eightfold Path. Students will first create a circle divided into 8 equal sections using a protractor, compass, and ruler. They will then watch a video linking the Eightfold Path to environmental protection and attempt to provide examples of how Buddhists could adapt each component of the Path to protecting the environment. Finally, students will transfer their ideas to their divided circle and discuss as a class.
This document presents an innovative mathematics lesson plan about the concept of pi (π). The lesson begins by dividing students into groups to measure circles' radii, diameters, and circumferences. By comparing these measurements, students discover that a circle's circumference is equal to 2πr and its diameter is twice its radius. The teacher then introduces π as the fixed number obtained by dividing a circle's circumference by its diameter. Through examples, students calculate π to be approximately 3.14. The lesson concludes by having students apply these concepts to find π given other circle measurements.
This document provides objectives and instructions for a lesson on measurements involving length, width, height, and volume. Students will learn basic measurement concepts and practice measuring and recording the dimensions of a box. They will then use correct measurements to create gift wrapping and appreciate talents as gifts. The lesson aims to help students understand and apply standard measurement units.
1. The document outlines an agenda for a measurement workshop including opening activities, integrating measurement with science, and NCTM standards.
2. It describes several hands-on measurement activities that explore attributes like linear measurement, non-linear measurement of time and capacity, and using standard and non-standard units.
3. Assessment of measurement concepts is discussed including understanding attributes, tools, and techniques for determining measurements.
This document summarizes a lesson on standard and non-standard measurements for students. The objectives were for students to understand the difference between standard and non-standard units of measurement and why standard measurements are important. Students first measured objects in their classroom using non-standard units. Their measurements were then collected and graphed to show the measurements in standard feet. Students then read a story about a king who created a standard foot measurement and learned how measurements are used to describe sizes.
The document outlines activities for a learning lesson about how students learn best. It instructs students to use graphic organizers to prioritize statements about their preferred learning environments and compare their results with a partner. Students are then asked to design an ideal learning space for their partner based on their identified learning preferences and present their designs to the class. Finally, students are encouraged to apply what they've learned by rearranging their home study areas to better suit their individual learning styles.
This document summarizes an educational applet called "Turtle Pond" that teaches students about angles and directions. The applet has students guide a turtle to a pond by giving it directional commands to move straight, backwards, left, right, and turn at different angles. The goal is to get the turtle to the pond using as few directions as possible. The document notes the applet's strengths in practicing angles and directions in a fun way using a turtle, but weaknesses in lacking assessments or instructions. It proposes having students map their route on grid paper and recreate it using classroom tiles to connect to measurement standards.
The document outlines a lesson plan on teaching circles to students. It includes objectives, subject matter, materials, and steps for the lesson including a review, activity to define a circle, discussion of key terms like radius, diameter and chord, examples, practice problems, and an evaluation. The goal is for students to understand the definition and key parts of a circle through interactive discussion and examples.
Visual Presentation of Units Presentation.pptxTamaraGrant9
This document provides an overview of an interdisciplinary unit plan for third grade students focusing on measurement, perimeter, area, and animal classification. The unit includes learning targets aligned to math and science standards, activities assessing perimeter and area like tiling rectangles and decomposing shapes, and a performance task where students build a robot. Formative assessments include exit tickets and lessons checks, and technology like Nearpod and Freckle is integrated. The unit aims to develop students' understanding of geometric measurement concepts and how living things are categorized.
The document describes a 7th grade math capstone project where students will work in groups to plan a 3-day bike tour. They will create graphs of time and distance for each tour day, write an equation to determine potential profit, and develop a marketing component. The teacher will provide mini-lessons on creating graphs and equations. Students will research bike tours, plan costs and routes, and present their project to the class. The goal is for students to apply math skills to an authentic project and take the lead in their own learning.
This document contains a daily lesson log from a 7th grade mathematics teacher covering lessons on circles and their related terms over 4 days. The lessons included defining circles and identifying parts like the radius, diameter, and chord. Students practiced drawing and labeling circles accurately. They also learned about arcs, central angles, and inscribed angles of circles. Formative assessments were given to evaluate learning. The teacher analyzed student performance and mastery of the objectives. Various teaching strategies were employed including group activities, discussions, and demonstrations on the board.
This document provides information and instructions for creating unit lap books to organize content and prepare students for end-of-grade (EOG) exams. It discusses using lap books and data to guide instruction and intervention. Key steps include identifying important content, creating foldables and visual displays, allowing student creativity, and using data from assessments to determine instructional priorities and group students based on needs. The goal is to engage students and help them master objectives in a hands-on way through the unified study guides.
This lesson plan teaches 4th grade students how to create and distribute surveys using Survey Monkey, analyze the survey results, and create graphs of the data using the Kidzone application. Over two days, students will work in pairs to design a survey, distribute it to classmates, analyze the results in a data table and hand-drawn graph, and create an electronic graph using Kidzone. Students' understanding will be assessed using a rubric evaluating their data tables, graph properties, and use of survey and graphing tools. The lesson aligns with Illinois technology and math standards.
This document provides instructions on how to measure angles using an angle ruler and protractor. It includes questions to help students estimate and measure different angles in various shapes. Key steps include using a protractor to measure angles to the nearest degree and an angle ruler to measure between degree intervals. Common angle types like acute, obtuse, right, complementary and supplementary angles are defined. Students work through sample problems measuring angles in different shapes and identifying pairs of complementary and supplementary angles before being assigned homework measuring additional angles.
The document discusses differentiating instruction to meet the needs of diverse learners. It defines differentiating by content, process, and product. Teachers can differentiate based on students' readiness, interests, and learning profiles. The document provides examples of differentiating content through stations, process by using flexible grouping and choice boards, and product by allowing students to demonstrate their knowledge in various ways. It also includes a sample math lesson plan that differentiates the process and addresses specific learning goals.
Learning targets: Delving Deeper into the Performance of Understandingsforesi
The document discusses learning targets and the performance of understanding. It explains that a performance of understanding demonstrates a student's knowledge and skills through evidence like making, saying, doing or writing. Examples are provided of learning targets and aligned performances of understanding, such as solving math equations or writing a letter explaining a field trip plan. Guiding questions help teachers design performances of understanding that develop students' thinking and application of new knowledge. The document emphasizes making performances of understanding rigorous and relevant.
Visual Presentation of Units Presentation.pptxTamaraGrant9
This document provides an overview of an interdisciplinary unit on measurement and animal classification for third grade students. It includes standards, learning targets, activities, assessments, and examples. The unit teaches students to calculate the perimeter and area of rectangles and classify animals into major groups based on their physical characteristics. Formative and summative assessments include online exit tickets, tests, quizzes, and performance tasks. Technology such as Nearpod and Freckle is integrated to provide interactive practice and assessments.
The lesson plan involves students calculating the areas of different polygons like parallelograms, kites, and trapeziums by completing a table with formulas and pictures. The teacher will then demonstrate how to use the formulas to find areas of different shapes. Students will work in groups to measure sides of polygons and calculate areas to construct a house, finding the total area.
This webquest provides 3 levels of practice and assessment for students on the topics of perimeter and area of geometric shapes. The levels include extra practice, further skill development, and a final project where students design the floor plan for their dream school, calculating the perimeter and area of components. Upon completion, students self-analyze their work. The webquest was modified from another source and aims to make math learning easier through technology integration.
This webquest provides three levels of practice and assessment for students on the topics of perimeter and area of geometric shapes: 1) Practice level for extra practice, 2) Polish level to refine skills, 3) Show/Project level where students design the floor plan for their dream school, calculating the perimeter and area of components. Upon completion, students self-assess their work. The webquest was modified from another source and aims to make math learning easier through technology integration.
Grade 3 introduction to standard units and sketch the linesusan70
The document outlines an activity to teach students about linear measurement using centimeters and meters. It involves:
1) Having students measure classroom objects like desks using paper clips or centimeter blocks as non-standard units.
2) Explaining why standard units like centimeters are important for consistency and comparing measurements.
3) Demonstrating how to use a ruler to measure lengths in centimeters.
4) Having students practice measuring with a worksheet and discussing their measurements.
5) Introducing a game called "Sketch the Line" to reinforce measuring different lengths in centimeters.
The document provides learning outcomes and lesson plans for teaching geometry concepts to early elementary students using a backwards design approach. It includes identifying outcomes like sorting 3D shapes by attributes, describing 2D and 3D shapes. It discusses assessing student understanding through sorting activities and their use of geometric language. The proposed lesson has students work in groups to sort shapes according to a given rule, then draw a shape that fits the rule and write the rule. Follow up activities reinforce the concepts through discussion, modeling shapes, and relating 2D and 3D shapes.
The document provides learning outcomes and lesson plans for teaching geometry concepts to early elementary students using a backwards design approach. It includes identifying outcomes like sorting 3D shapes by attributes, describing 2D and 3D shapes. It discusses assessing student understanding through sorting and classifying activities, using tools like recording sheets. The proposed lesson has students work in groups to sort shapes according to a target shape, then draw shapes that fit the sorting rule. Follow up activities reinforce describing attributes and connecting 2D and 3D shapes.
This document provides strategies for teaching numeracy and mathematics. It outlines several objectives, including comprehending the purpose of math education, following the teaching cycle, demonstrating models for planning instruction, and adapting new strategies. The teaching cycle involves identifying objectives, planning instruction, implementing the plan, checking for understanding, and assessing learning. Two common models for lesson planning are also described: ADIDAS and 5E's. Several instructional strategies are explained, including game-based learning, collaboration techniques, and Bansho, a Japanese method focusing on problem-solving.
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This document summarizes an educational applet called "Turtle Pond" that teaches students about angles and directions. The applet has students guide a turtle to a pond by giving it directional commands to move straight, backwards, left, right, and turn at different angles. The goal is to get the turtle to the pond using as few directions as possible. The document notes the applet's strengths in practicing angles and directions in a fun way using a turtle, but weaknesses in lacking assessments or instructions. It proposes having students map their route on grid paper and recreate it using classroom tiles to connect to measurement standards.
The document outlines a lesson plan on teaching circles to students. It includes objectives, subject matter, materials, and steps for the lesson including a review, activity to define a circle, discussion of key terms like radius, diameter and chord, examples, practice problems, and an evaluation. The goal is for students to understand the definition and key parts of a circle through interactive discussion and examples.
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The document describes a 7th grade math capstone project where students will work in groups to plan a 3-day bike tour. They will create graphs of time and distance for each tour day, write an equation to determine potential profit, and develop a marketing component. The teacher will provide mini-lessons on creating graphs and equations. Students will research bike tours, plan costs and routes, and present their project to the class. The goal is for students to apply math skills to an authentic project and take the lead in their own learning.
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This lesson plan teaches 4th grade students how to create and distribute surveys using Survey Monkey, analyze the survey results, and create graphs of the data using the Kidzone application. Over two days, students will work in pairs to design a survey, distribute it to classmates, analyze the results in a data table and hand-drawn graph, and create an electronic graph using Kidzone. Students' understanding will be assessed using a rubric evaluating their data tables, graph properties, and use of survey and graphing tools. The lesson aligns with Illinois technology and math standards.
This document provides instructions on how to measure angles using an angle ruler and protractor. It includes questions to help students estimate and measure different angles in various shapes. Key steps include using a protractor to measure angles to the nearest degree and an angle ruler to measure between degree intervals. Common angle types like acute, obtuse, right, complementary and supplementary angles are defined. Students work through sample problems measuring angles in different shapes and identifying pairs of complementary and supplementary angles before being assigned homework measuring additional angles.
The document discusses differentiating instruction to meet the needs of diverse learners. It defines differentiating by content, process, and product. Teachers can differentiate based on students' readiness, interests, and learning profiles. The document provides examples of differentiating content through stations, process by using flexible grouping and choice boards, and product by allowing students to demonstrate their knowledge in various ways. It also includes a sample math lesson plan that differentiates the process and addresses specific learning goals.
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The document discusses learning targets and the performance of understanding. It explains that a performance of understanding demonstrates a student's knowledge and skills through evidence like making, saying, doing or writing. Examples are provided of learning targets and aligned performances of understanding, such as solving math equations or writing a letter explaining a field trip plan. Guiding questions help teachers design performances of understanding that develop students' thinking and application of new knowledge. The document emphasizes making performances of understanding rigorous and relevant.
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This document provides an overview of an interdisciplinary unit on measurement and animal classification for third grade students. It includes standards, learning targets, activities, assessments, and examples. The unit teaches students to calculate the perimeter and area of rectangles and classify animals into major groups based on their physical characteristics. Formative and summative assessments include online exit tickets, tests, quizzes, and performance tasks. Technology such as Nearpod and Freckle is integrated to provide interactive practice and assessments.
The lesson plan involves students calculating the areas of different polygons like parallelograms, kites, and trapeziums by completing a table with formulas and pictures. The teacher will then demonstrate how to use the formulas to find areas of different shapes. Students will work in groups to measure sides of polygons and calculate areas to construct a house, finding the total area.
This webquest provides 3 levels of practice and assessment for students on the topics of perimeter and area of geometric shapes. The levels include extra practice, further skill development, and a final project where students design the floor plan for their dream school, calculating the perimeter and area of components. Upon completion, students self-analyze their work. The webquest was modified from another source and aims to make math learning easier through technology integration.
This webquest provides three levels of practice and assessment for students on the topics of perimeter and area of geometric shapes: 1) Practice level for extra practice, 2) Polish level to refine skills, 3) Show/Project level where students design the floor plan for their dream school, calculating the perimeter and area of components. Upon completion, students self-assess their work. The webquest was modified from another source and aims to make math learning easier through technology integration.
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The document outlines an activity to teach students about linear measurement using centimeters and meters. It involves:
1) Having students measure classroom objects like desks using paper clips or centimeter blocks as non-standard units.
2) Explaining why standard units like centimeters are important for consistency and comparing measurements.
3) Demonstrating how to use a ruler to measure lengths in centimeters.
4) Having students practice measuring with a worksheet and discussing their measurements.
5) Introducing a game called "Sketch the Line" to reinforce measuring different lengths in centimeters.
The document provides learning outcomes and lesson plans for teaching geometry concepts to early elementary students using a backwards design approach. It includes identifying outcomes like sorting 3D shapes by attributes, describing 2D and 3D shapes. It discusses assessing student understanding through sorting activities and their use of geometric language. The proposed lesson has students work in groups to sort shapes according to a given rule, then draw a shape that fits the rule and write the rule. Follow up activities reinforce the concepts through discussion, modeling shapes, and relating 2D and 3D shapes.
The document provides learning outcomes and lesson plans for teaching geometry concepts to early elementary students using a backwards design approach. It includes identifying outcomes like sorting 3D shapes by attributes, describing 2D and 3D shapes. It discusses assessing student understanding through sorting and classifying activities, using tools like recording sheets. The proposed lesson has students work in groups to sort shapes according to a target shape, then draw shapes that fit the sorting rule. Follow up activities reinforce describing attributes and connecting 2D and 3D shapes.
This document provides strategies for teaching numeracy and mathematics. It outlines several objectives, including comprehending the purpose of math education, following the teaching cycle, demonstrating models for planning instruction, and adapting new strategies. The teaching cycle involves identifying objectives, planning instruction, implementing the plan, checking for understanding, and assessing learning. Two common models for lesson planning are also described: ADIDAS and 5E's. Several instructional strategies are explained, including game-based learning, collaboration techniques, and Bansho, a Japanese method focusing on problem-solving.
Similar to Math,measurements,mountain bikes storyboard (20)
1. Math, Measurements
and Mountain Bikes
A project- based math module for the
students of the 4th Grade at the SAV School
Instructional Designer: Deborah Heal
For Instructor Govinda Panthy
2. Learning Objectives
Chief Learning Objective: Identify right angles as 90 degrees
To use math to solve a real world Identify rulers, protractor and
problem in a collaborative setting measuring tapes
using an online module.
Understand the different functions
Math Question between a ruler, protractor and
measuring tape
How does measurement and
geometry help in the design of Understand basic vocabulary
mountain bike trails?
Knowledge Goals.
Identify parallel or perpendicular
lines.
3. Learning Objectives
Performance Goals discussion of personal thoughts
and a conclusion.
Design a dirt bike trail, race on the
trail and calculate the results.
Give an oral presentation (2.5 Behavioral Goals
minutes). Make good eye contact
and speak slowly and loudly. Work cooperatively in a group of
four students.
Label angles and parallel lines
Assume the role given and
Use a ruler or other tools to contribute good personal
measure lengths. performance.
Use ratios to determine length of
trails.
Complete a 3 paragraph reflection
paper with an introduction,
4. Vocabulary
Ruler – a measuring stick marked in centimeters
Scale – a ratio of size connecting to a map
5. Vocabulary
Measuring Tape – a thin metal piece used to measure
distance
Right Angle – the corner of a square = 90 degrees
Parallel Lines – lines that are side by side
6. Vocabulary
Centimeter – 1/100 of a meter
Decimeter – 1/10 of a meter
Scale Drawing – A drawing made small that can be much
bigger outside
7. Vocabulary
Map – a picture of an area showing all the parts
Trail – a path that can be walked or ridden
Bicycle - a vehicle with two wheels, pedals and
handlebars
8. Vocabulary
Timer – an app on a cell phone that measures how fast time is moving
Calculation – using numbers to explain what happened
Protractor – a tool used to measure angles
9. Vocabulary
Measurement – using a tool to decide how big something
is
Ratio – the relation of two numbers. Here the blue
triangle is 1/7th of the circle.
10. Vocabulary
Race – a competition for speed
Results – measuring what happened
11. Working in Groups
Working in groups is like working in your family. Each person in a
family has certain things they do to help the family.
You are now part of a math family.
Let your group decide, who will identify the measuring tools and and
decide on the measurements of the bike trail? Who will draw the map
for the bike trails? Who will build the trails outside near SAV school?
Who will decorate a bike and race on the day of the School Celebration
for this math lesson?
12. Let’s Get Started!
Here is what you need to know:
How do I use a ruler?
What is a centimeter? What is a decimeter?
How do I use a protractor to measure angles?
What is a right angle?
What are parallel lines?
How do I use ratios to create a trail map that we can take outside and
build a trail?
13. Identifying and Measuring
For the student who is chosen for this job, here is your
task:
Identify a ruler and protractor and take it to your table.
Make sure you also have paper and pencils.
Talk among your group about how long the bike trail
outside should be.
14. Designer
For the student who is chosen for this job, here is your
task:
With pencil and paper, draw the map for your group’s bike
trail. Remember 1 cm = 1m.
Mark which are parallel lines and which are right angles.
Try to use both shapes in your design.
Have the Identifier and Measurer student help you use the
correct tools.
15. Presentation Time
After the map is drawn and the group is happy with the design,
the Identifier and Measurer and the Designer will present their
design to the group.
Here’s what you both need to do:
The Identifier and Measurer talks about the tools and the
Designer talks about the map. Each one of you will speak for 2.5
minutes.
Make good eye contact with the class.
Speak slowly and loudly so everyone can hear.
16. Time to Go Outside
For the student who is chosen to the Builder, here are your
tasks:
With the Instructor’s help you will build the bike trail,
using sticks and string to mark the path according to map
and measuring to scale.
The Instructor and the student will use a tape measurer to
help measure the path.
17. Preparing for the Bike Race
The student who is chosen for this task:
Works with the group to decide how to decorate the race
bike.
Decorate your bike according to your team’s idea.
Get prepared to race your bike on your group’s trail. Be
sure to wear your helmet!
18. The Bike Race
Each group from the math class will have a bike to race on
their trails.
One by one the Racer from each group rides the trail
designed by his/her group.
The Designer times the race with the timer on a cell phone
with the Instructor’s help.
The Builder of the trail writes down the results on a piece
of paper.
19. Back Inside – Presentation Time
The Builder and the Racer give a brief presentation to the
class about their jobs and what they discovered. The total
presentation time will be 2.5 minutes each.
Remember:
Make good eye contact with your class.
Speak loudly and slowly so everyone can hear.
20. Calculating Results
The Designer and the Builder from each team tape the trail
map and the calculated result from the race to the wall.
The Class discusses the different maps and results and
decides the best trail and why.
The winning team is rewarded and the whole class
celebrates.
21. The Last Step
Each student will write three paragraphs in English about
their experience with this project. Provide an
introduction, personal ideas (reflection) and a conclusion.
What did you like about it?
What did you not like about it?
What was surprising?
What did you learn from the experience?
Editor's Notes
This project based math course is designed to provide students with an online learning experience and to show how collaboration and peer-to-peer instruction can be a powerful way for students to learn and build a student learning community. Please divide your class into groups of four students each, putting strong students with less strong for a balanced approach. Also group them in a way where there are high proficiency English speakers mixed with low proficiency speakers for peer to peer instruction to be effective. Have the students decide on four roles: Who will be the Designer of the Maps? Who will be the Measurer and Identifier of the Measurement Tools? Who will be the Builder of the Trails? Who will race the bike?
Go over Learning Objectives with your students. Please present the appropriate rubric for each task as you go through this lesson.
The student is oriented to two important concepts in measurement. Photos courtesy of office1000.com and uta.edu.
The student is introduced to more math measurement tools and terms. Photos courtesy ofoffice365.co.uk, hawknz.glogster.com, etc.usf.edu
The students are oriented to metric measurements and the meaning of a scale drawing. Photos are courtesy of: explore.ecb.org, explore.ecb.org, webquest.hawaii.edu
Students are introduced to more concepts that are relevant to this lesson. Photos courtesy of: wordtravels.com, basecamptrek.com
Students are introduced to using a timer on a cell phone and other math concepts and tools. Photos courtesy of: oswego.edu, wiki.laptop.org, helix.co.uk
Students are introduced to the concept of measurement and ratio. Photos courtesy of: future-edge.com, huntermoney.com
Students are oriented to the notion of a bike race and measuring the results of the race. Photos courtesy of: projectswiminternational.blogspot.com, lisisoft.com
The students are introduced to working in groups with the chief concept of working like a student math family in the small groups. Be sure to let the students know that they will be graded both for individual and group performance. The students must choose which role they will take and record it on paper. Photos courtesy of: ukapologetics.net
By giving the students the answers to these questions first, they can then apply their newly gained knowledge to the task.
Be sure that each table has a ruler and protractor if possible. They will also need paper and pencils or pens.
Notice how the students are working together and teaching each other.
Each group should have these two students give a brief oral presentation in English (a total of 5 minutes) about their experiences and what they have learned so far. Grading should be on content, use of English, making good eye contact, and speaking slowly and loudly so everyone can hear.
Each group will need several sticks and either string or yarn. The idea here is for the trail to be marked with sticks that are connected by string so that the path is easy to see. You will need to help your student translate their scale drawing to the out of doors space with a tape measurer.
Each group will need a bike. Do your students have their own bikes? Or can you borrow a few from your town to take to the school just for the day? Encourage the student who decorates the bike to use materials from home that they already have. Will your student’s have helmets for safety?
For the bike race, you will need a timer on your cell phone. Help the Designer use the timer. The Builder of the trail will need paper and pencil to record the results of the race for his/her team.
Again, a brief oral presentation in English for the Builder and Racer (a total of 5 minutes). They are to be graded on content, use of English, good eye contact and speaking loudly and slowly.
You now help the class discuss the different bike trails and why each team got different results. Encourage all students to share their opinions. Finally, have the class select the best trail and tell why. The whole class celebrates together with the winning team who gets a small reward of some kind.
In this last step, each student is to write in English three paragraphs. The first paragraph introduces the reader to what they are going to share, the second paragraph is the content (the answers to the questions above) and the last paragraph is a conclusion. This concludes the lesson.