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A Web Search for 5th and 8th Grade Math Designed by Joyce McGregor and Deborah Chase
Introduction
| Task | Process |Resources
| Evaluation | Congratulations! You have been hired to be part of a group of experts to evaluate baseball teams and locations in order to help me choose a team to buy. I want it all – the best team, a profitable park, and a great location to move my family. After analyzing the information, your group will decide which team I should purchase. You will create a Power Point presentation to persuade me to buy the team you have chosen. Make a chart, table, or graph to include in your presentation. You will help develop the grading rubric for this presentation. You need to write in an individual daily journal detailing your research, ideas, communications with group members in the other class, and mathematical calculations. Mrs. Chase’s groups will make an incomplete spreadsheet, Mrs. McGregor’s groups will fill in the spreadsheets. You will create and take a math quiz at Funbrain based on measures of central tendency (range, mean, mode, median), and relationships among fractions, percents, decimals, and probability.
The Process You will be assigned to a group of 3-4 people. Your group will need to pick a division of major league baseball to research. Send a brief introduction of yourself to the members of the collaborating group in the other class via school email. Each group will need to take
the following into consideration when choosing their team: Establish group member’s responsibilities. (Hint: Each person could research all the information for one team or each person could research one topic for all teams) Set deadlines for group discussions and collaborative group communications since you need to meet with group members to compare, analyze, and evaluate information in order for your group to decide which team to recommend. Compare information and discuss via ezboard and class email with collaborating group from the other class. Ask collaborating team for help if needed. Communicate with collaborative group about your decision and share pieces of evidence and details you will use in your Power Point presentation.
When considering travel from your hometown to the city where the ballpark is include maps, driving directions, mileage, estimated driving times and cost. My car gets 22 miles per gallon. The average cost of gasoline is $1.65. When researching housing in the city of the ballparks, consider range, mean, median, and mode of prices, and types of homes. When looking at possible profits from the ballparks take into account ticket prices (average, range) and seating capacity. Remember, the price of the ticket varies depending on the seat you are in. When considering the city to relocate to, find museums, historic sites, cultural events, and other places of interest. Baseball sites Housing Information Places of Interest and Travel Travel Organization - museums, parks, places of interest Sights Magazine - historic sites to visit in each state City Search - places of interest. Excite Travel - places of interest Infospace America - cultural events, music etc. by state and it has maps and driving directions. MapQuest - travel directions
Math Sites Math Games - fraction/decimal conversion and percent/fraction conversion Funbrain - students will create and take quizzes Dr. Math - question and answer service for math students NRICH Math The Online Maths Club - question and answer math club There will be ongoing assessment based on your journal
entries, as well as the graphs, charts, and spreadsheets generated by
your group. The Power Point presentation of your group’s ultimate
decision will be the final assessment and will be based on the
student-created rubric that you helped design. After individually considering your responses to the following questions, discuss your thoughts with the members of your group and then write a personal reflection in your journal. What math skills did you use? How well did this problem relate to real life? Where and how can you apply what you learned from this project to other situations? What did you learn about your team skills? What factors made the group effective? What factors made the group ineffective? What would you do differently to make the group work more successfully? What did you learn about communicating using telecommunications? How would you better utilize technology in your next project? What did you learn about making decisions in your own life? Look at the Baseball Time Machine. This website includes the mathematical equations necessary to calculate what the batting average of players from the past would be today. Create a mathematical equation to convert another statistic to its present-day equivalent. Be sure to include examples of your calculations. Team spirit and enthusiasm helps the players and boosts attendance. Create a team song, which can be played and sung at ballgames. If you choose, you can write a team song (perhaps, for the Boston red Sox), which will be taped and sent with a persuasive letter explaining why the team should have a team song. Create a poster to advertise the team and the ballpark. Animation: Baseball and bat - Animation Library Clicking Computer - Kathleen M. Peloqin, Worcester Public Schools Feather Ink Pen - Kathleen M. Peloqin, Worcester Public Schools
Graphics: Baseball Equipment - WebClipArt
Format of this site based on The WebQuest Page Curricular Area: Mathematics with interdisciplinary connections in Language Arts, Social Studies, and Technology Length of Lesson: 3-4 weeks Goals: Students will use technology and the Internet to communicate and collaborate on a classroom project. Students will participate in cooperative learning groups for a classroom project. Students will use math concepts for a classroom project. Objectives: Students will compose and calculate solutions to math problems using: central measures of tendency; conversions among fractions, decimals, and percents; measurement; and mathematical formulas. Students will construct graphs, charts, and spreadsheets. Students will compose emails and postings for online discussions. Students will evaluate information to formulate a group decision in order to create a Power Point presentation. Prerequisite Learning: Basic understanding of fractions, decimals, and percents. Some exposure to reading and interpreting graphs, tables, and spreadsheets. Elementary utilization of computer technology: keyboarding, use of a pointing device, etc. Some background knowledge of Power Point software. Introductory Activities: Students will predict how many times they can hit a baseball. After going outside to hit baseballs and record the results, pupils will use their data to calculate measures of central tendency and to examine the relationship among probability, fractions, decimals, and percents. Teacher Materials: Access to computers with Internet capability. Computer Software for presentations (PowerPoint), word processing (Microsoft Word or Clarisworks), and spreadsheets (Excel, Clarisworks, or Cruncher). To facilitate communication and interaction with collaborating groups and Internet activities, teacher will need to set up accounts for the following: Ezboard, Funbrain, and e-mail at respective schools. References: Buck Institute for Education. (1999). Project Based Learning. [Online]. Available: http://www.bie.org/index.html [2000, July 5]. Checkley, Kathy. (1997). The First Seven…and the Eighth: A Conversation with Howard Gardner. Educational Leadership. Vol. 55, No.1. September 1997. [Online]. Available: http://www.ascd.org/readingroom/edlead/9709/checkley.html [2000, June 13]. Dickinson, Dee. (1998). Learning Through Many Kinds of Intelligence. New Horizons for Learning Electronic Journal. [Online]. Available:http://www.newhorizons.org/art_lrnthrumi.html [2000, June 11]. Dodge, Bernie. (1997, April 22). WebQuests: A Strategy for Scaffolding Higher Level Learning. [Online]. Available: http://edweb.sdsu.edu/webquest/necc98.htm [2000, July 8]. Education Service Center, Region 20. ( 2000, June 27). Creating Web-based Lessons: WebQuests and Other Internet Projects. [Online]. Available: http://www.esc20.net/etprojects/default.html [2000, July 5]. Fraser, Don. (1997). Yesterday’s Sports, Today’s Math. 1st ed. Palo Alto, California: Dale Seymour Publications. International Society for Technology in Education. (2000). National Educational Technology Standards for Students: Connecting Curriculum and Technology. 1st ed. International Society for Technology in Education (ISTE) NETS Project. International Society for Technology in Education. (2000). National Educational Technology Standards (NETS) Project. [Online]. Available: http://cnets.iste.org/index.html [2000, July 7]. Jennison, Christopher. (1995). Baseball Math: Grandslam Activities and Projects for Grades 4 – 8. 1st ed. Glenview, Illinois: Good Year Books – Scott/Foresman. Kraft, Nancy. (2000, January 11). Criteria for Authentic Project-Based Learning. [Online]. Available: http://www.rmcdenver.com/useguide/pbl.htm [2000, July 7]. Massachusetts Department of Education. (2000). Current Curriculum Frameworks. [Online]. Available: http://www.doe.mass.edu/frameworks/current.html [2000, July 17]. Massachusetts Department of Education. (1997). Massachusetts Curriculum Framework: English Language Arts. [Online]. Available: http://www.doe.mass.edu/frameworks/eng97/englishTOC.html [2000, July 17]. Massachusetts Department of Education. (2000). History and Social Science Curriculum Framework. [Online]. Available: http://www.doe.mass.edu/frameworks/history/archive/hist97/hissoc1_toc.html [2000, July 17]. Massachusetts Department of Education. (2000). Mathematics Curriculum Framework: Achieving Mathematical Power. [Online]. Available: http://www.doe.mass.edu/frameworks/archive/math96/mathtoc.html [2000, July 17]. McReel Mid-Continent Research for Education and Learning. (2000, April 14). Content Area Resources: Mathematics. [Online]. Available: http://www.mcrel.org/resources/links/math.asp [2000, July 8]. Morrow, Revonda. (1997, April 24). Integrating the Internet into Your Curriculum: Developing the Lesson Plan. William G. Enloe High School. Raleigh, North Carolina. [Online]. Available: http://www.enloe.wake.k12.nc.us/enloe/resources/lessonpl.htm [2000, July 12]. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics: Grades 3 – 5. [Online]. Available: http://standards.nctm.org/protoFINAL/chapter5/introduction.html [2000, July 15]. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics: Grades 6 – 8. [Online]. Available: http://standards.nctm.org/protoFINAL/chapter6/introduction.html [2000, July 15]. Rialto Unified School District. (1998, October 7). Developing Technology-Enriched Curriculum: Information Age Curriculum. Rialto, California. [Online]. Available: http://www.rialto.k12.ca.us/curriculum/Technology/techcurr2.htm [2000, July 12]. Rodrigues, D., & Rodrigues, R. (2000). The Research Paper and the World Wide Web. 2nd ed. New Jersey: Prentice-Hall, Inc. San Mateo County Office of Education and Silicon Valley Network’s 21st Century Education Initiative. (1997-1999). Project-Based Learning With Multimedia. [Online]. Available: http://pblmm.k12.ca.us [2000, July 5]. Scheidt, Tim. (1994). Fantasy Baseball: An Integrated Mathematics Unit for the Middle Grades. 2nd ed. Jamul, California: Giant Step Press. South Central Regional Technology in Education Consortium. (2000). PBL Project Based Learning Multimedia Presentation Checklist. [Online]. Available: http://4teachers.org/projectbased/58mlt.shtml [2000, July 8]. Steinberg, Adria. (1997). The Six A’s of Designing Projects (ThinkQuest). Excerpt from Real Learning, Real Work. Routledge: New York. [Online]. Available:http://www.thinkquest.org.hk/netpbl/pbl/plan/index.htm [2000, July 5].
This Project
is Aligned to the Following Standards: Compute fluently and make reasonable estimates. 4. Measurement Apply appropriate techniques, tools, and formulas to determine measurements 5. Data Analysis and Probability Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Select and use appropriate statistical methods to analyze data. Develop and evaluate inferences and predictions that are based on data. 6. Problem Solving Build new mathematical knowledge through problem solving. Solve problems that arise in mathematics and in other contexts. Apply and adapt a variety of appropriate strategies to solve problems. Monitor and reflect on the process of mathematical problem solving. 8. Communication Organize and consolidate their mathematical thinking though communication. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Analyze and evaluate the mathematical thinking and strategies of others. 9. Connections Recognize and apply mathematics in contexts outside of mathematics. 10. Representation Create and use
representations to organize, record, and communicate mathematical ideas. 3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. 5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. 6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. 7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. Prior to completion of Grade 8 students will: 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 7. Collaborate
with peers, experts, and others using telecommunications and
collaborative tools to investigate curriculum-related problems, issues,
and information, and to develop solutions or products for audiences
inside and outside the classroom. III. People, Places, and Environments Social studies programs should include experiences that provide for the study of people, places and environments, so that the learner can: c. Use appropriate resources, data, sources, and geographic tools such as aerial photographs, satellite images, geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret information such as atlases, data bases, grid systems, charts, graphs, and maps; d. Estimate distance, calculate scale, and distinguish other geographic relationships such as population density and spatial distribution patterns. IV. Individual Development and Identity Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can: h. Work independently and cooperatively to accomplish goals.
State: Massachusetts Department of Education Mathematics
Standards: STRAND 1: Number sense Number and Number Relationships: Represent and use equivalent forms of numbers, including integers, fractions, decimals, percents, exponents, and scientific notation. Apply ratios, proportions, and percents. Investigate and describe the relationships among fractions, decimals, and percents. Number Systems and Number Theory : Use operations involving fractions, decimals, integers, and rational numbers Computation and Estimation: Compute with whole numbers, fractions, decimals, and rational numbers. Use computation, estimation, and proportions to solve problems. Estimate to check the reasonableness of results of computations and problems involving rational numbers. STRAND 2: Patterns, Relations, and Functions Algebra: Analyze tables and graphs to identify properties and relationships. Explore and describe a variety of ways to solve equations, including hands-on activities, trial and error, and numerical analysis. STRAND 4: Statistics and Probability Statistics: Collect, organize, and describe data systematically. Construct, read, and interpret tables, charts, and graphs. Make inferences and convincing arguments that are based on data analysis. Evaluate arguments that are based
on data analysis. 1. Students will use agreed-upon rules for informal and formal discussions in small and large groups. 2. Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge. Composition Strand 19. Students will write compositions with a clear focus, developing the composition with logically related ideas and adequate supporting detail. 20. Students will select and use appropriate genres, modes of reasoning, and speaking styles when writing for different audiences and rhetorical purposes. 22. Students will use knowledge of standard English conventions to edit their writing. Media Strand 26. Students will design and
create coherent media productions with a clear controlling idea,
adequate detail, and appropriate consideration of audience, purpose, and
medium. To focus on improving student achievement by: collaboratively developing standards-based lessons, units, and/or interdisciplinary units that align with the curriculum. To focus on improving student achievement by: supporting the use of instructional technology, developing a standards-based curriculum, writing across the curriculum- focus on writing in math.
Auburn Public Schools Technology Competencies – rough draft created June 2000 Grade Five Objectives The student will: Information Processing 2. Organize and store information gathered from various electronic resources. 3. Compare and contrast information gathered from electronic resources. Software Applications Grade Eight Objectives The student will: Information Processing Software Applications 3. Create spreadsheets including
entering data, setting up formulas, and analyzing data. Telecommunications
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When researching player
statistics, consider range, mean, mode, and median. Analyze and compare
data and statistics. What is the importance of each measure of central
tendency? How does that affect the team (for example, what if the best player were
injured?)
