Projects to Enhance Your Students’ Mathematical

Learning

2007 NCTM Annual Meeting

Kristi StoryStacey ScanlanTrinity SchoolAtlanta, GA

Agenda

• Castle Project• Connection to

Social Studies

• Literature Project• Connection to

Language Arts

Castle Project

Students build a model castle while studying the Medieval Ages in Social Studies and after an extensive geometry unit in Math.

(Early Spring)

Timeline of Project

• Days 1 – 2 – Birdhouse &

SketchUp

• Day 3– History of Medieval

Castles

• Days 4 – 5 – Research on Castles

• Days 6 - 9 – Decide on Scale– Final Castle Design

• Day 10– Develop Building

Plan

• Days 11 - 14 – Building the Castle

• Day 15– Reflection and

Celebration

Days 1 – 2Birdhouse & SketchUp

• We use wooden birdhouses to introduce the program SketchUp.

• First, students draw a front view of the birdhouse using centimeter grid paper.

• Next, they compute the scale so the model house is proportional to the man as the birdhouse is to a bird.

• Then, using the program Google SketchUp, students make a 3D computer generated model of the house.

Day 3Announcing Their Groups

• Before this project begins, we have students fill out a form called “What Kind of Group Member Am I?”

• They make “WANTED” posters to look for the type of group members with which they wanted to work.

• We use this information to help place students into the groups.

Day 3Announcing their Groups

• We divide students into their groups.– Knowledge of geometry– Group dynamics– Previous experiences

• Last year, students were grouped according to ability.

• This year, students are mixed ability groups.

• During reflection last year, students stated that they would like to have a choice in what they built. This year, students were asked to rank their preferences.

Day 3History of Castles

• Last year, we delivered two presentations. “Medieval Castles” was on Day 1. On Day 2, students took notes on “Mathematics in Castles.”

• During reflection, critique was to combine the two days – good idea!

• Also, this year we gave students a graphic organizer for notes on the presentation.

Days 4 – 5 Research on Castles

• Group work begins as they research their structure.

• This year we included more time in this phase.

• Things they need to consider as they research:– Specific measurements of real castles– Time period that the castle was built

• Homework – Students sketch their ideas of an exciting but achievable castle – labeled with correct vocabulary

Days 6 - 9Drawing Their Castle

• From the previous night’s homework, students explore the similarities of their castles.

• Together, the class make a list of these commonalities.

• We produce a survey from that list that students take the next day.

Days 6 – 9 Explorations

• Students complete the survey on what they want in their castle.

• We discuss what our scale factor needs to be based on our board (3 ft by 3 ft) and research.

• The classes discuss again what would be possible for the castle model.

• Homework – Using Scale Factors

Days 6 – 9 Brainstorming

• After survey is tallied, the students get the results back. The groups responsible for the different structures use the class’s input, but they alone have the final say on their portion.

• We begin work on the bird’s eye blueprint of the castle grounds.

MoatOuter Wall

Dry MoatInner Wall

Courtyard

Keep

Gatehouse

Days 6 - 9Designing & Planning

• The groups now have to design their castle structure.

• Students use grid paper for their blueprint drawings. They draw a front view and a bird’s-eye view

• It is important that the groups communicate with each other to avoid any problems when the building begins.

Days 6 - 9Castle Blueprint

• Using accurate measurements from their research, the teams draw the final design of their assigned structure with actual measurements and model dimensions.

• This design gets turned in. Grading will be done from this blueprint.

Day 10An Action Plan

• Teams make a building action plan.• Decisions to be made include:

– Materials needed •Who brings what

– Action steps to be taken •When•Who

Group Roles during Building

• Architect• Communicator• Builder• Materials Supervisor• Time Keeper• Measurer • Coordinator

Materials

• Students bring most of the supplies.• Some are recycled (cereal boxes,

cardboard boxes, PVC pipe).• Other materials are new (decorations,

paper towel rolls, Styrofoam, poster board, tissue paper, stones).

• Students bring in their own paint and hot glue guns.

• We provide some paint, construction paper, etc.

Days 11 - 14Building

•First, each group trace the outline of their structure on the board.

•Next, they start to build their structures off the board.

•Finally, they attach their structure to the board.

Suggestions• A suggestion by the students was to

finish all building by one deadline, then put together on the board the next day.

• We tried to build the castle from inside (courtyard) to outside (wall and gatehouse).

• Communication is key! Allow time each day (if possible) for group meetings.

Day 15Reflection Questions included:

• As a group, I think we …• As a group member, I am pleased

how I …• As a group member, I think I need to

…• One or more positive thoughts I

would like to share about each of my group members.

• With this project, I felt my inner mathematician at work when …

Day 15Reflection Questions included:

• Here is where I became “stuck” with this project:

• What happened to help me get “unstuck” was …

• If I could change one thing about this project, it would be …

• As part of their project grade, students were required to evaluate all group members including themselves.

Comments

• He was very helpful with his drawing and creativity; was mostly on task and gave a 100% effort; his artistic skill helped a ton; the most artistic and hands-on; was constantly participating with lots of good ideas

• Good cutter; goofed around a lot; should listen to group members more; added a little to the group; he needs to work as a team not by himself; had a positive attitude; was away from group a lot; really needed to contribute something

Comments

• Had lots of ideas; really contributed and was positive; needs to delegate more; could work on controlling frustration; didn’t let others lead; did plenty of work but she was a little bossy at times

• Good at measurements; creative; worked hard and helped others; was appreciative about everything; helped settle our disputes and loved working with us; positive attitude; compromised; lead and let others lead; could have contributed a few more ideas; never once complained; organized measurements; didn’t talk much, so I think she didn’t share all her ideas; great craftsmanship

Evaluation

• Rubric included:– Research – 20 points– Planning – 20 points– Group Work – 20 points– Math – 20 points– Creativity – 10 points– Group’s Grade – 5 points– Individual Grade – 5 points

Other Tips

• Make a place to keep castle group notes.

• Be ready for lots of mess.

• Be flexible!

Literature Project

Students write a children’s book with mathematical concepts at the end of the year after their final exams and during their End of Year Project time.

Directions• Write a story about or involving mathematics.

– (Example: Sir Cumference and the Dragon of Pi)

• Be creative with language, plot, and characters. – (Example: Lady Di of Ameter)

• Draw colorful pictures, use computer graphics, or find cutouts to go along with the story.

• Be typed and grammatically correct.• Had to use mathematics correctly in the

story.

Requirements

Book has to have:– Cover art– Title page– Dedication– At least 10 pages of text– “About the Author” info for the inside

back cover– Solutions, if necessary– OR Summary of story for back cover

Deadlines of Project

• 1st – Rubric signature and "About the Author” due

• 2nd (day later) – Story Map due• 3rd (3 days later) – Storyboard due• 4th (2 days later) – Peer edit due• 5th (2 days later) – Book due Friday• New deadline – Teacher edit due

(same date as peer edit)

About the Author

• Name:• Age:• Birthplace:• Family:• Favorite Subject:• Why?

• Favorite Book• Why?• After school

activities:• Favorite vacation:• Favorite foods: • Fill in the blank: When I grow up,

__________________

About The Author

• Carly Story is twelve-years old and in 6th grade at Trinity School in Atlanta, Georgia. She was born in Dallas, Texas. She lives with her parents and 15-year old sister, Katie. Math is Carly’s favorite subject. She finds it fun and enjoys learning things. Her favorite book is Goose Girl because it takes the reader into the mind of Ani, and it has a great plot line. After school, Carly enjoys playing soccer. Her favorite vacation was Disney World. Carly’s favorite foods are macaroni and cheese and pizza. She would like to be a teacher when she grows up.

Story Map

• Math Concept • Main

Characters • Setting • Plot

Ideas

• Talk show interview– Interview a square, a fraction, an integer

• Rewrite a fairy tale– Goldilocks and the Three Squares

• The Most Important Thing Is …– Use different concepts

Peer Edit

• ORGANIZATION• IDEAS• SENTENCE

FLUENCY• VOICE• WORD CHOICE

• MATHEMATICS• PREPARATION• TEXT • CREATIVITY• PRAISE• SUGGESTIONS

Publishing

• They turn in their printed story with the cover art work.

• We mount the cover on construction paper for the front cover and the story summary and “About the Author” for the back cover, laminate both pieces, and then bind the story.

• Students read their stories to their buddy classes as a celebration for the authors.

Evaluation• Preparation – 20 points

– Deadlines met– Requirements met

• Math – 15 points– Incorporates mathematics accurately – Uses proper mathematical vocabulary

• Text – 15 points– Grammatically correct – Peer edit utilized

• Illustrations – 15 points– Relevant to text

• Creativity – 10 points• TOTAL – 75 points

Contact Information

• http://tie.wikispaces.com/Math+5+and+6

• Email– kstory@trinityatl.org– sscanlan@trinityatl.org