Math Really Matters

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Math Really Matters

• Briana Feigon and Brooke Teittinen
• Ed 200, Student Curriculum Project

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Introduction

• Reinforcing fundamental geometry concepts in an
  8th grade classroom.
• Study the basic foundation of shapes and angles
  to be able to grasp more difficult geometry
  topics in the future.
• See how these math concepts directly correlate to
  real life.

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Context

• Bellizzi Middle School, 8th Grade Classroom
• Low-level Math Class
• 90 minute class periods over the course of 1
  week, last day is a full day fieldtrip

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Objectives

• Students will understand and be able to identify
  the concepts of rectangles, triangles, and
  angles.
• Students will classify and define types of
  angles.
• Students will calculate angles of rectangles and
  triangles with the use of worksheets
• Students will analyze and apply these concepts
  directly to real life.
• Students will work with other classmates in teams
  to evaluate their own personal progress.
• Students will become conscious of the fact that
  math can be fun.

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Justifications

• Connecticut School Profiles
• Slavins Team-Games-Tournament cooperative
  learning strategy
• Slavins ideas of individual accountability and
  equal opportunities for success
• Gardners Theory of Multiple Intelligences
• Blooms Taxonomy

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Delving Deeper Team-games-Tournam
ent

• Fourth day of lesson plan
• Fun approach towards determining if the students
  have learned the material- as well as a review to
  prepare for the final class evaluation
• Organize students into 4-person groups
• When competing, individuals from each group will
  compete against an opponent who is at their same
  level. (high achievers play against other high
  achievers)
• Our form of student evaluation
• Actively participate- individual accountability
  and equal opportunities for success
• we previously organized students into fairly
  distributed teams based on worksheets

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Delving Deeper Fieldtrip

• Final Day, full day trip to Pratt and Whitney
  airplane engine manufacturers
• Incorporate past four days of learning about
  triangles and angles by
• categorizing plane wings as obtuse, scalene,
  isosceles, etc.
• Determining the height of industrial buildings
  using student-made clinometers (previously
  learned information and applying it to a new
  situation)
• Aspect of evaluation- seeing what they have
  learned over the week

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