Cross Curricular Mathematics Projects

MATHEMATICS-8

SELECTIVE UNIT 3 (S03)

(Cross Curricular Mathematics Projects)

(July 2013)

Unit Statement: In this unit the student will explore more in depth concepts covered in the 8-year-old mathematics curriculum with a goal of recognizing and applying proper mathematical terminology used in other areas of the curriculum. The student will develop and apply problem- solving skills to cross curricular content.

Essential Outcomes: (must be assessed for mastery)

Problem solving and higher order thinking components are essential for A level mastery. Each TSW can contain problem solving and higher order thinking components (as found in suggested text).

1. The Student Will select a mathematical concept taught within the year that correlates with a content area unit.

2. TSW identify how the mathematical concept can be used or is part of that unit.

3. TSW demonstrate understanding of how the mathematical concept connects to the content area curriculum through a presentation of a project.

4. TSW reflect on how this unit relates to real world problem solving.

Introduced and Practiced Outcomes: (taught by not assessed)

1. The Student Will engage in mathematical thinking skills and problem solving.

2. TSW practice a skill set that they have previously mastered.

3. TSW use enquiry skills to discover applications of mathematical concepts and vocabulary, previously learned, in other areas of the curriculum.

Key Terms and Concepts:

Strategies for monitoring comprehension can be directed to reading material in any content area. Cause-and-effect relationships exist in literature, science, and social studies. Interdisciplinary/cross-curricular teaching supports and promotes this transfer. Critical thinking can be applied in any discipline.

In this unit the student have an opportunity to use all the mathematical vocabulary practice previously. Since the list of terms may vary, we suggest you to refer to the key terms and concepts learned before you introduce this unit to the students.

Curriculum content identify

Suggested Assessments Tools and Strategies:

• Attached Rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs)

Suggested Activities:

• Practice working in small groups within the mathematics class, sharing strengths and weaknesses of group at the end of the working period.

• Work with partners to identify other ways to solve the same problem within a mathematical lesson.

• Discuss in small groups how problem solving skills, can help in real world situations.

Technology Links For Teachers:

Cool tools for school:

http://cooltoolsforschools.wikispaces.com

http://www.jumpstart.com/parents/activities/activities-8-year-old

http://www.mathgoodies.com/articles/connect_math.html

Math across the curriculum reading resources for teachers:

http://www.educationworld.com/a_curr/curr146.shtml

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199110_kleiman.pdf

Technology Links For Students:

http://nrich.maths.org/1163/index

http://www.learnalberta.ca/content/me5l/html/Math5.html

http://www.nctm.org/resources/content.aspx?id=32704

http://cemc2.math.uwaterloo.ca/mathfrog/english/kidz/Games5.shtml

http://www.realworldmath.org

http://www.softschools.com/math/games/

http://www.mathblaster.com/parents/math-games

http://www.jumpstart.com/parents/activities/math-activities

http://thefunworks.edc.org/SPT--homegraphic.php

http://www.funbrain.com/

http://pbskids.org/

www.scholastic.com

http://www.eduplace.com/math/mw/

http://www.ixl.com/

http://www.mathplayground.com/

http://www.coolmath4kids.com/

www.superteacher.com

http://www.multiplication.com/flashcards.htm

http://www.factmonster.com/math/flashcards.html#addsub

Cross Curricular Activities:

Success Orientations:

• Focus on Group Interaction, Aesthetic Appreciation, Independent Endeavor and Responsibility.

Science:

• Graph the different characteristics of rocks, and where they are found.

• Compare different life cycles and graph the differences in length of time for each

• Compare the temperature/weather differences in different habitats.

• Dividing seeds into equal groups for planting.

• Write an appropriate recipe for an animal meal, using standard and metric measurements.

Cultural Studies:

• Build a 3D map of home/host country or Canada and use landmarks, keys, and flags. Relate the information on the map to graphs the students had to interpret in order to find the information.

• Compare, measure, and graph the distance travelled by Vikings (standard and metric)

• Use subtraction to compare river lengths and create graphs to show results.

• Currency conversions.

• Recipe conversions.

• Find real world examples of Roman numerals.

Reading/Language Arts:

• Read a story about working together and challenges that are faced and overcome.

• Create BINGO boards with math concepts

• Create math dictionary with key terms from the beginning of the year

• Vocabulary mapping with key terms (great for IE students)

• Research animal habitats and determine the space that has been reduced by natural and human factors over time.

• Measure the perimeter/area of their own habitats (geometry); create a 3-dimensional model of the habitat using recycled materials.

Art:

• Create an art palate using repeated addition or multiplication to show the changing shades of each color when white is added or black is added to specific colors.

• Create paper flowers or plants using geometrical shapes and label the parts.

Physical Education:

• Time activities and create graphs showing results:

◦ pulse after 1min, 2min, 3min of physical activity

◦ number of baskets in basketball a person can shoot from 1m in 1min, 2min, 3min (can also have the variable be distance from the hoop)

◦ coordinate practice for the Presidential Fitness Award with graphing by keeping track of improvements in all activities (shuttle run, mile run, sit-ups, push-ups, sit-and-reach)

EVALUATION RUBRIC FOUND ON FOLLOWING PAGE…………………

SUGGESTED RUBRIC

Mathematics-8 S03:

Name: Date ______

• In order to receive a ‘B’ the student must have all the ‘B’ level boxes marked.

• In order to receive an ‘A’ the student must have all ‘B’ level grades and all ‘A’ level boxes marked.

The Student Will (TSW)... / ‘A’ LEVEL / ‘B’ LEVEL / P
Teacher Comments
1. The student will identify a mathematical concept taught within the year that correlates with a content area unit. / I can identify a cross curricular connection with mathematics.
2. TSW describe how the mathematical concept can be used or is part of that unit. / I can identifies how a mathematical concept can be used in the content area chosen by the student.
3. TSW demonstrate understanding of how the mathematical concept connects to the content area curriculum through a presentation of a project. / I can create and present an aesthetically pleasing project, reflecting time spent to learn and create, that models comprehension of the connection between the two chosen concepts. / I can create an aesthetically pleasing project, reflecting time spent to learn and create, that models comprehension of the connection between the two chosen concepts.
4. TSW reflect on how this unit relates to real world problem solving. / I reflect on how this unit relates to real world problem solving and identify additional relationships. / I reflect on how this unit relates to real world problem solving.

QSI MATHEMATICS-8 S03