Math AllStars

8/6/2019 Math AllStars

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Math All-Stars ApprenticeshipThe Math All-Stars apprenticeship couples the creation of an urban park model with math gamesto help Citizen Schools students practice and improve their math skills.

The Math All-Stars WOW! could be a math showcase. Apprentices could display their parkmodels and explain how math helped in the creation of their park. In addition, apprentices couldrun math challenge game stations in which apprentices would first teach guests (parents, schoolleaders, younger students, fellow classmates) how to complete a math problem (similar to onesthat will be used during the game), explain the rules of the game, and act as monitors as the gameis played. Though a bit untraditional, this WOW! allows students to become math experts whoteach back a subject in which they at one time felt uncomfortable.

Ideal Citizen Teachers include math teachers, undergraduate math majors, education majors, andall others interested in helping students directly improve their overall academic success.

Week Lesson Topic

Learning Objectives

What will the students

learn today?

New Basic Skills

Covered &

Curriculum

Frameworks

Addressed

Activities

1Learn new

skillsModel

Introduction and

Pre-Test

Apprentices will identify

apprenticeship goals andprocedures

Apprentices will identifypersonal areas of success

and improvement

Apprentices will help

team members achievegoals and solve problems

New Basic Skills:

TeamworkMA Curriculum

Frameworks

What is Math All-

Stars?

Number Scatter

Game

What Are YourGoals?

Where are you at?

2Learn new

skills

Model

Working toImprove

Apprentices will identifystrategies to solve basic

math problems (addition,subtraction, multiplicationand division)


team members achieve

goals and solve problems

New Basic Skills:

Teamwork

MA CurriculumFrameworks

Number ScatterGame

Review Agenda andSet Context:

Activity: Number

Relays

Activity: Around

the World

1

WOW! Plan-Math All StarsWOW! Description- The Math All-Stars WOW! could be a math showcase. Apprentices could display

their park models and explain how math helped in the creation of their park. In addition, apprentices could

run math challenge game stations in which apprentices would first teach guests (parents, school leaders,younger students, fellow classmates) how to complete a math problem (similar to ones that will be used

during the game), explain the rules of the game, and act as monitors as the game is played. Though a bituntraditional, this WOW! allows students to become math experts who teach back a subject in which they

at one time felt uncomfortable.


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3Learn new

skillsModel

Planning a Park

Brainstorming

Apprentices will reviewbasic math skills

Apprentices will apply the

concepts of area,

perimeter and

circumference Apprentices will help


New Basic Skills:

Teamwork

MA Curriculum

Frameworks

Number ScatterGame

Planning a Park

Brainstorm Activity

Math Review

Activity Math War

4

Produce

Scaffold

Applying

Measuring

Concepts

Apprentices will applymeasurement concepts

Apprentices will review

basic math skills

Apprentices will be able

to build on other

apprentices ideas in

discussion andparticipation



New Basic Skills:

Teamwork

MA Curriculum

Frameworks

5.M.1

5.M.3

Review ofMeasurement

Concepts

Measuring at thePark

5

ProduceScaffold

Calculation &

Math Review

Games

Apprentices will reviewbasic math skills

Apprentices will apply

area and circumferenceformulas to apply to

park/playground creation



New Basic Skills:

Teamwork

MA Curriculum

Frameworks

5.M.1

5.M.3

Calculations

Math Challenge

Game

Activity: Math War

6

PracticeScaffold

Drawing to

Scale &

Math Review

Games


measurement concepts


basic math skills


team members achieve

goals and solve problems

Apprentices will be ableto build on other

apprentices ideas indiscussion and

participation

New Basic Skills:

Teamwork

MA Curriculum

Frameworks

5.M.1

5.M.3

Around the World

Game

Park Brainstorm

Activity

Beginning to Work

with Scale

Connect Four Math

Review

7PracticeCoach

Creating thePark &

Practicing Oral


measurement concepts


New Basic Skills:

Teamwork

Oral

Number Scatter

Working on Park

Diagrams

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Communication

basic math skills

Apprentices will be able

to build on other

apprentices ideas in

discussion and

participation Apprentices will help


Apprentices will apply the

concept of scale in thecreation of their park

diagrams

CommunicationMA Curriculum

Frameworks

5.M.1

5.M.3

OralCommunication

Practice

Review Game

Brainstorm/Practice

8

PracticeCoach

Preparing for

WOW!

Apprentices will applymeasurement concepts


basic math skills Apprentices will apply the

concept of scale in the

creation of their parkdiagrams

Apprentices will develop

their writing and editingskills.

New Basic Skills:

Teamwork

Oral

Communication Written

CommunicationMA Curriculum

Frameworks

5.M.1

5.M.3

Number Scatter

Finishing the Park

Diagrams

Planning a ParkWrite-Up and Peer

Editing Activity

OralCommunication

Practice Activity

9Practice

Fade

Post Test

Apprentices willdemonstrate what they

have learned over the

course of theapprenticeship

New Basic Skills:

Teamwork

Oral

Communication

Activity: Post Test

Activity: Practice

Diagram

Presentations

Activity: PracticeMath Challenge

Games

10

PerformFade

WOW! WOW! WOW! WOW!

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Name of the Apprenticeship: Math All-Stars

Lesson Number and Title: Lesson One - Introduction and Pretest

Citizen Teacher:

New Basic Skills:

1. Teamwork Content Objectives:

1. Apprentices will identify course goals and procedures

2. Apprentices will identify personal areas of success andimprovement

3. Apprentices will help team members achieve goalsand solve problems

Agenda based on the lesson plan. Post in the room for the students to see.

1. Introduction/Review Agenda2. Set Context: What is Math All-Stars?3. Activity: Number Scatter Game4. Activity: What Are Your Goals?

5. Activity: Where are you at?

6. Teach Back 7. Clean up

10 Minutes05 Minutes05 Minutes15 Minutes

45 Minutes

05 Minutes05 Minutes

Initial Preparation and Space Set up:

Clear a large space in the class (enough so apprentices can run without hurting themselves)

Place cards randomly around the floor with their numbers facing up

Post Agenda

Introduction/ Review of Agenda Time: 10 Minutes

Procedure:

1. Getting to Know Each Other

Getting to know the Citizen Teacher-o The Citizen Teacher should introduce herself/himself

Where are you from? Where do you work?o Tell the apprentices why you are so excited about the apprenticeship

o

What about your background brought you to choose to participate in this apprenticeshipo Why do you think it is so important be a Math All-Star

o What is the apprenticeship all about? What can apprenticeships expect

2. Review Agenda

Set the Context Time: 5 Minutes

1. What is Math All-Stars?

Commitment to improve your math skills

Write the equation on the board: Math Fun + Math Practice = Better Math Grades!

Explain the most improved player award which will be presented at the WOW! celebration2. Write the word calculate on the board

3. Review the vocabulary word for the day: Calculate-to find an answer

4. Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition intotheir notebooks

Activity 1: Number Scatter Game Time: 5 MinutesMaterials Needed:

Numbered index cards 1-100

Space Set Up for Activity 1:

Cleared space for game completionTeam Leader Support Needed for Activity 1:

Procedure:

1. Divide students into two teams2. Explain the game:

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When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (thisnumber changes each round)

After that person has run back over the line the next person goes and finds a card with another number that is a

multiple of ___

This will continue until 3 minutes is up

At the end of five minutes we will go through and see how many cards each team has gathered

Remember the cards, must be multiples of __ or the cards dont count

Any questions?3. Have students complete the game and review the cards

4. Time permitting, repeat the game with using a different number5. Brainstorm/Discussion

What about this game was like a test? (stress, pressure time constraint)

Activity 2: What are your goals? Time: 15 Minutes

Materials Needed For Activity 2:

Goal Sheets

Small strips of paperSpace Set Up for Activity 2:

Rows or Groups of DesksTeam Leader Support Needed for Activity 2:

Procedure:

1. Pass out individual goals sheets

2. Read directions as a class

3. Ask for volunteers to share a personal goal4. Pass out small strips of paper

5. Ask apprentices to write down 3 expectations that the group should work towards6. Ask for a volunteer to write on the board

7. Develop a Group Expectation Poster by reading the expectations aloud8. Debrief asking if there are any that were missed9. Create a team contract by linking the small pieces of paper into a chain to be hung in the classroom

Activity 3: Pre-Test: Where are you at? Time: 45 Minutes


Pre-testsSpace Set Up for Activity 3:

Rows of DesksTeam Leader Support Needed for Activity 3:

Procedure:

1. Make sure to explain that the pre-test is simply a way to figure out where you are at, apprentices shouldnt feel pressureabout doing well, but should relax and do their best

2. Pass out Pre-test3. Walk around as students complete to answer clarifying questions

Closing & Teach Back Time: 5 Minutes

Procedure:

1. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today

2. Ask apprentices to write any questions they have as you move forward3. Preview next weeks lesson plan

4. Recognize individual students who have contributed above and beyond the expectations5. Ask students to rate the day using the Fist of Five method6. Allow several students (high and low ratings) to share their reasons

Clean Up Time: 5 Minutes

The following roles will be designated to different students to build team accountability. Roles will rotate each week.

Visual Captain- Cleans up Visuals

Desk Arranger Captain- Moves Desks Back

Floor Captain- Checks the floor for extraneous pieces of paper

Notebook Captain- Collects notebooks and gives them to the TL or CT

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Lesson Number and Title: Lesson 2 - Working to Improve

Citizen Teacher:

New Basic Skills:

2. Teamwork Content Objectives:

4. Apprentices will identify strategies to solve basic math

problems (addition, subtraction, multiplication anddivision)

5. Apprentices will help team members achieve goals andsolve problems


8. Opening Ritual: Number Scatter Game9. Review Agenda and Set Context10. Activity: Number Relays11. Activity: Around the World

12. Teach Back13. Clean up






Post Agenda

Opening Ritual : Number Scatter Game

(It should be tied to the focus of your Apprenticeship and this session if possible)Time: 10 Minutes

Procedure:6. Divide students into two teams7. Explain the game:


After that person has run back over the line, the next person goes and finds a card with another number that is a

multiple of ____

This will continue until 3 minutes is up.

At the end of five minutes we will go through and see how many cards each team has gathered.

Remember the cards, must be multiples of ____ or the cards dont count.



What about this game was like a test? (stress, pressure, time constraint)Set the Context and Review Agenda Time: 10 Minutes

Set Context:

1. Ask:

Does anyone play a sport or an instrument?

What do you do to be successful at that?

What keeps you wanting to do it?

When you are good at things are you more likely to want to do it?

2. Explain that a great part of the Math All-Star apprenticeship is that every week is a chance to practice to improve their

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math skills3. Write the words sum and difference on the board4. Review the vocabulary words for the day:

Sum-The answer in an addition problem

Difference: The answer in a subtraction problem


Review Agenda:

6. Review the timeline and agenda topics for the day

Activity 1: Problem Relays Time: 35 Minutes


Math Problems for problem relaysSpace Set Up for Activity 1:

Space around the chalkboard and desks to sit inTeam Leader Support Needed for Activity 1:

TL and CT should split so that one adult is with a small amount of students (if there are four total groups- the TL isresponsible for 2 of the groups)

Procedure:

1. Divide students into groups of three or four2. Give each group a list of questions (that were incorrectly answered on the pre-test)

3. Provide each group with a section of the board4. Explain the Problem Relays Game

One group member begins by writing the problem on the board

The second group member does the first step of the problem and then tags their teammate to complete the next step.

Continue in this way until the problem is solved.

5. When the problem is done the TL or CT should walk through the problem suggesting different ideas when applicable

6. Apprentices should copy the problem including the steps into their notebook7. Repeat steps 406 until all of the questions are answered or time expires

Activity 2: Around the World Game Time: 20 Minutes



Circle of desks/chairs

Team Leader Support Needed for Activity 2:

Procedure:

1. Ask students to sit around a table or in a circle

2. One student begins by standing behind another students seat3. Write a math problem on the board

4. The first student in the pair to call out the answer will move on to stand behind the next students seat5. The game is over when one student makes it all the way around the world and back to his/her seat


Procedure:





The following roles will be designated to different students to build team accountability Roles will rotate each week.





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Lesson Number and Title: Lesson 3 - Planning a Park Overview

Citizen Teacher:

New Basic Skills:

3. Teamwork

Curriculum Frameworks:

1. 5.M.1 Apply the concepts of perimeter and area to thesolution of problems involving triangles andrectangles. Apply formulas where appropriate

2. 5.M.3 Solve problems involving simple unitconversions within a system of measurement

Content Objectives:

6. Apprentices will review basic math skills

7. Apprentices will apply the concepts of area, perimeterand circumference



14. Opening Ritual: Number Scatter Game15. Review Agenda and Set Context:

16. Activity: Planning a Park

17. Activity: Review Activity18. Activity: Math War19. Teach Back:

20. Clean up:


15 Minutes

15 Minutes20 Minutes05 Minutes

05 Minutes




Post Agenda


(It should be tied to the focus of your Apprenticeship and this session if possible)

Time: 10 Minutes

Procedure:

Procedure:

11. Divide students into two teams

12. Explain the game:



multiple of ____





14. Time permitting, repeat the game with using a different number.

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15. Brainstorm/Discussion

How can this game help you in your regular math class? Has anyone started feeling like their math skills are gettingeven stronger?

Set the Context and Review Agenda Time: 10 Minutes

Set Context:

One way math is used in real life is when playgrounds and parks are built

Ask:How does math relate to playground and parks planning?

Write the words product and quotient on the board

Review the vocabulary words for the day:

Product- the answer in a multiplication problem; i.e. the produce of 8 and 2 is 16

Quotient- the answer in a division problem; i.e. when you divide 16 by 2 the quotient is 8

Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition into

their notebooksReview Agenda:

Review timeline and agenda points

Activity 1: Planning a Park Time: 15 Minutes


Magazines of parks for reference

Paper

Notebooks Pen/Pencil


Desks in Pairs of TwoTeam Leader Support Needed for Activity 1:

Procedure:

1. Divide group into pairs2. Move seats so that each pair is sitting with their partner

3. Inform the apprentices that their project over the next few weeks is to plan their ideal park/playground4. Ask apprentices to with their to answer the following questions (that should be written on the board)

5. What objects do you want in your park (i.e. slides, flower beds, trees etc)

6. Explain that all parks are going to be the same size 100 yds x 75 yds7. As a class figure out:

How many feet are in a yard? 3 ftWhat is the total area of the park? 7500 sq yds

8. If available-You may want to use the size of the back of the school as a reference point, that way you can have studentsliterally measure the perimeter, area and circumference of the space

Activity 2: Review Terms or Measure Outdoors Time: 20 Minutes


Area, Perimeter, Objects

Paper

Notebooks

Tape Measures

RulersSpace Set Up for Activity 2:

No additional space set up requiredTeam Leader Support Needed for Activity 2:

Procedure:

1. Review the concepts of perimeter, circumference and area2. Using various objects (suggestions, picture frames, boxes, things in the classroom) as a class physically measure and

calculate the perimeter, circumference and area of objects (see below for ideas)

Have students cut out a square, 25 cm. X 25 cm. and find the perimeter of the square. Have them cut anothersquare, 10 cm. X 10 cm. from the top right corner of the first square. Have them find the perimeter of the newshape formed when the smaller square is removed. Ask the students to cut out other squares of their choice andcut from the top right corner, squares of different sizes. Have them find the perimeter. Ask students to list anyobservations that they see. Note that the loss of the area as the square removed does not affect the perimeter. This

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should point out that perimeter is not related to the area of the figure.Students use string, cloth tape and/or a trundle wheel to measure the circumference of various circles (cup, can, barrels, jump circle

in gym etc.). They also record the diameter of the circles. This information can be recorded in a chart which when brought

back to the class can be shared using a chart on the board. Students are asked to determine the relationship between the twoto gain an understanding of the value of pi and it role in the formula for the circumference of a circle.

Students cut circles out of paper. (Encourage students to use circles with diameters which are whole

numbers....this will make the connection between diameter and area more easily observed.) They then cut the

circles in half by cutting along the diameter. Each half is then cut into small slices running from the circles centerto the outside edge. When finished the edges of the circle are laid side by side and measured to arrive at anapproximation of the circumference.

3. Discuss:How does this activity relate to your planning of your park?Activity 3: Math War Time: 20 Minutes


Deck of cards (with the face cards taken out)Space Set Up for Activity 3:

2 desks should be set up facing each other with space behind to form lines (making a table consisting of two desks so thatthe first apprentice can sit and face the opposing team)


Procedure:

1. Divide group into 2 teams

2. Have each group make a line behind a desk3. Ask the first person in each line to sit in the desk which has half of a deck of cards face down on it

4. When you say go

5. Each student flips a card over and the first one to multiply the numbers (you can modify this game and have the childrensubtract or divide the numbers instead), together wins those cards for their team

6. The next group member sits and completes the process7. Whatever team with the most cards at the end of the time wins


Procedure:










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Lesson Number and Title: Lesson 4 - Applying Measurement Concepts, Measuring at the Park

Citizen Teacher:

New Basic Skills:

4. Teamwork Curriculum Frameworks:

Math:



Content Objectives:

9. Apprentices will apply measurement concepts

10. Apprentices will review basic math skills11. Apprentices will be able to build on other apprentices

ideas in discussion and participation



21. Opening Ritual:22. Review Agenda and Set Context:23. Activity: Review of Measurement Concepts24. Activity: Measuring at the Park

25. Closing &Teach Back:26. Clean up:






Post Agenda

Opening Ritual :


Procedure:

Procedure:

16. Divide students into two teams17. Explain the game:


After that person has run back over the line, the next person goes and finds a card with another number that is amultiple of ____

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Has anyone started feeling like their math skills are getting even stronger?


Set Context:

Write the words area and perimeter on the board


Area: the number of square units that cover a figure (in a rectangle length x width).

Perimeter: the distance around an object to find, add the measurements of all the sides

Review Agenda:


Activity 1: Review of Measurement Concepts Time: 15 Minutes


Measuring shapes

Rulers

Pencil

Notebooks

Calculation Sheets

Measurement Strings (25 feet of string for each pair)Space Set Up for Activity 1:

No additional space set up neededTeam Leader Support Needed for Activity 1:

Procedure:

1. Ask opening questions:

When do we use the measurement of area?

When do we use the measurement of perimeter?

How would we determine the area of the room?

2. Pass out different cut outs of shapes3. Have students practice finding the perimeter and area.4. Walk around and make sure to be available to answer questions

5. Ask the following wrap up questions to ensure that students understand the concept

You want to tile your kitchen floor. Which measurement do you use?

You want to fence in your garden. Which measurement do you use?

6. Explain: Today we are going to go to the park to help get ideas for our parks. When we are there we are going to measureobjects that we may want to have in our park.

7. To find the size of the object what type of measurements do we have to make8. Review behavioral expectations9. Pass out calculation sheets

10. Pass out 25 feet of string (this way you dont need measuring tapes) (1 per group)11. Leave for the park

Activity 2: Measuring at the Park**Note- If a Park is not readily available using the school yard is a very viable option**

Time: 45 Minutes


See above for measuring toolsSpace Set Up for Activity 2:


Procedure:

1. When apprentices arrive at the park, measure an object together (ideas: garbage can, sandbox etc- Note- you will need to

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change the calculation sheet depending on what you want to measure)

2. Each student will have 25 feet of string to measure objects. They will measure the objects length, width, and diameter andlay the string down on the measuring tape to find out each measurement.

3. Instruct students to leave the area and circumference questions blank on their calculation sheets (they will be figuring those

answers out next week)4. Walk back to the School


Procedure:

19. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today20. Ask apprentices to write any questions they have as you move forward21. Preview next weeks lesson plan

22. Recognize individual students who have contributed above and beyond the expectations23. Ask students to rate the day using the Fist of Five method

24. Allow several students (high and low ratings) to share their reasons





Material Collector Captain- Collects strings and shapes



Group Member Names:__________________________________________________

PLANNING A PARKCALCULATIONS WORKSHEET

1. Object** Measured with the Class**

Length: ______________Width: ______________Diameter: ______________

Circumference: ______________ Area: ______________

2. Object: Bench



3. Object: Garbage Bin



4. Object Name: ______________________



5. Object Name: ______________________

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6. Object Name: ______________________



7. Object Name: ______________________




Lesson Number and Title: Lesson 5 - Calculation and Math Review Games

Citizen Teacher:

New Basic Skills:5. Teamwork

Content Objectives:13. Apprentices will review basic math skills

14. Apprentices will apply area and circumferenceformulas to apply to park/playground creation


27. Opening Ritual: Number Scatter Game

28. Review Agenda and Set Context:29. Activity: Calculations

30. Activity: Math Challenge Game31. Activity: Math War

32. Teach Back:33. Clean up:

10 Minutes







Post Agenda



Procedure:



When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (this

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number changes each round)





Any questions?

23. Have students complete the game and review the cards


What other ideas besides multiples could we put on the cards? What about addition?


Set Context:

Write the words diameter and circumference on the board


Diameter- is a line segment that passes through the center of a circle and has its endpoints on the circle.

Circumference- The distance from one edge of the circle to the opposite end through the center

Make sure to draw examples on the board or to point out the example using a circle that is in the room .

Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition intotheir notebooks

Brainstorm: What are some reasons that some kids dont like math? (Its hard, its boring etc)

Explain: Well for our WOW! we can do something to change that idea

Ask:How do you think we could do that? (Let kids brainstorm, but try to guide them to the idea that games are fun)

So today we are going to play some games that we can teach at our WOW! Showcase!

Before we start a new game though lets continue our park calculations

Ask: Who remembers what we did last week?

Review Agenda:


Activity 1: Park Calculations Time: 15 Minutes


Calculation Sheets from last weekSpace Set Up for Activity 1:


Procedure:

1. Ask for volunteers to write on the board2. Walk through the calculation of area and circumference (where applicable)

3. If there are not enough calculations from the park use objects in the room4. Relate back to the park project: Why is it important that we know how to calculate area and circumference when planning

a park?

Activity 2: Math Challenge Game Time: 15 Minutes


Index cards with math problems (target the skills that the students need to develop (for example, addition of two digit

numbers, simple word problems, long division, percents, averages etc) Number cards 1-(however many apprentices)

Answer key

Math PaperSpace Set Up for Activity 2:

Small circles of desksTeam Leader Support Needed for Activity 2:

Procedure:

1. Arrange students into groups of three to six -- each group should have the same number of students2. Have each student fold a sheet of math paper into squares and number the squares from 1 to __ (the number of students in

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the class)3. Ask students to number the squares4. Arrange students' desks into small circles and place one math problem face down on each desk


At the signal, you will turn over the card in front of you, copy the problem in the appropriately numbered square on

their paper, and solve the problem

When you finish solving a problem, flip your card back into the facedown position, put down the pencil, and wait

until all members of the group have solved their problems

When the last student in the group solves his/her problem, the students stand up, rotate clockwise to the next desk,

and repeat the process

The game continues until all people in your group have solved all their group's problems

Students who finish early can use the time to check their work

Whatever group finishes first wins, IF all answers are correct

The game is not necessarily over when one group finishes. The other groups still have a chance to win the game if

any student in the groups that finished first recorded a wrong answer. (Speed counts, but accuracy is more

important.) The group that finishes last could be the winning group if somebody in each of the other groups solveda problem incorrectly. If no group correctly solves all their problems, the group with the fewest errors wins.

6. When students have pencils and math paper ready, indicate the start of the game by calling out "Go!"Hint: The active movement of this game is part of the fun. If the game starts to get out of hand, make it a silent game. If a team

member talks, disqualify that person and count all his/her answers as incorrect answers when counting each team's errors.

Activity 3: Math War Time: 25 MinutesMaterials Needed For Activity 3:

Deck of cards (with the face cards taken out)Space Set Up for Activity 3:

2 desks should be set up facing each other with space behind to form lines (making a table consisting of two desks so that

the first apprentice can sit and face the opposing team)Team Leader Support Needed for Activity 3:

Procedure:

8. Divide group into 2 teams9. Have each group make a line behind a desk

10. Ask the first person in each line to sit in the desk which has half of a deck of cards face down on it11. When you say go

12. Each student flips a card over and the first one to multiply the numbers (you can modify this game and have the childrensubtract or divide the numbers instead), together wins those cards for their team

13. The next group member sits and completes the process

14. Whatever team with the most cards at the end of the time winsClosing & Teach Back Time: 10 Minutes

Procedure:









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Possible Math Questions to Use in Games

Multiply:

72 x 4 = 28855 x 21 = 1155

187 x 11 = 20577.84 x 3.4 = 26.656

19.3 x 5.1 = 98.4361.8 x 3.7 = 228.66

Find the Area:area of a circle = pi * radius^2Circle with Diameter of:

10 78.5

18 254.34

7 38.465

25 490.625

Rectangle with side lengths of:

7,19 133

11, 21 231

5.6, 9 50.4

8.3, 4

33.216.5, 9.5 156.75

23.7, 12.6 298.62

Convert feet to inches:

16 192

53 636

17.5 210

23.2 278.4

Convert inches to feet:

144 12

228 19

90 7.5

110 2/5

9.2

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Lesson Number and Title: Lesson 6 - Drawing to Scale

Citizen Teacher:

New Basic Skills:

6. Teamwork Curriculum Frameworks:

Math:



Content Objectives:

15. Apprentices will apply measurement concepts16. Apprentices will review basic math skills17. Apprentices will help team members achieve goals and

solve problems18. Apprentices will be able to build on other apprentices

ideas in discussion and participation


34. Opening Ritual: Around the World Game35. Review Agenda and Set Context:36. Activity: Park Brainstorm Activity

37. Activity: Beginning to Work with Scale38. Activity: Connect Four Math Review39. Teach Back:40. Clean up:

10 Minutes10 Minutes20 Minutes



Circle of desks/chairs

Post Agenda

Opening Ritual :


Time: 10 Minutes

Procedure:

1. Ask students to sit around a table or in a circle

2. One student begins by standing behind another students seat3. Write a math problem on the board (or place the problem in front of the two)\4. The first student in the pair to call out the answer will move on to stand behind the next students seat5. The game is over when one student makes it all the way around the world and back to his/her seat


Set Context:

7. Explain:In addition to showing our friends and family how fun math games can be, we also are going to display our

park/playground creations.8. Lets review what we have done so far in the creation of our model.

9. Write the words sum and difference on the board10. Review the vocabulary words for the day:

Scale drawing: A drawing that shows a real object smaller than (a reduction) or larger than (an enlargement) of the

real object

Ratio: A pair of numbers that compares different types of units

EXAMPLE 1:SCALE 1 CM : 2 M

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Example 2:


12. Pass around pictures of the examples

13. Ask: Why is understanding scales and ratios important in the creation of our playground models?Review Agenda:


Activity 1: Park Brainstorm Activity Time: 20 MinutesMaterials Needed For Activity 1:

Notebooks

Chart Paper

Pens/MarkersSpace Set Up for Activity 1:

No additional set up requiredTeam Leader Support Needed for Activity 1:

Procedure:

1. Ask: What 5-8 things do we think should go in your park? Lets brainstorm together a list of possible options.2. Remember in order for your park to be successful things cant be overcrowded.

3. If you dont know the exact measurement for an object, what do you have to do? *Estimate*4. How can you make educated estimates?

5. When the 5-8 things are agreed on guide the class to determine the area of the objects6. Inform students that when they are making their parks they must include 5 objects off the list7. Ask students to complete the first three columns Park Objects Worksheet listing the final objects in their park along with

the objects perimeter and area

Activity 2: Scale Activity Time: 20 Minutes


Grid Paper

Pen/PencilsSpace Set Up for Activity 2:


Procedure:

1. Review scale-A scale drawing is a drawing that represents a real object the scale of the drawing is the ratio of the size ofthe drawing to the actual size of the object.Architects and park planners are examples of people who use scale drawings in

their jobs.

2. Ask: Why is this important concept for park planners such as us? What they have to do is represent a length by a muchsmaller figure in order to put a on paper

3. Write the following example on the board:

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Example:

The length of the park is 100 yards and its width is 75 yards. If 1 inch represents 25 yards, what would be thedimensions of the stadium drawn on a sheet of paper?

Solution:

You can take an intuitive approach to this problem:

100 yards by 75 yards100 yards = 4 inches (HINT: 100 / 25)

75 yards = 3 inches (HINT: 75 / 25)Therefore, the dimensions would be 4 inches by 3 inches.

Or you can establish a proportion:

(Notice that the inches are all on the top and the yards are all on the bottomfor this solution. Other combinations are possible.)

Length:

25x = 100x = 4 inches

Width:

25y = 75y = 3 inches

4. Next week when we begin creating our parks this will be an important concept in the creation of their park.

5. Hand out grid paper

6. Students will decide how to scale their drawings7. Ask students to look at grid paper to see what a reasonable scale is8. Ask students to work to complete the last column of the park objects worksheet9. Walk around and make sure to help with questions

Activity 3: Game: Math Review Connect Four (with and without decimals) Time: 10 MinutesMaterials Needed For Activity 3:

Connect four boardSpace Set Up for Activity 3:


Procedure:

1. Divide students into two teams2. Explain the Rules:

Teams will alternate solving a math review problem

Each person will have a turn to solve a problem

If your teammate answers the problem correctly then you will be able to fill in one of the circles on the connect 4

board If your team gets it wrong the turn goes to the other team

The first team to connect 4 spaces wins


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Procedure:



36. Allow several students (high and low ratings) to share their reasonsClean Up Time: 5 Minutes






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SCALE AND RATIO EXAMPLES

Scale drawing: A drawing that shows a real object smaller than (a reduction) or larger than (anenlargement) of the real object.

Ratio: A pair of numbers that compares different types of units.

EXAMPLE 1:SCALE 1 CM : 2 M

Example 2:

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Name___________________________________________________________________

Park Objects Worksheet

Directions:1. In the area below list the objects that your group has decided to place in your park.

2. Calculate the perimeter and area of each object (when measurements are not available, estimate the size and

ask an adult to check your estimates).

` Perimeter

(All sides added together)

Show your work!

Area

(Height x Length=Area)

Show your work!

Scaled Size

(How big will the shapebe on your layout?)

1.

2.

3.

4.

5.

6.

7.

8.

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Lesson Number and Title: Lesson 7 - Creating the Park

Citizen Teacher:

New Basic Skills:

7. Teamwork

8. Oral CommunicationCurriculum Frameworks:

Math:


6. 5.M.3 Solve problems involving simple unit

conversions within a system of measurement

Content Objectives:

1. Apprentices will apply measurement concepts

2. Apprentices will review basic math skills3. Apprentices will be able to build on other apprentices

ideas in discussion and participation4. Apprentices will help team members achieve goals and

solve problems5. Apprentices will apply the concept of scale in the

creation of their park diagrams


41. Opening Ritual: Number Scatter42. Review Agenda and Set Context:

43. Activity: Working on Park Diagrams44. Activity: Oral Communication Practice45. Activity: Review Game Brainstorm/Practice46. Teach Back:47. Clean up:


30 Minutes20 Minutes15 Minutes10 Minutes05 Minutes




Post Agenda

Opening Ritual : Number Scatter Game Revised


Procedure:








Any questions?

28. Have students complete the game and review the cards


Who is beginning to feel confident about their multiplication skills?


Set Context: Review past vocabulary

Today we will begin creating our park layouts

Review concept of scale drawing

Review Agenda:


Activity 1: Creating the Park Time: 30 Minutes


Scissors

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Construction Paper

Art supplies

Grid PaperSpace Set Up for Activity 1:

Tables of desksTeam Leader Support Needed for Activity 1:

Procedure:1. Students will divide into their working groups/pairs and begin working on their park objects.

2. Students will use their worksheet from last week to create objects to scale

3. Students will cut out their objects and begin laying them out on their grid paper4. Remind students that quality counts! These parks will be displayed at the WOW!

Activity 2: Oral Communication Practice Time: 20 Minutes


Practice Math ProblemsSpace Set Up for Activity 2:


Procedure:

1. Remind apprentices that one of the aspects to their WOW! will be math challenge/game stations

2. In these math challenge/game stations students will explain the apprentices would first teach guests (parents, youngerstudents, other kids) how to complete a math problem (like one that will be used during the game), explain the rules of thegame and act as monitors as the game is played

3. In order to explain the game well apprentices need to not only have great math skills, but have great communication skills.4. Discuss and Practice oral communication skills by having students explain simple things to the group (Examples: Give

directions to the cafeteria, Talk about your favorite teacher, Talk about your favorite sportetc) Stay away from math atfirst to practice oral communication

5. Eventually ask students to volunteer to explain a math problem to the class (use Basic math problems to build confidence!)

Activity 3: Math Review Game Time: 15 Minutes


No additional materials neededSpace Set Up for Activity 3:


Procedure:

1. Brainstorm game ideas for the WOW!

2. Apprentices may want to make up one of their own games3. If so brainstorm directions and ideas if not, practice other math game


Procedure:



42. Allow several students (high and low ratings) to share their reasonsClean Up Time: 5 Minutes






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Lesson Number and Title: Lesson 8 - Finishing the Park

Citizen Teacher:

New Basic Skills:

9. Teamwork 10. Oral Communication11. Written Communication

Curriculum Frameworks:

Math:

7. 5.M.1 Apply the concepts of perimeter and area to thesolution of problems involving triangles and

rectangles. Apply formulas where appropriate8. 5.M.3 Solve problems involving simple unit

conversions within a system of measurement

Content Objectives:

6. Apprentices will apply measurement concepts7. Apprentices will review basic math skills8. Apprentices will apply the concept of scale in the

creation of their park diagrams

9. Apprentices will develop their writing and editingskills.


48. Opening Ritual: Number Scatter

49. Review Agenda and Set Context:50. Activity: Finishing the Park Diagrams

51. Activity: Planning a Park Write-Up52. Activity: Oral Communication Practice


10 Minutes






Place cards randomly around the floor with their numbers facing up.

Post Agenda

Opening Ritual : Number Scatter Game Revised


Procedure:





multiple of ____






Who is beginning to feel confident about their addition skills?


Set Context:

Write the words body language and estimate on the board


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Body language - the gestures, poses, movements, and expressions that a person uses to communicate. Sometimes

called nonverbal communication

Estimate- an answer that is not exact but close; tells about how much or about how many, i.e. there are about 25

students in each class.

Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition into

their notebooks

Today we will finish our park layouts Review concept of scale drawing

Review Agenda:


Activity 1: Creating the Park Time: 20 Minutes


Scissors

Construction Paper

Art supplies

Grid PaperSpace Set Up for Activity 1:

Tables of desksTeam Leader Support Needed for Activity 1:

Procedure:

a. Students will divide into their working groups/pairs and continue working on their park objects.

b. Students will use their worksheet from two weeks before to create objects to scalec. Students will cut out their objects and begin laying them out on their grid paperd. Remind students that quality counts! These parks will be displayed at the WOW!

Activity 2: Creating a Park Writing Activity Time: 25 Minutes


Planning a Park Question Sheets

Planning a Park Question Sheets (on poster board or construction paper)

Peer Edit Sheets



Procedure:

1. When students are done with their park design, ask students to complete the Creating a Park writing activity

2. Remind students of the importance of using the writing skills they learned in ELA including proper grammarusage and punctuation

3. When each pair is done with their park layout and write up have each pair switch their writing with the groupnext to them to peer edit using the peer editing instructions

4. When peer edited ask students to create a poster to be hung next to their park layout to describe the process of thepark creation to guests at the WOW!

Activity 3: Brainstorm and Presentation Practice Time: 20 Minutes


Dependent on the game pickedSpace Set Up for Activity 3:

No additional set up requiredTeam Leader Support Needed for Activity 3:

Procedure:

4. Vote on the 2-3 Math Challenge stations that you will be running at the WOW!

5. Remind apprentices that one of the aspects to their WOW! will be math challenge/game stations

6. In these math challenge/game stations students will explain the apprentices would first teach guests (parents, youngerstudents, other kids) how to complete a math problem (like one that will be used during the game), explain the rules of the

game and act as monitors as the game is played7. In order to explain the game well apprentices need to not only have great math skills, but have great communication skills.

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8. Discuss and Practice oral communication skills by having students explain simple things to the group (Examples: Givedirections to the cafeteria, Talk about your favorite teacher, Talk about your favorite sportetc) Stay away from math atfirst to practice oral communication

9. Eventually ask students to volunteer to explain a math problem to the class (use Basic math problems to build confidence!)10. Review game instructions and practice

11. Assign lead roles (in charge of explaining directions) and math support roles (in charge of helping guests with the math) inthe math challenge stations


Procedure:








Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT

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Planning a Park Write-Up

1. What objects did you decide to place in your park?

2. Why do you think these were the most important objects to put in a park?

3. What steps did you take in creating your park (be specific).

4. What is the best part of your park? Why?

5. What was your favorite part of planning the park? Why?

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Name____________________________________________________

Self-Editing Checklist

Directions: Use this list to check your paper carefully.

Task Completed

Each sentence ends with proper punctuation.

Commas and quotation marks are used correctly.

The title has capital letters where needed.

I double-checked for correct spelling.

Proper nouns are capitalized.

I read the sentences for meaning.

I checked the paper for complete sentences.

I reread the paper carefully for all errors.

All sentences start with a capital letter.

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Name__________________________________________________________________

Editors Checklist

Directions: Use this list to check your fellow apprentices paper carefully.

___ I read the work for meaning. It makes sense.

___ I checked the work for clear and complete sentences.___ I checked the spelling using the spell check tool on the computer.___ I read the work for correct word usage that the computer spell checker wontcatch (to, too, two, theyre, their, etc.).

___ The first world in all sentences starts with a capital letter.___Proper nouns that name a specific person, place, or thing have beencapitalized.

___The title has capital letters where needed.

___Each sentence ends with a punctuation mark.___ Commas are used in any series of three or more things (apples, oranges,and pears).

___ Commas connect the parts of compound sentences.

___I reread the document carefully for all errors.

Editors Comments:

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Lesson Number and Title: Lesson 9 - Preparing for WOW!

Citizen Teacher:

New Basic Skills:12. Teamwork

13. Oral Communication

Content Objectives:19. Apprentices will demonstrate what they have learned

over the course of the apprenticeship

Opening Ritual:

55. Review Agenda and Set Context:56. Activity: Post Test57. Activity: Practice Diagram Presentations58. Activity: Practice Math Challenge Games


Optional




Dependent on games

Post Agenda

Opening Ritual :


Time: Optional

Procedure:

Due to the time constraints because of the post test you may want to not play a game


Set Context:

Today we will first measure what we learned during the apprenticeship and then practice for our WOW!

Review Agenda:


Activity 1: Post Test Time: 30 Minutes


Post TestSpace Set Up for Activity 1:

Test seats


Procedure:

1. Make sure to explain that the post-test is simply a way to figure out how far youve come, apprentices shouldntfeel pressure about doing well, but should relax and do their best

2. Pass out Post-test3. Walk around as students complete to answer clarifying questions

Activity 2: Practice Park Presentations Time: 15 Minutes


Park Diagrams and Final PostersSpace Set Up for Activity 2:

Space for apprentices to presentTeam Leader Support Needed for Activity 2:

Procedure:

1. Appoint apprentices to talk about their parks at the WOW!

2. Have those apprentices practice to the group3. Provide feedback

Activity 3: Practice Math Challenge/Games Time: 15 Minutes


Dependent on the games chosen

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Dependent on the games chosen


Procedure: (You may want to practice in small groups)

1. Remind students of their roles at the WOW! (Math leaders explain directions to the group, math leaders demonstrate a

practice problem to the group, monitors monitor the groups as they play the games)

2. Practice and play gamesClosing & Teach Back Time: 10 Minutes

Procedure:

49. Ask students to rate the day using the Fist of Five method50. Allow several students (high and low ratings) to share their reasons

51. Pass out individual Shout Out cards, with notes written for each student, from the Citizen Teacher and/or Team Leader

52. Then ask for several volunteers to give Shout Outs to other students in the class







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Name ___________________________________________________________ Date _____________________

Math All-Stars Post-Test

Write your answers in the test booklet. Show your work!

Section 1: AdditionSolve the addition problems below. Use the space at the bottom of the page to show your work.

1. 816 + 593 =

2. 364 + 295 =

3. 144.82 + 97.06 =

4. 864.77 + 504.24 =

Show your work here.

Section 2: Subtraction

Solve the subtraction problems below. Use the space at the bottom of the page to show your work.

1. 339 282 =

2. 371 75 =

3. 73.26 - 55.44 =

4. 949.51 - 838.41 =


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Section 3:Multiplication

Solve the multiplication problems below. Use the space at the bottom of the page to show your work.

1. 47 x 42 =

2. 28 x 10 =

3. 73 x 7 =


Section 4: Division

Solve the division problems below. Use the space at the bottom of the page to show your work.

1. 160 16 =

2. 153 9 =

3. 165 11 =


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Section 5: Vocabulary

1. Draw a line between each word and its definition.

product the answer in division.

sum the answer in subtraction.

difference the answer in multiplication.

quotient the answer in addition.

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product the answer in division.

sum the number below the bar in a fraction.

difference the answer in multiplication.

quotient the number above the bar in a fraction.

numerator the answer in subtraction.

denominator the answer in addition.

estimate the gestures, poses, movements, and expressions

that a person uses to

body language communicate. Sometimes called nonverbal

communication an answer that is not exact but

close; tells about how much or about how many,i.e. there are about 25 students in each class.

graph a pair of numbers that compares different types of

units.

scale drawing a drawing that shows the relationship of two sets

of data.

ratio a drawing that shows a real object smaller than (a

reduction) or larger than (an enlargement) of the

real object.

perimeter the distance around something to find, add the

measurements of all the sides.

area the number of square units that cover a figure (in a

rectangle length x width).


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Section 6: Test-taking Skills

1. List two reasons why it is important to show your work on a test.

_________________________________________________________________

_________________________________________________________________

2. What does it mean to make an educated guess?

_________________________________________________________________

_________________________________________________________________

For questions #3 and #4 choose and circle one answer.

3. If you get stuck on a question or problem, the thing to do isa. Move on to a problem you can answer.

b. Look for clues to the answer you are stuck on in other problems.c. If you dont understand a question, ask your teacher to explain

d. None of the above.e. All of the above.

4. When you have finished with a problem or the test,

a. Check your answers.b. Ask yourself if each answer seems reasonable and/or makes sense.c. Check your units to be sure they are in the correct form.d. Make sure you filled in your answer sheet correctly.

e. All of the above.

Math AllStars

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