Using Active Learning to Reinforce Mathematics
Concepts:
Measurement, algebraic thinking, bar graphs
Sunshine State Standards: 
MA.3.S.7.1
MA.5.G.5.3
MA.6.A.2.1
MA.6.A.2.2
MA.6.S.6.1
Materials:
-
a recording sheet for each student on a clip board
-
1 crawling insect (no flyers) in glass jar with a lid
- race track (a race track
can be made by placing textbooks on the floor with a space between them
where the bug can run. Be sure to put a book at the beginning and end
of the track too.)
- meter sticks (at least 4
per group)
- 1 measuring tape per group
- 1 stop watch,
- outside running area
- math journals
- chart paper
- calculators (if necessary)
- pencils clip
- post-it notes
Student Arrangement:
Students should work in groups of 3 to 5.
Activity:
- An outline of the lesson is read to the class.
-
Class brainstorms jobs that are needed to successfully complete the lesson.
Ex. group captain, materials manager, measurers, timekeeper, runner, etc. -
Jobs are assigned by group captains
-
Students gather round bug track .
-
Students observe the bug and make verbal estimates of how long they think
the bug is in millimeters. -
The bug is measured by a student or teacher and the students record the
actual measurement on their recording sheets.
-
The students verbally estimate how many centimeters the bug can travel in 10 seconds.
-
The bug is released onto the track for its 10 seconds run (tapping along the bugs
path usually keeps the bug moving).
-
The bug is returned to the jar in the event that another attempt is necessary.
-
Each student records the distance the bug traveled on their recording sheet.
-
Next, students are sent to their math groups, where the assigned
runner will have his/her height measured in centimeters using the measuring tape. -
The activity now moves outside. The runner from each group runs for 10 seconds.
The group measures the distance using the meter sticks and records the
results on the recording sheets. -
Students return to the classroom and in their cooperative groups complete
the following: students check their recording sheets to make sure everyone
in the group has the same numbers recorded, using the formula on the
recording sheet the students determine who ran further in 10 seconds. The student
or the bug. -
Next, each group's results are recorded on a whole class chart and then
discussed. -
Math journals are now necessary for the students to reflect on the math tasks
they were given, the results of the task, and the process they used to
complete the task. -
Finally, each student evaluates the learning potential of the lesson and likes/
dislikes.
Evaluation:
Likes and dislikes, student recording sheets, journals, class discussions,
teacher observation.
Extension Lessons:
The students each run for 10 seconds, measure the distance, and record
the results. In cooperative groups the students find the mode, median,
mean, and range for the groups distance ran in 10 seconds.
The distances run by each student are collected and recorded on a whole
class chart. Cooperative groups develop a graph using the data. The
graph must include title, correctly labeled information, and at least
two statements.
|
Recording Sheet Name __________________ A = Bug Size D= Student Height G= Distance bug would travel if it were the same size as the student. Record your data
below: B= __________ B ÷ A = C E= _________ E ÷ D = F |