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Вы находитесь на странице: 1из 3

a) Learning Objectives

Understand Know Do

U1. The students will

understand that quantitative

data can be analyzed using

measures of central

tendency.

K1. The students will know

that mean is the average of

the numbers.

K2. Students will know that

median is the middle

number in a sorted list of

numbers.

K3. Students will know that

the mode is the number that

occurs most often.

D1. The students will be

able to calculate mean,

median, and mode based on

collected and show their

thought process.

b) Standards

a. Math SOL: 5.16- The student will: describe mean, median, and mode as

measures of central tendency; describe mean as fair share; find the mean,

median, mode, and range of a set of data; and describe the range of a set of

data as a measure of variation.

b. Science 5.1

i. The student will demonstrate an understanding of scientific

reasoning, logic, and the nature of science by planning and

conducting investigations in which

1. Data are collected, recorded, analyzed, and communicated

using proper graphical representations and metric

measurements;

c. 3.5 The student will recall multiplication facts

d. 3.17 The student will collect and organize data

e. 6.15 The student will

i. describe mean as a balance point

ii. decide which measure of center is appropriate for a given purpose

f. Process standards- Problem solving has been integrated throughout

the six content strands. The development of problem-solving skills

should be a major goal of the mathematics program at every grade

level. Instruction in the process of problem solving will need to be

integrated early and continuously into each students mathematics

education. Process standard

c) Strategies and mistakes

a. Strategies

i. Students will write their numbers in numerical order

ii. Students will put their cards in numerical order

iii. Students will make piles for how many they have of each card

(mode)

iv. Students will line their cards up numerically and then take

away cards from each end to find the median

v. Students will multiply in their head

vi. Students will multiply on paper

vii.

b. Mistakes

i. Students might multiply incorrectly

ii. Students might not multiply each card which gives skewed

data

iii. Students might not put their cards in numerical order

(median)

iv. Students might think the highest card is the mode

v. Student might average incorrectly

vi. Students might divide by the wrong number to get the mean

(they should be dividing by the number of cards they have)

d) Game revision

a. Source:

http://www.education.com/activity/article/Mean_Mode_fifth/

b. I chose this game, because it applied to the lesson I was already

teaching. I thought it would be nice to come up with a fun game that

would go along with the lessons I have already planned. I liked this

game, because it would be easy for students to understand and relate

to since most have played cards before. When students think of a card

game they usually think of it as being a game instead of math practice.

This will be a fun game, that still helps students practice math

concepts they are learning. This game can easily be played at home

with 2 or more players.

c. I found this game online, but I modified it to make it more

developmentally appropriate. Since these are 5

th

graders, I thought

they should be working with higher number than what is on regular

cards. That is why I added the multiplier card to the game. I also

made it so the person who had the most at the end of round 5 was the

winner instead of the first person to 21. I did this because I wasnt

exactly sure what the total points would look like since each round

there is a different multiplier card. I also made it so that the person

who had the highest points each round was the only person to receive

the points. In the original game everyone received their own points,

but I felt like that made the game less interactive and the students

didnt even need to discuss their results with their partner until the

end of the game. This change allows for students to have to talk to

other team members to see who got the highest score each round.

e) DOs and DONTS

a. This game reflects many of the Dos and Dont of effective math

practice. This game is enjoyable for students because it is a game that

is interactive and competition. This involves families because it can

be played at home with all family members. This does work on facts

over time because students could start of with smaller data sets and

then move to larger numbers or larger data sets. This is drilled in

short time segments because the game can be played quickly. It is

not too much information for one sitting.

b. This is NOT a lengthy timed test, but instead it is a short game to

practice skills. This does not use public comparison as mastery,

because students can work together to find what the answers is or

what the points are for each round.

f) Differentiation

a. There are many ways to differentiate this game based on readiness.

One of the ways to do this would be to not have the multiplier card, so

for students that have trouble working with larger numbers can still

have practice finding, mean, median, and mode. Another way would

be to only draw five cards so they are working with less data points.

Reflection

This assignment was very meaningful. As I was researching games, I realized

there are so many ideas out there to make basic fact practice fun and meaningful for

students. I realized that effective basic math practice doesnt necessarily need to be

memorization or worksheets, but it can be in the format of fun games individually or

in groups. I also realized that sending home fun activities gets the parents involved

in their homework. If parents are involved then they are more aware of what

students are learning which helps with student success. Games are an easy way to

get everyone in the family involved. This will affect my future classroom practices,

because I want to make it my goal to send weekly activities for parents to do with

their children. These can be quick 5-10 minute games, but this will be a way for

parents to be more involved in their childs learning. Im excited to make homework

fun for my students by sending home quick game ideas.

My SMART goal is to make math fun for students. This was great practice for

me to have material that might not always be fun for students, and make a game out

of it. This revealed to me that there are so many games out there that can be

selected or modified to make tings more fun for the students while still helping them

with math concepts they are trying to master.

My timeline reflection revealed that I have had good experiences with math,

because of my great teachers and I never struggled with math early on. This

assignment reflected this attitude, because I hope to be one of those teachers that

instill a love for math in all my students. I hope to do this by helping them realize

that math isnt always problems, worksheets, and tests; Instead, math can be in the

form of games or math can be all around us in nature. I hope to instill this love for

math by creating fun ways for them to practice their math skills, instead of the

typical worksheets.

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