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Each student will have a project journal in which they keep most of their
assignments. This will be kept in the
room and checked at the end of each week for and assignment check. It will be turned in for a final grade at
the end of the project. This will
account for 25% of the project grade.
Interest Checklist: Due on Day 1. At the beginning of the project "How
does math build a house?" I will pass out a list with the different
components we will be working on and the projects that each group will be involved
in. After each element I will have a checklist asking the students about
their interest, knowledge, and skill pertaining to each section. This will
give the students an overview of the project and help them to prepare for the
sections that they may have no knowledge or interest in and also make them
excited about the sections that they do.
This exercise will also help me to decide when I might want to spend more
time on a section then on others, if there is a high interest in one area I
might want to spend more time and make the section more challenging. However
if there is also low interest and knowledge in another, I might want to
search for an activity to inspire more interest in this area while hopefully
creating more knowledge. It might also be interesting to hand out the same
checklist at the end of the project as an assessment of how answers have
changed.
Project Prospectus: Due on Day 6. After each group is formed, they will be
given a several working days to decide which portion of the project they
would like to work on and then work as a group to come up with a project
prospectus, which will be an overview of their project and how they will
accomplish their goals.
Each group will be responsible for turning in one copy. Each member of the group must be
highlighted in which part of the project they will over see. This will hold
different group members accountable for overseeing the completion of each
section.
The Minute Paper: Due at the end of
each Monday. All of the students are going to be working in different
groups, each with their own set tasks. I think that having the students
quickly reflect on how they have been working toward their goals is a good
way to assess what they are getting from their project. It will highlight
where there may be problems or which teams may need more responsibility or
direction.
Categorizing Grid: Due at the end
of week three and six. Students
will be given a list of the different component of their project and then a
list of the different mathematical skills that will be used to complete them.
They will then use a categorizing grid
to place each component with a corresponding math concept that they used
while working on it. This exercise will help me to assess whether or not the
students understand when to use math in their project. It will also remind
the students of all the different math skills they have been utilizing while
working on their houses. This will be
an on going grid that they keep in their project journal. There will be one grid check in the middle of the project and one at
the end when they turn their journal
in with their project. This will
account for 10% of the final project grade.
One-page summaries: Due at the end
of the speaker days. For my
project "How does math build a house?" I plan to have local
professionals come into the classroom and speak to the students about the
areas of the project that they work on in their jobs. At the end of the
discussions, I will have the students write a one page summary of Who the speaker is, What they do, For Who or
What do they do this to, When, Where, How, and Why and then also how this
pertains to math and the project. It will be very short but it will hopefully
keep them paying attention and asking questions while our guests are visiting.
What is the principal: At the
beginning of each work day, we will take 5 minutes of quiet time while
students write in their project journal. They will date their page and at the
top write, what is the principal? They will then briefly describe their
problem for the day and how they are going to go about solving it. What is
their working strategy for the day? It can pertain to the project as a whole,
their group dynamic or a math concept that they are unsure of. They can then
evaluate at the end of the class day how well they met this goal when they
are writing their process analysis.
Evaluation Sheet: Due at the end of
the second day. Near the beginning
of the project I will pass out a list of the specific duties of each group
and the different tasks that each group must complete. Each student must fill
out and evaluation sheet on
themselves that will relate their confidence level for each of the items.
This will help me to assess if the students have anxiety or low confidence
for any area of the project. As a class we can help each other through these
areas by working slowly and more diligently to make sure that every student
has confidence in the understanding of the project. This will also help
students to voice to themselves any concerns that they may be having in their
work.
Work Evaluation: Two minutes at the
end of each workday. While working on "How does Math build a
house", each student will keep a log in which they write what they
worked on that day. They will describe how they are going about solving their
problems and assignments that are associated with their house.
They will be asked to evaluate their work at the end of each week and write
one thing that they think they could have done differently to make their
project run more smoothly. At the end
of the project they will be asked to read through their writings and name one
thing they wish they would have changed about their approach to problem
solving and one thing that they think they did well as and individual worker
and one thing that their group did well together. Due
before the presentations (Team analysis)
This process will help me to see how they are growing in their recognition of
their own skills and accomplishments, and for them to get practice at
analyzing their own productivity.
CADD blueprint of house: Preliminary due at the
end of week 1, Revised due in week six before presentation. Students will
be using a computer aided design (CADD) program to create a blueprint of
their house, with appropriate labeling (lengths, areas, and units). After
students have made adjustments to their house due to budgetary constraints,
the students will create a revised CADD blueprint, which will be their final
design.
Fieldtrip reflection: Due at the end of week 4. The
students will write a one-page reflection on their experiences during the
field trip. Students will comment on what they found interesting, what they
were surprised to find, and what aspects they liked and disliked about the
fieldtrip.
Final Evaluations: Students will be evaluated using
the project Rubric. 70% of the grade will be based on completion of the
project and 30% of the grade will be determined by the presentation of the
project.
Students will be able to choose from three final project
(assessment) options. All options
include these:
1) A
summary of all areas of the home, materials and costs on Microsoft Excel.
2) A
written report supporting the decisions made regarding the choices in the
home.
3) A
copy of the floor plan with appropriate areas.
4) Dependent
on student choice of one of the following:
a.) Student
serves as the architect – Student creates a scaled version of house
b.) Student
serves as the real estate agent – Student creates a brochure of the
house to use as a sales tool
c.) Student
serves as University
of Texas board of
directors recruiting a new president – Student creates a presentation
of the house as an incentive to become the new President because this will be
the house the new President will live in.
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Building A
Structure : How Does Math Build a House - All Groups
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Group Name:
________________________________________
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PROJECT
COMPONENT
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D or F
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C
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B
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A
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Summary of all areas of the home, materials and costs on
Microsoft Excel
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Microsoft Excel spreadsheet lists some areas of the home.
Materials and labor costs are not itemized for each area and no
justification for total is given.
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Microsoft Excel spreadsheet lists some areas of the home.
Materials and labor costs are not itemized for each area, but some costs
for the home are given.
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Microsoft Excel spreadsheet lists all areas of the home.
Materials and labor costs are not itemized for each area, but a subtotal
for each area is estimated and listed. The total cost for the home is
listed.
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Microsoft Excel spreadsheet lists all areas of the home.
Materials and labor costs are itemized for each area, subtotaled for each
area and total cost for the home is calculated.
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Written report supporting the decisions made regarding the
choices in the home
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A report summarizes each area of the home, but no
specific design features are listed. No supporting information is given
about choices made.
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A typed report summarizes each area of the home, but no
specific design features are listed. Each area is presented with a brief
description of its general design choice.
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An organized typed report presents each area of the home
along with each area's design features. Each feature is presented with a
brief description of why it was chosen.
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An organized typed report presents each area of the home
along with each area's design features. Each feature is presented with a
detailed description of why it was chosen.
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Copy of the floor plan with appropriate areas
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Floor plan is either printed from software or hand-drawn
but is not drawn to scale. Areas are not clearly labeled and measurements
are not listed.
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Floor plan is either printed from software or hand-drawn
to scale. Areas are not clearly labeled and measurements are not listed.
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Floor plan is either printed from software or hand-drawn
to scale. Each area of home is clearly labeled with corresponding
measurements. No area features are included.
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Floor plan is either printed from software or hand-drawn
to scale. Each area of home is clearly labeled with corresponding
measurements. Features of each area are drawn and labeled.
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Building A
Structure : How Does Math Build a House - Student Choice
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Group Name:
________________________________________
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Groups choose
one of the following three options:
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D or F
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C
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B
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A
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1) Student serves as the architect – Student
creates a scaled version of house
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A three dimensional model is presented, but the model is
not scaled and not representative of the floor plan.
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A three dimensional scaled version of the home is
presented, but the model is does not represent the details given in the
floor plan.
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A three dimensional scaled version of the home is
presented which represents the details given in the floor plan. Design features of the home are not
included in the model.
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A three dimensional scaled version of the home is
presented which represents the details given in the floor plan. Design features of the home are included
in the model.
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2) Student serves as the real estate agent –
Student creates a brochure of the house to use as a sales tool
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A brochure with some information about home. Students are not able to adequately
answer questions about the home which would be asked by a potential buyer.
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A brochure with some pertinent details of the home
without illustration. Students have
some difficulty answering questions about the home which would be asked by
a potential buyer.
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An organized brochure with pertinent details of the home
without illustration. Students are
moderately able to answer questions about the home which would be asked by
a potential buyer.
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A well organized and nicely illustrated brochure which
gives all pertinent details of the home.
Students are able to answer detailed questions about the home which
would be asked by a potential buyer.
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3) Student serves as University of Texas
board of directors recruiting a new president – Student creates a
presentation of the house as an incentive to become the new President
because this will be the house the new President will live in.
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Presentation is less than ten minutes with no
illustrations. Audience is left with
many unanswered questions about the home.
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Ten minute presentation given with no illustrations for
audience. Audience is left with many
unanswered questions about the home.
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Ten minute presentation is given which includes
illustrations for audience. Presentation
is informative and gives details about home, but is not necessarily a
convincing 'pitch' for the home.
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Well organized 10 minute presentation is given complete
with illustrations to show audience.
Presentation is informative and convincing and leaves listenener feeling positively about the home.
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