Category 2: Lessons 6-8 NCTM
Here is the link for the numbers and operations lesson I chose: http://illuminations.nctm.org/LessonDetail.aspx?id=L252. The lesson title is "Too Big or Too Small?"
Learning Objectives
Students will:
develop intuition about number relationships
estimate computational results
develop skills in using appropriate technology
Materials
One thousand or more fake dollar bills (play money or rectangular sheets of paper the approximate size of a dollar bill) --> Will have to make if one does not have fake bills.
Scissors
One copy of Circle Template (on colored cardstock) for each student --> Can be downloaded from the above link.
Calculators
Decimal Maze Activity Sheet --> Can be downloaded from the above link.
The teacher definitely used NCTM standards in the objective.
There are 3 activities within the lesson: Activity 1: Exploring The Size of a Million Dollars
This activity explores whether one million dollars will fit into a standard suitcase. If so, how large would the suitcase need to be? How heavy would it be? You may have students work in small groups (2 or 3 students per group) to explore these questions.
Begin the investigation by telling the following story:
Just as you decide to go to bed one night, the phone rings and a friend offers you a chance to be a millionaire. He tells you he won $2 million in a contest. The money was sent to him in two suitcases, each containing $1 million in one-dollar bills. He will give you one suitcase of money if your mom or dad will drive him to the airport to pick it up. Could your friend be telling you the truth? Can he make you a millionaire?
Involve students in formulating and exploring questions to investigate the truth of this claim. For example:
Can $1,000,000 in one-dollar bills fit in a standard-sized suitcase? If not, what is the smallest denomination of bills you could use to fit the money in a suitcase?
Could you lift the suitcase if it contained $1,000,000 in one-dollar bills? Estimate its weight.
Calculators should be available to facilitate and expedite the computation for analysis.
Note: The dimensions of a one-dollar bill are approximately 6 inches by 2.5 inches. Twenty one‑dollar bills weigh approximately 0.7 ounces.
You may wish for students to locate these facts about dollar bills on their own, using internet or other appropriate resources. The students will also need to determine the dimensions of a "standard" suitcase.
Activity 2: Estimating Fractions Between 0 and 1
The model suggested here is easy to make and will help you evaluate your students' understanding of fractions between 0 and 1. Encourage students to make estimates using familiar benchmarks (e.g., ½, ¼, ¾).
Copy the Circle Template (download it) onto light-colored cardstock.
Give each student a copy and ask them to cut out the circles and make a cut in the radius of each.
Have students put the circles together so that they can see the fractions printed on one side of one circle. Ask questions such as these:
Show a small part of the shaded circle (less than ¼). Can you name the part represented?
Show a large part of the shaded circle (greater than ¾). Can you name the part represented?
Ask students to reverse the circle with the printed fractions so that they cannot see the fractions. Ask students if they can:
Show a fraction that is a little bigger than ½. What name can you give it?
Show a fraction that is between ½ and ¾. What name can you give it?
Continue asking questions that allow students to show their understanding of the fractions represented.
Other fraction models should also be used to evaluate students' understanding of fractions.
Activity 3: Exploring The Effect of Operations on Decimals
This activity provides an opportunity for students to explore the effect of addition, subtraction, multiplication, and division on decimal numbers.
Write the problem (as described next) on the chalkboard or overhead. Ask students to discuss what they notice. Lead a discussion that focuses on these key points:
In computing the product of 4.5 and 1.2, a student carefully lined up the decimals and then multiplied, bringing the decimal point straight down and reporting a product of 54.0.
Reflection on the answer should have caused the student to realize the product was too big. Multiplying 4.5 by a number slightly greater than 1 produces an answer a little more than 4.5. Instead, this student applied an incorrect procedure (line up the decimals in the factors and bring the decimal point straight down) and did not reflect on whether the resulting answer was reasonable.
Tell students that they will be playing a game to practice decimal operations and their effects. Encourage students to trace several paths through the maze while always looking for the path that will yield the greatest increase in the calculator's display.
Give each student a calculator and a copy of the Maze Playing Board activity sheet.
Maze Playing Board Activity Sheet --> download!
Students are to choose a path through the maze. To begin, have the students enter 100 on their calculator. For each segment chosen on the maze, the students should key in the assigned operation and number. The goal is to choose a path that results in the largest value at the finish of the maze. Students may not retrace a path or move upward in the maze.
In pairs or in groups of three, students should discuss their strategies (after playing the game) and what worked best for them.
Students should be able to achieve a score in the thousands. The path highlighted below gives a result of roughly 6332.
Possible follow-up activities include finding the path that leads to the smallest finish number or finding a path that leads to a finish number as near the start number (100) as possible.
I think the first activity where students explore the size of a million dollars is the best in regards to critical thinking. People are always drawn by the topic of money and I think because of that students are more willing to invest time in figuring out the problem. This activity helps with the 8.NS.1 standard. It addresses the need to understand that informally that every number has a decimal expansion. The dimension of the bills is a great example of this (The dimensions of a one-dollar bill are approximately 6 inches by 2.5 inches. Twenty one‑dollar bills weigh approximately 0.7 ounce). The other activities in the lesson does address the standards but seem to be more "math activities" and does not use more of a real life scenario like the first.
Questions to consider when the activity is in progress are: Are the students were engaged in the activity? Was the activity more of a fun activity without meaning or was it properly helping develop the understanding of mathematical concepts. Did the students meet the objectives of the lesson? If not, how can I change the lesson for the better?
If you were were to teach this lesson, I probably would not do all three activities. I would use probably the first activity/scenario where a friend calls about the million dollars. I would use that as a sort of group warm-up to get the math juices flowing and then get into another lesson. I think warm-ups can serve as review in math and also allows students to practice what they have learned. I think this could be a great warm-up.
I think the activity uses a very constructivist approach. The students are not being lectured to directly. They are suppose to critically think on their own to figure out the answers. I think this sometimes is very helpful in math where people usually associate teaching math with direct instruction. Students in these activities are constructing their own understanding of money and how it relates to math. I think the activity has some great aspects to it!
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