Assignment #3: Math Project

Grade 8 Math Project: The Number Devil
(1) Reader’s Theatre, Poster, Puzzle
We have chosen to do a reader’s theatre on Chapter 6 (pg. 112 – 116). As for the assigned presentation, we have a rough sketch of a poster focused on the chapter reading along with how to challenge the puzzle given at the end of chapter 6.

(2) Looking from the Teacher’s Perspectives
From the Number Devil, we saw that the project had various potential benefits. By incorporating the use of the reader’s theatre, the students have the opportunity to express their creativity. By acting out the mathematics, students may “own” the concept and ideas more, leading to a much more meaningful learning experience. The project also has its benefits as it is an exciting and new idea and furthermore, the Number Devil makes a great introduction to topics that may never be covered in class much. The book itself also provides a different perspective on mathematics and may help the students see that math is not purely number crunching. The reader’s theatre and poster project is a decentralized project that encourages independent thinking and encourages teamwork in the math environment- which is not often seen. The project could also reach out to other students aside from the classroom as well. The students in the math class could put on the play for the rest of the student body. By doing so, it would promote mathematical learning to an even larger audience.

On the other hand, there are a few restrictions on the Number Devil project as well. If not introduced well or if the students are not interested in the project, they could end up merely reading the book word for word without thinking too much for the mathematics. Furthermore, the purpose the author was to introduce concepts, so in return, the material is not covered in depth. If students do not get involved in the material, it could easily change from a meaningful learning activity to one that is geared towards fixed-mindedness. This is because there is not much higher learning and bloom’s taxonomy involved in the story. Another disadvantage to this project is that most of the material in the Number Devil does not cover the IRP. The project may also be very time consuming as well.

To modify this project, our group members have considered extending the reader’s theatre. Perhaps the each group can read a chapter and using the concepts found in that chapter, they could create their own script. By doing so, they could change the context of the story, however, the ideas introduced in the Number Devil would be present. This would promote the students skills in analyzing and synthesizing. Looking at Chapter 6 in particular, students can extend the project by answering higher level Bloom’s taxonomy questions such as “Would the numbers still be considered Bonacci numbers if we start at something instead of 1?”


(3) Our Designed Math Project
Grade level:
Grade 9 enriched

Purpose:
To further expand/extend students’ mathematical experience and adding their creativity into it. Through the activity, they will also be teaching their classmates about what kind of math they’re incorporating in the game.

Description:
Create a math board game that incorporates grade 9 math into the game. They must include rules and strategies for the game. Write up of what math concept they’re using and how it applies to the game.

Length of time in/out of class:
2 weeks in groups of 3 or 4 (with 2-3 classes dedicated to working on them and asking teacher questions)

What students are required to produce:
One board game for 2 actual days of fun (game days)!

Marking Criteria:
1) Peer assessment PMI (for extra mark):
-If it’s fun
-If they learn/practice any mathematical concepts during the game

2) Teacher Rubric