TOPIC TWO MATH PROJECT: ADDING AND SUBTRACTING …



TOPIC TWO MATH PROJECT: ADDING AND SUBTRACTING DECIMALS

DUE MONDAY, OCTOBER 8TH-

YOU MAY WORK ALONE ON THIS ACTIVITY OR WITH ONE OTHER PARTNER. TWO IS MAXIMUM.

Beginning the chapter project:

What makes a board game so much fun? You have challenges like roadblocks or false paths that make you backtrack. Then you land on a lucky square that lets you leap forward past your opponent. Best of all, you are with your friends as you play. For this topic project, you will use mathematics to create a game. Then you will play your game with friends or family for a trial run. Finally, you will decorate your game and bring it to class to play.

Activity One Planning: Choose a setting for your game board. Is the game in a cave, in a castle, or in a person’s digestive track? Decide whether you want players to move by selecting cards, rolling number cubes or both. Do you want the end of the game to be determined by the number of points someone has or by reaching an end square?

Activity Two: Developing: Make a draft of your game board. Add details. Use good judgment in determining questions to answer in order to move around your board. Think of adventures and misadventures for your game like “See a shooting star. Round 12.392 to the nearest tenth to make a wish and move forward 5 spaces” or “Fall off a cliff. Add 15.7 to 0.030 correctly or move back 3 spaces.”

Activity Three: Designing: Add details to your game board that require decimal skills such as adding, subtracting decimals, place value, rounding and estimation with decimals, scientific notation, expanded notation and even the rules of divisibility. You may include other math skills as well. Create the board using Power Point with slide size of 20 in x 20 in. Use illustrations and color and put a cardboard backing on the game board. (If you choose, you may modify the format to make smaller but make sure it is big enough but not “giant size.” We may want to display it. If there is another format you wish to use, please discuss with your teacher).

Activity Four: Organizing: Finish your game board and write the rules of your game. Organize everything needed to play your game.

HOW WILL MY TOPIC TWO MATH PROJECT BE GRADED?

| |4 |3 |2 |1 |

|Decimal-Math Knowledge |Your game included |Your game provided |Your game focused on one |Your game included no |

| |opportunities to use |opportunities for most |or two decimal related |more than one aspect of |

| |addition & subtraction of|but not all decimal-place|concepts. For example, |decimal calculations and |

| |decimals as well as other|value related concepts. |addition and subtraction |uses. |

| |decimal related concepts | |only. | |

| |such as estimation, | | | |

| |expanded notation, place | | | |

| |value along with | | | |

| |divisibility. | | | |

|Rules |Rules were written |Rules were written but |Rules were written but |The rules were not |

| |clearly enough so that |one part of the game |there was some difficulty|written. |

| |all could easily |needed slightly more |figuring out the game. | |

| |understand and |explanation. | | |

| |participate. | | | |

|Creativity |You put a lot of thought |You put some thought into|You tried to make the |Little thought was put |

| |into making the game |making the game |game interesting and fun |into making the game |

| |interesting and fun to |interesting and fun to |but some of the things |interesting or fun. |

| |play as shown by creative|play by using textures, |made it harder to | |

| |questions, game pieces |fancy writing and-or |understand-enjoy the | |

| |and-or game board. |interesting characters. |game. | |

|Presentation |The game board, rules and|The game board, rules and|The game board was not |The game board was |

| |other related materials |any other related |well presented but only |presented in a way that |

| |are very well-presented |materials are well |contained minor errors. |showed little or no |

| |and are free or any |presented. It is mostly | |effort. It contained many|

| |errors. |error free. | |errors. |

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