Math Projects: UNIT FOUR: DIVISION - Mrs. Clyne-Davis ...



Math Projects: DIVISION | |

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|DUE WEDNESDAY, JANUARY 29TH |

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|Introduction |

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|    This is your chance to show off your preferred learning style with designing your own division math project. You may choose from any of the following activities: |

|Drawing a Cartoon |

|Creating a Children’s Booklet (similar to but not just like a Remainder of One) that contains important division math concepts and division vocabulary) |

|Performing a Demonstration |

|Reporting on a Mathematician |

|Creating a Puzzle |

|Writing a Song |

|Role-Playing a Situation |

|    Each project will follow a strict procedure. Read the phases of the project and how the grades will be determined. |

|FIRST CHOICE: WRITE A CHILDREN’S BOOK SIMILAR (BUT NOT TOO MUCH LIKE) A REMAINDER OF ONE THAT TEACHES CHILDREN ABOUT IMPORTANT DIVISION CONCEPTS. Design your own |

|children’s book with illustrations about division that is user/reader friendly. It should explain the major concepts of division and or divisibility. You may wish to |

|show how division is a reciprocal operation of division. It should also contain a discussion of how to interpret the remainder. IT SHOULD INCLUDE IMPORTANT VOCABULARY |

|WORDS LIKE DIVIDEND, DIVISOR, QUOTIENT, REMAINDER AND HOW MANY ARE LEFT? TRY TO TEACH SOME ASPECT OF DIVISION—IT MAY BE LONG-SHORT DIVISION OR EVEN PARTIAL QUOTIENT |

|DIVISION IN A WAY THAT IS FRIENDLY TO SMALL CHILDREN. TELL A STORY. ILLUSTRATE AND PUBLISH! |

|Drawing a Cartoon |

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|[pic] |

|Summary: |

|    This project must contain a comic strip that demonstrates or explains a mathematical technique or concept. In this case, since we are dealing with division, so |

|should your comic strip! |

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|Requirements: |

|The comic strip must contain... |

|eight panels minimum [the MacNelly cartoon above contains only three panels], |

|clearly drawn characters. Final product may not be pencil drawn or done on looseleaf paper). |

|an explanation of a mathematical technique, concept, or rule, |

|element(s) of humor, irony, drama, ... |

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|Creating a demonstration |

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|Summary: |

|    This project is appropriate for students who enjoy showing people how to do new things and/or creating models. Can you think of a way to physically show-illustrate |

|how division works? |

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|Requirements: |

|The demonstration must contain... |

|a physical model, prop, object, or product. (You may want to use something like clay). |

|a detailed demonstration that explains a process involving some mathematical principle, property or concept, |

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|Reporting on a Mathematician |

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|[pic] |

|Summary: |

|    This project asks the student to detail the life of a mathematician. It is appropriate for those students who enjoy doing independent research using the Internet and|

|a library. |

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|Requirements: |

|The report must contain... |

|a final version that is typed, |

|picture of the mathematician [or likeness thereof], |

|the following sections in the following order: |

|Cover Page [see graphic image above] |

|Table of Contents |

|Life History [date of birth/death, place of residence, anecdotal stories, ...] |

|Mathematical Discoveries |

|Contributions to Society, Technology, or Field of Mathematics [how the discoveries benefit humankind] |

|Bibliography |

|at least 2 sources |

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|Special Note: |

|    Plagiarism, claiming someone else's work is your own, is a serious academic offense. |

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|    Here is a partial list of mathematicians: (Feel free to find one on your own): |

|Al-Khwarizmi |

|Archimedes |

|Appollonius |

|Aryabhata |

|Bernouilli |

|Boole |

|Cantor |

|Cayley |

|Ceva |

|Cauchy |

|Descartes |

|Eratosthenes |

|Euclid |

|Euler |

|Fermat |

|Fourier |

|Galois |

|Gauss |

|Gödel |

|Hamilton |

|Hariot |

|Hilbert |

|Hypatia |

|Jacobi |

|Karadimos |

|Kepler |

|Khayyam |

|Klein |

|LaGrange |

|Legendre |

|Leibnitz |

|Lobechevsky |

|Lovelace |

|Menelaus |

|Mersenne |

|Neumann |

|Newton |

|Noether |

|Pascal |

|Poincare |

|Ptolemy |

|Pythagoras |

|Riemann |

|Russel |

|Turing |

|Van Ceulen |

|Weierstrass |

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|Creating a Puzzle |

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|[pic] |

|Summary: |

|    This project is appropriate for those who enjoy creating criss-cross puzzles. |

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|Requirements: |

|The puzzle must contain... |

|the criss-cross variety as seen above, |

|a final copy that fits on a typical sheet of paper, |

|a list of at least 15 clue and word pairs, ALL WORDS MUST HAVE SOMETHING TO DO WITH DIVISION!!! So use words from this unit, your key vocabulary sheet or any other words|

|that you think relate to division! |

|clues that are understandable, |

|proper grammar, |

|an answer key to be given to the teacher only. |

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|GO TO . YOU MAY CREATE A CROSSWORD PUZZLE OR A WORD SEARCH PUZZLE (OR OTHER OF YOUR CHOICE). FOLLOW DIRECTIONS. THEY ARE RELATIVELY EASY TO USE. |

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|Singing a Song |

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|[pic] |

|Summary: |

|    This project is appropriate for those who enjoy using their singing talents to express a mathematical principle and/or concept. |

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|Requirements: |

|The singing project must contain... |

|at least one page of lyrics that explain or describe a mathematical principle and/or concept. AGAIN, SINCE WE ARE STUDYING DIVISION, THIS SONG MUST HAVE TO DO WITH |

|DIVISION CONCEPTS. |

|OR a parody of an existing song or an original work, |

|MUST BE A MINIMUM OF FIVE STANZAS LONG. |

|YOU MAY SHARE WITH CLASS! |

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|Examples: |

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|The Geometry Banner: |

|Rudolph the Red Nosed Reindeer: |

|Set Up and Solve: |

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|Role-Playing a Situation |

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|[pic] |

|Summary: |

|    This project is appropriate for those who enjoy being creative in front of an audience. |

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|Requirements: |

|The role-playing project must contain... |

|a TWO-THREE page typed script that explains or describes a mathematical principle and/or concept—IN THIS CASE, DIVISION. |

|a THREE-FOUR MINUTE presentation either live or taped, |

|a parody of an existing theatrical performance or an original work, |

|a professional delivery [dramatic, humorous, informative, ...] |

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|Special Note: |

|    This project can be handled by a team of two. The team may choose to supplement this presentation with props and music to receive additional points toward |

|creativity. |

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|Project Phases |

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|    All students will follow the seven phases below for their projects: |

|Decide on a project type. |

|Develop an initial plan. |

|Have the plan approved by the teacher. |

|Create the first draft of the plan. |

|Have the first draft approved by the teacher. |

|Create the final draft. |

|The final draft will then be evaluated. |

|Determining the Grades |

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|    Projects will be graded o a scale of 1-4! Each project will be rated on its own merits based on the requirements detailed above. The grade will ultimately be |

|determined by the teacher according to the following chart. |

|Factor |

|Weak ---- Strong |

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|Creativity |

|0   1   2   3   4    |

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|Math Content |

|0   1   2   3   4    |

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|Neatness |

|0   1   2   3   4    |

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|Presentation |

|0   1   2   3   4    |

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|[pic] |

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