Template general instructions: For each topic listed, erase the prompts that are enclosed in parentheses when you fill in your responses. Make sure your responses use proper grammar, spelling, and sentence construction as this project will be posted on the web. If you will be writing a long response, (i.e. a full lesson plan or student work) consider citing it in your write up and sending it as a file attachment.

Link to Project Posting Consent Form: must be submitted before the end of the quarter.

General Information

Your Name:

Date Submitted:

Email Address:

Project Declaration

Project Theme: Choose one: Mathematizing Literature, Math and Art, Math and Music, Math and Motion, or Math and World Culture)

Grade Level: Choose one: K-2, 2-4, 4-6, or 6-8

Mathematical Concept: Choose one: Quantitative Analysis, Place Value, Bases other than Ten, Working with Whole Numbers, Estimation, Working with Fractions, Multiplicative Reasoning, Ratios and Proportions, Working with Signed Numbers, or Number Theory

Project Overview

EALRs: Identify and describe EALRs that are addressed in this activity. Make sure to reference at least one EALR for math and one for the other discipline. For the math, make sure to include two GLEs.

NCTM Standards: Identify and describe the most appropriate standard for this activity

Bibliography of Resources: Provide full citation and list resources you used to develop the activity. This is a record/bibliography of literature, websites, and information sources (i.e., elementary school teachers, after school programs) that relate to your project.

Initial research: (1) Identify and contact students (younger sibling, niece or nephew, your child, neighbor or friend’s child, etc.) who might be willing to work with you on this project. Be sure to NOT use real names—provide pseudonyms when referring to the children. (2) Also, determine the time frame and location for conducting an activity.

Activity Description

Activity Title: Choose a catchy/unique title for the activity that helps you remember what the activity deals with.

Activity Goals: Identify the main goal of the activity, keep this simple. Refer to the GLE.

Activity Supplies: list items

Activity Description: (1) Include original activity; (2) describe any adjustments you made to the activity to fit: your parameters, time constraints, student interest/abilities, EALRs and/or NCTM Standards, if appropriate.

Participants and Location: Provide a general description should include time, place, age(s), gender, number of students, and pseudonyms should be used instead of real names

Activity Assessment: (a) Explain how you assessed the child’s/children’s ability/interest level before developing the activity; (b) describe your observation of the actual activity—what happened.)

Analysis

Goals Analysis: Explain what you hoped to accomplish with this activity. Describe what you think was successful and what was not (be sure to discuss both your math and other discipline goals.)

Standards Analysis: Explain the specific mathematics expectations you had for this activity, make sure to site the EALRs and NCTM Standards. Explain how well this activity met those expectations.

Student Response Analysis: Explain how the child/children responded to the activity. i.e., How do you know if they enjoyed it?  How do you know whether they recognized that they were learning something mathematical? What did they say or do to indicate that they were bored, excited, interested, etc. 

Adaptation Recommendations: (1) Explain what things you would do differently if you were to use the activity again for this age group. Be sure to talk about whether you consider this activity to be grade or ability level appropriate and why you think this. (2) Describe changes you would recommend to use this as a whole class activity. If you used it for a whole class or large group, describe how you would adjust it for a small group.  (3) Explain how you might change it to use for another age group.

Personal Reflections: (1) Explain how this project reinforced, validated, or changed your beliefs about: (a) mathematics, (b) child development, and (c) teaching mathematics embedded in other disciplines. Also talk about what you consider to be the big “Ah-ha” that came out of this project. (2) If you incorporated this project within a service learning experience, please discuss the overall volunteer experience and anything that you feel you got out of the experience that has affected how you think about how children learn mathematics.