Group items tagged

Extension: This activity can connect math with art if pictures, or number lines, or graphs are used with this activity to represent the fractions and number order. Adaptations: Manipulatives can be used for this activity. Gifted students can help peers with game. Special Ed  students can draw or graph the fractions if this helps them to better understand concepts.

Extensions:  Add graphing of fractions or drawing of fractions to help with understanding.  This would connect math with art. Adaptations: Add manipulatives if needed.  Gifted students could help peers in game.  Keep the denominators the same in fractions to help Special Ed students.  ELL students would benefit from pictures or graphing of fractions.

The Design Process: Identify a need or problem to be solved; brainstorm potential solutions; document the design throughout the entire design process; select the most appropriate materials to develop a solution that will meet the need; create the solution through a prototype; test and evaluate how well the solution meets the goal; communicate how to improve the solution. This activity can be modified for gifted students by having them record their predictions, as well as measure how much weight each bridge held. The activity can be adjusted for younger grades by having them design only one bridge, rather than several. It can also be adjusted by providing specific materials for the younger students, rather than giving them a wide variety of choices for materials.

The Design Process: Identify a need or problem to be solved; brainstorm potential solutions; throughout the entire design process, document the design with drawings (including labels) in a portfolio or notebook so that the process can be replicated; select a solution to the need or problem; select the most appropriate materials to develop a solution that will meet the need; evaluate and test the design. This activity can be adapted for gifted students by allowing them to first draw a blueprint of their model. This will allow them to make predictions and hypothesis about their cube model and their tag board model. These students can then record their observations and their conclusions about their final product. This activity can also be adapted for younger grades by giving the students more materials to help them balance their models. Also, allowing the younger students to work in partners, rather than pairs, will allow them to more freely express their ideas. Working with a partner will give each student the opportunity to make sure their ideas are heard. For younger students, omitting the blueprint may also be helpful. Rather, having the students simply draw a picture of their model with labels may be more appropriate.