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					                                  MATHEMATICS
                                    Activities


GRADE LEVEL:          Sixth                  COURSE:
Framework Strand:     Probability and Discrete Mathematics
Grade Level Standard:      6-15 Develop, analyze, and solve problems.


Grade Level Benchmark:     1. Count permutations and combinations using
   manipulatives, diagrams, and theorems of counting. (VI.2.MS.1)

               LEARNING ACTIVITY/FACTS/INFORMATION
CONCRETE (conceptualizing):

      From a group of four students, two students are to be selected. In how many
       ways is it possible to select two students? (Use students to model the
       combinations – students could be identified as A, B, C, D).

       Answer: AB, AC, AD, BC, BD, CD

Vocabulary: permutations

PICTORIAL (symbolic):

      WOL is just one of the order or permutations of the letters O, W, L. See how
       many permutations you can find.

       Answer: WOL, OWL, OLW, WLO, LOW, LWO

Vocabulary:

ABSTRACT (computational):

      How many permutations of WALRUS have R as the first letter?

       Answer: 120

Vocabulary:




                                                                                      196
              LEARNING ACTIVITY/FACTS/INFORMATION
PROBLEM SOLVING:

     Complete the chart:

      Name     # of letters   Answer   # of Permutations   Answer
      OWL                     3                            6
      HAWK                    4                            24
      TIGER                   5                            120
      BADGER                  6                            720
      LEOPARD                 7                            5040
      FLAMINGO                8                            40,320


Vocabulary:




                                                                    197
                                          MATHEMATICS
                                            Activities


GRADE LEVEL:               Sixth                     COURSE:
Framework Strand:          Probability and Discrete Mathematics
Grade Level Standard:          6-15 Develop, analyze, and solve problems.


Grade Level Benchmark:         2. Use sets and set relationships to explore and solve
   simple algebraic and geometric problems using Venn diagrams. (VI.2.MS.2)

               LEARNING ACTIVITY/FACTS/INFORMATION
CONCRETE (conceptualizing):

      Decide on an attribute of your students, such as “wearing blue jeans” or “has
       stripes on clothing,” but do not tell the rule to the class. Silently look at one child
       at a time and move him or her to the left or right according to this attribute rule.
       After a number of students have been sorted, have the next student come up and
       ask students to predict which group he or she belongs in. Before the rule is
       articulated, continue the activity for a while so that others in the class will have an
       opportunity to determine the rule.

Vocabulary: attribute

PICTORIAL (symbolic):

      Identify the following sets as: disjointed, intersecting, or included.


                                                   Dogs         Cats                 Fruit
           Plants            Food                                                            orange
                                                                            yellow
                                                                             fruit

          Flower    Tomato
                                   Fish

                       A                                  B                          C

   Answer: a. intersecting                b. disjointed       c. included

Vocabulary: disjointed, intersecting, included




                                                                                                 198
              LEARNING ACTIVITY/FACTS/INFORMATION
ABSTRACT (computational):

     Find the sum of the fraction in the intersection of the triangle and the circle.

      Answer: 5/8 + 1/2 = 5/8 + 4/8 = 9/8 or 1 1/8

                                                1/6                 3/8
                                                            2/3
                                                                        1/3    3/4
                                                                  5/8

                                                      5/6           1/2
                                                                              2/5
Vocabulary:

PROBLEM SOLVING:



      Ice Cream
        Cones




     Attributes (values): cone (square, pointed)
                           flavor (vanilla, chocolate, strawberry)
                           scoops (one, two, three)

     Construct a Venn diagram using three attributes.




Vocabulary: Venn diagram




                                                                                         199
                                    MATHEMATICS
                                      Activities


GRADE LEVEL:           Sixth                   COURSE:
Framework Strand:      Probability and Discrete Mathematics
Grade Level Standard:       6-15 Develop, analyze, and solve problems.


Grade Level Benchmark:      3. Solve problems using various delivery points, paths
   between points, recurrence, and interactions. (VI.2.MS.3)

               LEARNING ACTIVITY/FACTS/INFORMATION
CONCRETE (conceptualizing):

     If you are at one corner of a block (point A), and you        A
      wish to walk to the opposite corner (point B), the
      shortest path is, of course, across the diagonal. But,
      let’s suppose that because of houses, mud, and
      other obstacles, you must walk only along the street.
      In this case, there are two shortest paths; one is east
      from A, then south to B; the other is south from A,
      then east to B. Therefore, we have: ____ number of                    B
      shortest paths.

      Answer: 2                                                         N

Vocabulary:
                                                                W             E
PICTORIAL (symbolic):
                                                                        S
     We are interested in the number of shortest
      paths from P to Q. If we code the path                        P
      indicated in our figure with ESSE, meaning
      East, South, South, East; list all the shortest
      paths this way.

      Answer: ESSE, ESES, EESS, SEES, SESE, SSEE
                                                                                     Q
Vocabulary:




                                                                                         200
               LEARNING ACTIVITY/FACTS/INFORMATION
ABSTRACT (computational):
                                            A
     How many shortest paths are there from A to B?

      Answer: 56

Vocabulary:                                                                      B

PROBLEM SOLVING:

     If there are three routes from X to Y and five routes from Y to Z, how many routes
      are there from X to Z by way of Y?



                             U              X




                                                   V




                                     W



      Answer: 15

Vocabulary:




                                                                                     201
                                      MATHEMATICS
                                        Activities


GRADE LEVEL:            Sixth                      COURSE:
Framework Strand:       Probability and Discrete Mathematics
Grade Level Standard:           6-15 Develop, analyze, and solve problems.


Grade Level Benchmark:          4. Explore recurrence relations and iteration through
   triangular numbers, square numbers, and patterns. (VI.2.MS.4)

               LEARNING ACTIVITY/FACTS/INFORMATION
CONCRETE (conceptualizing):

      Because one, three, six, and ten dots can be arranged in triangles, they are
       called triangular numbers.



               1                3                  6                   10

      One, four, nine, and sixteen dots can be arranged in squares, so they are called
       square numbers



               1                4                  9                   16

      Name and sketch the next two square numbers.

Vocabulary: triangular numbers, square numbers

PICTORIAL (symbolic):

      Consider this pattern of blocks.




Building 1         Building 2         Building 3          Building 4           Building 5

                                                                                            202
                LEARNING ACTIVITY/FACTS/INFORMATION
PICTORIAL (symbolic): (cont.)

      How many blocks would be in Building 6? Building 7? Building 10?

      Give the next two elements in each pattern:
          1. 1, 4, 9, 16
          2. AB, DE, GH, JK
          3. 2, 5, 8, 11
          4.

Vocabulary: element

ABSTRACT (computational):

      Describe a pattern for determining the first ten triangular numbers without using a
       drawing.

      Describe a pattern for determining the first ten square numbers without using a
       drawing.

Vocabulary: triangular numbers, square numbers

PROBLEM SOLVING:

Problem 1:

Gearing Up for Patterns – Think of how the five gears shown would turn each other –
clockwise and counterclockwise.

   1. In what direction would the 2nd gear turn? The 3rd? The 4th? The 5th? The 6th?

                           5th           3rd
                                                           1st




                                                  2nd
                                   4th




                                                                                       203
              LEARNING ACTIVITY/FACTS/INFORMATION
PROBLEM SOLVING: (cont)

Problem 2:

Use a calculator, a ruler, and the pages of a book to help you compute the thickness of
a single sheet of paper. Use the measure that you get to answer the questions below.

      1.   If you fold a sheet of paper one time, how thick is the stack?
      2.   If you fold a sheet of paper two times, how thick is the stack?
      3.   If you fold a sheet of paper three times, how thick is the stack?
      4.   If you fold a sheet of paper four times, how thick is the stack?

Vocabulary: clockwise, counterclockwise




                                                                                     204
                                     MATHEMATICS
                                       Activities


GRADE LEVEL:          Fifth                    COURSE:
Framework Strand:     Probability and Discrete Mathematics
Grade Level Standard:         6-15 Develop, analyze, and solve problems.


Grade Level Benchmark:        5. Model arithmetic algorithms. (VI.2.MS.5)



               LEARNING ACTIVITY/FACTS/INFORMATION
CONCRETE (conceptualizing):

      Each student needs four pennies, tails down as shown.




              1                  2                   3                      4

      Turn over any three coins for each move. How many moves does it take to make
       all the coins show tails?
       Answer: Four moves – 1, 2, 3; 2, 3, 4; 1, 2, 4; 1, 3, 4

Vocabulary:

PICTORIAL (symbolic):

      You are helping a family plan a trip
       through southern New Hampshire.
       Use the road map to write directions
       to get from Claremont to
       Manchester.




Vocabulary:

                                                                                205
              LEARNING ACTIVITY/FACTS/INFORMATION
ABSTRACT (computational):

Look out! Each person tells the truth in two statements but does not tell the truth in the
third.

Georgia:     I have seven cats.
             I have two fewer cats than Amanda has.
             I have one more cat than Maggie does.

Amanda:      There is a difference between the number of cats Maggie has and the
                number of cats I have.
             I do not have the smallest number of cats.
             Maggie has 10 cats.

Maggie:      I have fewer cats than Georgia has.
             Amanda has 3 more cats than Georgia has.
             Georgia has 8 cats.

How many cats does each person have?

Assume that Georgia’s first statement is true. Could the other people have made two
true statements and one statement that is not true? Pick another statement and
assume that it is true.
       Answer: Georgia – eight cats; Amanda – ten cats; Maggie – seven cats
Vocabulary:

PROBLEM SOLVING:

At 2:00AM on July 4, Overbyte Computers in Dallas was broken into, and their Wonder-
Y Computer was smashed. You have been hired to find the culprit. The police tell you
the following:
The guilty person is definitely one of five suspects: Brainy, Gizmo, Shifty, Trouble, or
Zapper. Each suspect has made four statements, three of which are true and one of
which is false. The statements were these.
   Brainy:    a.   I did not smash the computer.
              b.   Gizmo has never been in Dallas.
              c.   I never saw Shifty before.
              d.   Trouble was with me in Waco the night of July 4.

   Shifty:    a.   I was in Reno when the computer was smashed.
              b.   I have never touched a computer.
              c.   Gizmo is the guilty man.
              d.   Brainy and I are friends.

                                                                                        206
              LEARNING ACTIVITY/FACTS/INFORMATION
PROBLEM SOLVING: (cont)

   Zapper:    a.   Trouble lied about never working on a computer.
              b.   The computer was smashed on Independence Day.
              c.   Shifty was in Reno at the time.
              d.   One of us is guilty.

   Gizmo:     a.   I did not smash the computer.
              b.   I have never been in Dallas.
              c.   I never saw Trouble before now.
              d.   Shifty lied when he said I was guilty.

   Trouble: a.     I did not smash the computer.
            b.     I never worked on a computer in my life.
            c.     Gizmo knows me.
            d.     I was in Waco on July 4.

Find two statements of Zapper’s you already know are true. Two of Gizmo’s statements
say the same thing. Remember that each suspect makes only one false statement.
You can also find Shifty’s false statement.

Use the table to keep track of what you deduce by writing true of false for each
statement.
                                                Answers:
                  a.     b.     c.    d.           a.      b.     c.      d.
      Brainy                                       T       T       F      T
      Gizmo                                        T       T       F      T
       Shifty                                      F       T       T      T
      Trouble                                      T       T       F      T
      Zapper                                       F       T       T      T

Who was the guilty subject?___________________

      Answer: Trouble

Vocabulary:




                                                                                   207
                                     MATHEMATICS
                                       Activities


GRADE LEVEL:            Sixth                  COURSE:
Framework Strand:       Probability and Discrete Mathematics
Grade Level Standard:        6-15 Develop, analyze, and solve problems.


Grade Level Benchmark:       6. Solve problems by determining the best solutions using
   various strategies. (VI.2.MS.6)

              LEARNING ACTIVITY/FACTS/INFORMATION
PROBLEM SOLVING:

      Below are the work schedules of 4 employees of a frozen yogurt store. All of
       them are working on October 1, and all four are trying to figure out who works
       with whom and when for the rest of the month. Help them solve their dilemma.
       Be sure to check for more than one solution.

           EMPLOYEE                   DAYS                TIME
        Joey                    Every other day    1:00-8:00 p.m.
        Debbie                  Every third day    12:00-7:00 p.m.
        Eddie                   Every fourth day   2:00-9:00 p.m.
        Melanie                 Every sixth day    3:00-10:00 p.m.

       1.   On what day, other than October 1, will all four of them be working together?
       2.   Who will be working together on October 5?
       3.   On what days will only Eddie and Joey be working together?
       4.   On what days will only Joey, Debbie, and Melanie be working together?
       5.   Why is it that every day that Melanie works, so do Joey and Debbie?
       6.   On October 13 at 7:30 p.m., who will be working?
       7.   On October 13 at 2:25 p.m., who will be working?

   Answers: 1. October 13, 25                  2. Eddie and Joey
            3. Oct. 5, 9, 17, 21, 29           4. Oct 7, 19, 31
            5. Joey works every 2 days, Debbie every 3 days. Both 2 and 3 are
               factors of 6.
            6. Joey, Eddie, and Melanie        7. Joey, Debbie, and Eddie

Vocabulary:


                                                                                        208
                                        MATHEMATICS
                                         Assessment


GRADE LEVEL:             Sixth                        COURSE:
Framework Strand:        Probability and Discrete Mathematics
Grade Level Standard:            6-15 Develop, analyze, and solve problems.



                            PROBLEM SOLVING ASSESSMENT:

        Design an algorithm to accomplish a task:
            - Design a flow diagram to “assemble” a sandwich.
            - Use a map to write directions to get from point A to point B.

                                        PROBLEM RUBRIC:
                   BEGINNING              DEVELOPING              ACHIEVING             EXCEEDING
                       1                      2                       3                     4
Appropriate      Attempts a strategy    Begins with an         Uses an                Carries appropriate
Strategy                                appropriate strategy   appropriate strategy   strategy to correct
                                                                                      solution
Understanding    Shows minimal          Shows some             Shows significant      Understands the
Problem          understanding of       understanding of       understanding of       content of the
                 the content of the     the content of the     the content of the     problem
                 problem                problem                problem
Errors           Makes serious          Makes some errors      Makes minor errors     Makes no
                 errors but shows       (requires some         (could complete the    meaningful errors
                 reasoning (requires    instruction prior to   task with a non-
                 significant            being able to          instructional hint)
                 instruction prior to   complete the task)
                 being capable of
                 completing the
                 task)
Supporting       Provides few           Provides some (but     Provides nearly        Provides clear and
Calculations,    supporting             not complete)          complete               complete
Arguments,       calculations/          supporting             supporting             supporting
and/or           arguments/             calculations/          calculations/          calculations/
Justifications   justifications         arguments/             arguments/             arguments/
                                        justifications         justifications         justifications
Use of Tools     Uses inappropriate     Recognizes an          Uses appropriate       Uses available
                 tools and/or           appropriate tool or    tools and              tools and
                 representations        representation but     representations        representations
                                        uses it                correctly but reads    correctly with
                                        inappropriately        the scale              correct results
                                                               incorrectly or has
                                                               an error in
                                                               interpretation


                                                                                                     209
                                      MATHEMATICS
                                        Activities


GRADE LEVEL:           Sixth                    COURSE:
Framework Strand:      Technology
Grade Level Standard:        6-16 Use technology tools to solve mathematical problems.


Grade Level Benchmark:       1. Use calculator operation keys such as memory recall,
   square root, and order of operation.

               LEARNING ACTIVITY/FACTS/INFORMATION
CONCRETE (conceptualizing):

      Define and locate the following memory and function keys on a calculator.

              Memory Plus:             M+

              Memory Minus:            M-

              Clear Memory:            CM

              Recall Memory:           RM



Vocabulary: memory plus, memory minus, clear memory, recall memory

PICTORIAL (symbolic):

      See following pages – “Meet Your Calcu-u-vue.”

Vocabulary:

ABSTRACT (computational):

      Solve these problems using M+, M-, and MRC. Remember to press ON/C before
       each problem.

              (12 x 5) – (48 ÷ 8) =              54
              (100 + 60) – (8 x 5) =             120
              (3 x 5) + (20 ÷ 4) – (80 ÷ 4) =    0


                                                                                       210
              LEARNING ACTIVITY/FACTS/INFORMATION
ABSTRACT (computational): (cont)

              (4 x 9) – (7 x 2) + (28 ÷ 4) =      29
              (42 – 4) + (5 x 3) – (54 ÷ 9) =     47
              (36 ÷ 9) + (6 x 4) – (49 ÷ 7) =     21
              (100 ÷ 5) – (8 x 2) + (60 ÷ 6) =    14
              (50 – 10) + (45 ÷ 9) – (6 x 3) =    27

Vocabulary:

PROBLEM SOLVING:

     See activity worksheet “Pay Day.”

      Answers:           DAY               PAY           CUMULATIVE EARNINGS
                          1                 3¢                2¢
                          2                 4¢                6¢
                          3                 8¢                14¢
                          4                 16¢               30¢
                          5                 32¢               62¢
                          6                 64¢               $1.26
                          7                 $1.28             $2.54
                          8                 $2.56             $5.10
                          9                 $5.12             $10.22
                          10                $10.24            $20.46
                          11                $20.48            $40.94
                          12                $40.96            $81.90
                          13                $81.92            $163.82
                          14                $163.84           $327.66
                          15                $327.68           $655.34
                          16                $655.36           $1,310.70
                          17                $1,310.72         $2,621.42
                          18                $2,621.44         $5,242.86
                          19                $5,242.88         $10,484.74
                          20                $10,485.76        $20,971.50
      Regular Wages:            1st week         $40
                                2nd week         $80     40 x 2
                                3rd week         $120    40 x 3
                                4th week         $160    40 x 4
      The 13th day he earned $20,811.50.
Vocabulary:


                                                                           211
212
                         MEET YOUR CALC-U-VUE

                                 Percent key. Use Change sign key.
                 Finds the       together with one Changes a number        Dual function. Not only
               square root of      or more of the  from a positive to a    turns the calculator on,
                 a number         basic operation   negative and vice     but also clears all pending
                                       keys.             versa.             operations. Does not
                                                                              clear the memory.


                                                                               Dual function. Pressed
                                                                              once, this key clears the
                                                                              last entry only. Pressed
                                                                             twice, it clears all pending
                                                                               operations. It does not
                                                                                 clear the memory.




                                                                                     Basic arithmetic
                                                                                     operation keys.



 Stores numbers in
the memory. Adds
numbers directly to
    the memory.


 Subtracts numbers
   directly from the
 memory. Also, adds
  negative numbers Dual function. Pressed
                                                   Decimal point
   to the memory.    once, this key brings to
                     the display any number
                      stored in the memory.
                     Pressed twice, it wipes
                        the memory clear.




                                                                                                213
                                PAY DAY

Shaun was offered a job by his father.
He would have to clean his father’s
shop every afternoon after school.
Being smart as well as hard-working,
Shaun asked his father for a special
wage. Instead of getting paid the
regular hourly wage, Shaun said he
wanted to get paid only 2¢ for the first
day, 4¢ the second day, 8¢ the third
day, and so on. His father agreed to
this reasonable agreement, and so Shaun began his job.

How much had Shaun earned at the end of:

      The first week (five working days)? _______________________________
      The second week? ___________________________________________
      The third week? _____________________________________________
      The fourth week? ____________________________________________

If Shaun had worked for a regular wage, he would have earned $4.00 per hour
for 2 hours every afternoon. At this rate, how much would he have made at the
end of:

      The first week (five working days)? ______________________________
      The second week? ___________________________________________
      The third week? _____________________________________________
      The fourth week? ____________________________________________

On what day did the amount that Shaun earned using his new pay scheme
exceed the amount he would have earned on an hourly rate? ______________

How much more did Shaun earn during the four-week period using his pay
scheme than he would have earned had he been paid an hourly rate?
________________________



                                                                            214
                                    MATHEMATICS
                                      Activities


GRADE LEVEL:           Sixth                  COURSE:
Framework Strand:      Technology
Grade Level Standard:       6-16 Use technology tools to solve mathematical problems.


Grade Level Benchmark:      2. Solve problems using calculators.



               LEARNING ACTIVITY/FACTS/INFORMATION
CONCRETE (conceptualizing):

      Imagine the following situations:

       1. You and your friends have lunch at a local restaurant. The cashier gives you a
          bill for $11.93.
       2. You receive the bank statement for your savings account. The bank informs
          you that you have “close to $100 in your account.”
       3. You are babysitting and ask what time the children need to go to bed. The
          parents answer, “At 7:33 and 42 seconds.”

       Which of these situations seem strange to you? Why?

Vocabulary: estimate, calculate

PICTORIAL (symbolic):

      NA

Vocabulary:

ABSTRACT (computational):

      Use any operation (+, -, x, ÷) to complete the following sentences:




                                                                                      215
              LEARNING ACTIVITY/FACTS/INFORMATION
ABSTRACT (computational): (cont)

      Problems                           Answers

      1.   5      (18 9) 6 = 1           +÷–
      2.   9      5 6 18 = 2             ++–
      3.   18      9 6 5=3               ÷+–
      4.   18      6 9 5=7               ÷+–
      5.   18      9 5 6=8               –+–
      6.   6     (18 9) 5 = 9            –÷+
      7.   9     5 (18 6) = 11           +–÷
      8.   6     5 (18 9) = 28           x–÷
Vocabulary:

PROBLEM SOLVING:

     Do the following worksheet “Broken Calculator Keys.”

      Answers will vary. Examples:

      1. a.     Multiply 3 x 3 x 3, then subtract 5 four times. 3 x 3 x 3 – 5 – 5 – 5 – 5 = 7
         b.     Multiply 7 x 3, then subtract 5 twice. 7 x 3 – 5 – 5 = 11
         c.     Multiply 11 x 3, then subtract 5. 11 x 3 – 5 = 28
         d.     Use [5] [yx] [3] or 5 x 5 x 5

      2. 73 x 20 = 1460 leaves; 292; 73 x 4 – 292; 20 + 4 – 24 or 1752 x 1/73

      3. 570 + 570 – 57 – 57

      4. 40 x 37 + 4 x 37 + 4 x 37

Vocabulary:




                                                                                           216
               BROKEN CALCULATOR KEYS
Describe how you would solve the following problems on your calculator if the
listed keys were broken.

1. The number keys 0, 1, 2, 4, 6, 7, 8, and 9 are broken.

   a. How would you enter the number 7?
   ______________________________________________________________
   ______________________________________________________________

   b. How would you change the 7 to 11?
   ______________________________________________________________
   ______________________________________________________________

   c. How would you change the 11 to 28?
   ______________________________________________________________
   ______________________________________________________________

   d. Clear the calculator. How would you enter the number 125?
   ______________________________________________________________
   ______________________________________________________________

2. The + key is broken. Find the missing number in 73 * _______ = 1752.
   Explain what you did.
   ______________________________________________________________
   ______________________________________________________________

3. The x key is broken. Solve 57 * 18 = _______. Explain what you did.
   ______________________________________________________________
   ______________________________________________________________

4. The 8 key is broken. Solve 48 * 37 = _______. Explain what you did.
   ______________________________________________________________
   ______________________________________________________________



                                                                                217
                                    MATHEMATICS
                                      Activities


GRADE LEVEL:           Sixth                  COURSE:
Framework Strand:      Technology
Grade Level Standard:       6-16 Use technology tools to solve mathematical problems.


Grade Level Benchmark:      3. Use appropriate computer skills.



               LEARNING ACTIVITY/FACTS/INFORMATION
CONCRETE (conceptualizing):

      Use the computer to locate the calculator and review the skills.

Vocabulary:

PICTORIAL (symbolic):

      Use Excel on the computer to solve basic mathematic equations for home loans,
       etc.

Vocabulary:

ABSTRACT (computational):

      Solve addition, subtraction, multiplication, and division problems with Excel.

Vocabulary:

PROBLEM SOLVING:

      NA

Vocabulary:




                                                                                        218
                                     MATHEMATICS
                                       Activities


GRADE LEVEL:            Sixth                   COURSE:
Framework Strand:       Technology
Grade Level Standard:        6-16 Use technology tools to solve mathematical problems.


Grade Level Benchmark:       4. Solve problems using the computer.



              LEARNING ACTIVITY/FACTS/INFORMATION
PROBLEM SOLVING:

All of the following programs can be done using the software examples or by using web
sites.

1.   Students learn to solve word problems by selecting data, choosing operations, and
     computing using software such as Puzzle Solving software (Addison Wesley).

2.   Students add to or subtract from the amount of liquid in two tanks to fill a third tank
     using software such as Puzzle Tanks software (Sunburst).

3.   Students utilize software such as Easy Graph (Grolier) to make pictographs, bar
     graphs, or circle graphs.

4.   Students choose reduced and equivalent fractions using software such as Fraction
     Crunchers (MECC).

5.   Students make Escher designs and tessellations using software such as
     Tessellmania.

Vocabulary:




                                                                                          219
                                    MATHEMATICS
                                      Activities


GRADE LEVEL:           Sixth                    COURSE:
Framework Strand:      Employability/Career Skills
Grade Level Standard:        6-17 Introduce, explore, and study various careers using
   mathematics.
Grade Level Benchmark:       1. Understand the connection between mathematics and
   career clusters.

                      LEARNING ACTIVITY/FACTS/INFORMATION
CAREERS:

      Use the computer to look up “job” sites, finding a variety of skills that relate to
       mathematics.

Vocabulary:




                                                                                             220
                                  MATHEMATICS
                                    Activities


GRADE LEVEL:           Sixth                 COURSE:
Framework Strand:      Employability/Career Skills
Grade Level Standard:      6-18 Explore various financial management situations in
   daily activities.
Grade Level Benchmark:     1. Develop skills for maintaining personal finances.



             LEARNING ACTIVITY/FACTS/INFORMATION
PERSONAL MANAGEMENT:

      Use Excel to set up a personal budget.

Vocabulary: budget




                                                                                     221
                                 MATHEMATICS
                                   Activities


GRADE LEVEL:          Sixth                 COURSE:
Framework Strand:     Employability/Career Skills
Grade Level Standard:     6-19 Use cooperation and negotiation between and within
   groups.
Grade Level Benchmark:    1. Develop skills for interacting with others.



                    LEARNING ACTIVITY/FACTS/INFORMATION
TEAMWORK:

      Break up the class into groups and give them on-the-job mathematics questions
       to solve.

Vocabulary:




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posted:11/13/2011
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