STUDENT PLAN FOR A POSITIVE APPROACH

APPLICATION 3: Encouraging Habits of Mind

Creating Lessons

that Encourage

Habits of Mind

Rochelle Henely

#6625T1002

September 23, 2006
This project, EliM&Mination, is used in the second half of the year in Basic Math 4. These High School Seniors have completed months of fulfilling state mandated work for graduation requirements. The background of this population group is “not proficient” in math as decided by the HSPA, New Jersey’s exit assessment. A multi-sensory lesson such as this motivates the students to succeed and is rewarding to the class at many different levels. It is always surprising and exciting to see how 17-19 year old, young adults react to this simple, yet informative project.

Connecting a lesson to a previous experience is the best way for a teacher to lead a student to a new concept (Beimfohr, 1997A). Drawing from the discussion during the anticipatory set, connecting their past knowledge, the teacher will explain the goal of creating visual information clearly and accurately. After groups have completed part A of project, they will compare the results with their individual group graphs and discuss the results amongst themselves. A class discussion will follow on the use of a scatter plot and linear equations. Using this lesson, the teacher will lead the students into a discussion on real-life applications of data gathering and analyzing.

The project itself is a very hands-on activity. The students will be counting, sorting, and organizing information. Any lesson that stimulates the learning in multi-sensory ways is rewarding to the students (Beimfohr, 1997A). The activities in this lesson engage the learner and focus the learning towards a specific goal. This project enables the students to physically accomplish a small task as a group. Each student will be involved in the outcome of the project. Actually finding data rather than being given a list of facts gives the students a sense of ownership and an experience to recall and use when necessary.

In the second half of the lesson (Part B), the students will create visuals displays for the classroom. The students will continue using the M&M’s again to complete the popular M&M project (Matas,1995-1996).The lesson will reflect back to the anticipatory set and which graphs were most appealing to the class. The students will be expected to create graphs that are accurate, neat and pleasing to the eye. As a follow-up to the project, the students will visit sites discussing the M&M project on a worldwide basis.

One behavior that I observe in my students during this project is teamwork. In the lesson, I give the students the project worksheet and step aside. They quickly realize that to be successful, they need to be neat, organized, and accurate. As is typical in a group activity, each member fulfills a specific role. Amongst themselves, the students become the leader, recorder, and worker. Along with the teamwork that quickly occurs, the students take pride in their results. This leads to the students creating graphs that are neat and accurate. When work is presented and shared with classmates, the student groups rise to the occasion and present appropriate projects.

A project such as EliM&Mination promotes the good habits of self-directed learning. As discussed in program one,” What is Self-directed learning”,(Beimfohr, 1997B), many of the actions needed to be self-managing, self-monitoring, and self-modifying are utilized in this project. Such actions as being precise, having clear goals, interacting with others, and viewing situations in multiple ways are essential in any well-done project. Incorporating strategies in lessons that support and create development habits of mind is essential to any good learning experience.

Lesson Title: EliM&Mination By: Rochelle Henely

Grade Level: High School Math Format: Small Group (3)

Objectives: 1) The students will be able to collect, organize, and display data

2) The students will be able to discuss the relevance of making,

creating, and interpreting with accuracy visual information.

NJCC Standards:

Standard 4.4A1-5 Data analysis, probability, and discrete mathematics

Material and resources:

½ cup of M&M’s for each group, paper plates, cups, rulers,

markers, worksheets and display paper

Web resources: The M&M Project http://www.uwm.edu/~caberg/95-96/mataspast.html

Scatterplot lesson http://www.purplemath.com/

Anticipatory Set:

The students will break into groups of three and various graphs from media (enlarged for viewing) will be distributed. The groups will view and discuss graphs and list three facts found on data. The groups will present the graphs and three facts about the graph to the class. The class will discuss how the information in the graphs may have been obtained.

Lesson Description:

-Distribute worksheet and supplies to each group.

-After completion of data collection (Part A), students will complete scatter plot.

-Discuss and review writing linear equations

-Compile list of equations on board

-Plot “class” scatter plot on overhead graph paper

-Compare group graphs for accuracy

-Complete and display graphs from Part B

Evaluation Procedure:

Groups will be graded on completion of project. The accuracy and neatness of visual display will be graded with a rubric (Appendix B). Assessment of overall success of project will be determined by discussion and presentations.

ELIM&M INATION
PART A

Pour a half-pound bag of M&M's onto a paper plate so that the candies are one layer thick. You will need to spread the M&M's to the edges of the plate. Remove all the M&M's with the M showing on one side (look closely at the yellow ones because the M is hard to see). Count and record the number of M&M's removed and the number remaining. Eliminate the M&M's removed and pour the ones remaining into a container. Shake the container and pour these M&M's back onto the plate and again remove all the M&M's with the M showing. Record the number removed and the number remaining. Continue to repeat this process until all the M&M's are removed. Use the following chart to record your information. Add additional trial numbers as the experiment progresses.

Trial Number	Number removed	Number remaining
1
2
3
4
5
6
7
8
9
10
11
12
13

Use www.purplemath.com for a lesson on scatterplots

Need : M&M , plates, cups

Let x be the trial number and let y be the number of pieces remaining. Plot all points (x,y) and analyze the data. Make a scatterplot on the graph paper provided. Write an equation that fits the data as closely as possible. Compare your equation to that of the class. Though no one correct answer exists for each problem, some answers may be better than others. On a class graph, plot all data and find a best-fit line for the class. Compare.

EliM&Mination

ELIM&M INATION

PART B

We will finish this project using the M&M’s to construct a few other graphs.

Complete the following chart and than create a bar graph comparing numbers of colors and a pie graph comparing percentage of colors. All work must be neat and legible.

Color
Number

P

i

e

c

e

s

R

e

m

a

i

n

i

n

g

To find percentage of circle divide color number by total number and change to percent.

24/55=.436=43.6%

Performance Task – Scoring Rubric EliM&Mination Part A
Name ____________________________			Date ________________
	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Sampling Technique	Inappropriate sampling technique used	Appropriate technique used to select sample; major errors in execution	Appropriate technique used to select sample; minor errors in execution	Appropriate technique used to select sample; no errors in procedures
Group Interactions	Inappropriate questions asked to gather needed information	Few pertinent questions asked; data on sample is inadequate	Most pertinent questions asked; data on sample is adequate	All pertinent questions asked; data on sample is complete
Statistical Analyses & Results	No attempt at summarizing collected data	Attempts analysis of data, but inappropriate procedures	Proper analytical procedures used, but analysis incomplete	All proper analytical procedures used to summarize data
Communication of Results	Communication of results is incomplete, unorganized, and difficult to follow	Communicates some information; not organized well enough to support decision	Communicates most of important information; shows support for decision	Communication of results is very thorough; shows insight into how data predicted outcome
Total -Score Total x 3 = ____

Performance Task – Scoring Rubric EliM&Mination Part B
Name ____________________________			Date ________________
	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Sampling Technique	Inappropriate sampling technique used	Appropriate technique used to select sample; major errors in execution	Appropriate technique used to select sample; minor errors in execution	Appropriate technique used to select sample; no errors in procedures
Group Interactions	Inappropriate questions asked to gather needed information	Few pertinent questions asked; data on sample is inadequate	Most pertinent questions asked; data on sample is adequate	All pertinent questions asked; data on sample is complete
Statistical Analyses & Results	No attempt at summarizing collected data	Attempts analysis of data, but inappropriate procedures	Proper analytical procedures used, but analysis incomplete	All proper analytical procedures used to summarize data
Communication of Results	Communication of results is incomplete, unorganized, and difficult to follow	Communicates some information; not organized well enough to support decision	Communicates most of important information; shows support for decision	Communication of results is very thorough; shows insight into how data predicted outcome
Copyright 2001, PAREonline.net Total -Score Total x 3 = ____

Resources

Beimfohr, E. (Director). (1997A). Program four: Habits of mind: flexibility of thinking: using all the senses: checking for accuracy: drawing on past knowledge and experience [Motion Picture]. In C. Arnold (Producer). Helping students become self-directed learners. Los Angeles: Laureate Education, Inc.

Beimfohr, E. (Director). (1997B). Program one: What is self-directed learning? [Motion Picture]. In C. Arnold (Producer). Helping students become self-directed learners. Los Angeles: Laureate Education, Inc.

Cahill, B. (2003) Sample mini-lesson plan. Retrieved September 21, 2006 from http://www.tcnj.edu/~cahill4/Sample%20Lesson%20Plan.htm

Hannafin. R. (n.d.) Lesson Plan Rubric. Retrieved September 21, 2006 from http://www.wm.edu/education/Faculty/Hannafin/S07/lessplan.htm

Matas, C. (1995-1996). The M&M project. Retrieved September 19, 2006 from http://www.uwm.edu/~caberg/95-96/mataspast.html

Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved September 23, 2006 from http://PAREonline.net/getvn.asp?v=7&n=25 .

Zinicola, D. (2001). Directions for submission of an original lesson plan to SHU lesson plan website . Retrieved September 21, 2006 from http://education.shu.edu/pt3grant/zinicola/lessonplanformat1.html