Curriculum Achieve Activity 1 1. Artifact A a. See handout: Artifact A b. Citation: Adding and Subtracting Integers. Math- Drills.com Web.

6 Mar 2013. <http://www.mathdrills.com/integers/integers_addition_and_subtraction_0505_001.pdf>. c. Document, math worksheet 2. Artifact B a. X2

b. Citation: Wal - mart. Two decks of regular playing cards. c. Category: Physical Artifact (Activity calls for two decks) 3. Activity Description: a. Purpose/Goals: Students will use different forms of Multiple Intelligences in a Cognitivist setting. I am teaching the addition and subtraction of integers to a 7th grade classroom in Shallotte, NC. When the students enter the classroom I am going to give them a worksheet with different problems to work out (Artifact A). The students will complete the first five rows individually. I will give them 10 -15 minutes to work on the problems. I will plan for 15 minutes incase there is issues understanding certain problems, but I am shooting for 10 minutes so we can spend more time on the activity to better understand integers. The worksheet is more of a warm up and to see what they already know. Once they have completed the worksheet I will call on certain students to come to the board and write down the problem and answer. If a student doesnt understand a problem, I would like for another student to try and explain it to them, and use myself as the last resort. Having the student explain the problem helps both parties. The student doing the teaching benefits because by explaining it to somebody else he or she gets a better understanding of what they should be doing, and it helps the other student because sometimes it easier to understand a concept coming from somebody the same age, rather than somebody older than you. It becomes a win, win situation. After the children finish checking their problems and all the questions that is where the deck of cards comes into play. The class will split in to two groups each with a deck of cards. The name of the Activity is Shoot the Moon, and the purpose of the game is to get the cards you are dealt to equal zero or the closest one to zero. The cards with red writing on them are Negative numbers and the ones with black writing are positive numbers. All of the Jacks, Queens, and

Kings are equal to (+/-) 10 depending on the color and the Aces are equal to (+/-) 2 depending on the color. For each game that is played there will be a dealer and each player will start out with two cards. They will go around the circle and have to say their answer and give an explanation as to why that is the correct answer. For example lets say one student gets a red 2 and a black 5 the answer would be 3. b. Method/Learning Style: By allowing the students to work in groups and with objects that are not related to school it shows students that adding and subtracting integers is used in everyday life and is vital information. The activity is fun and gets a little competition in the classroom because they can complete to see who Shoots the Moon the fastest, but the information also has to be correct. This activity is a very cognitivist approach, because I know what I want my students to do, but they have a little room to add their own touch to it. The worksheet on the other hand is a very behaviorist approach, which is ok because it is not the whole class period. By giving the students the worksheet in the beginning it allows me to see where my students stand as far as understanding adding and subtracting integers and it gets their brains to start pumping information out. c. Student Product: I would like my students to be able to take the worksheet home that I have given them in class and to complete the rest for homework and to truly understand what they are doing. By adding and subtracting integers in the deck of cards, I want them to relate back and see how easy it is, but it was also fun at the same time. I want my children to see that there is more than just one way of learning a concept. d. The website is on the following page at the end. 4. Artifact C: a. Each student will need to bring one bag of the regular size M&Ms that can be bought at the checkout register in a grocery store. I will have extra incase a student doesnt bring a bag. b. Citation: Any grocery store or convenient store should sell this size c. Category: Physical Artifact (Food)

5. Artifact D: a. Each student should try to remember to bring a calculator to class. It is optional, but it will make things a little bit easier on themselves. Right now it isnt imperative, because we will not be dealing with large numbers. However it is important for them to bring a pencil to write with. b. Citation: The school normally will provide the calculators or if the student wants one for himself or herself they can purchase them at any local convenient store or office supply store.

c. Category: Physical learning objects 6. Artifact E: a. See attached worksheet for Artifact E b. Citation: Shallotte Middle School, Jeanie Falls, and 7th Grade Math Teacher c. Category: Math worksheet 7. Activity Description: a. Purpose/Goals: The purpose of doing this activity is to allow my students to better understand addition and subtraction, as well as fractions and percentages using food. This is a Spatial way of learning, because I am going to allow my students to create models so they can visualize what we are learning in class. I have taken the outline of a worksheet from another teacher and changed some information in it to make it my own. I would like for each child to receive this worksheet, but if not it is very simple for them to make the boxes themselves. In the first half of the worksheet I would like the children to work individually and predict how much of each color is in the bag, then find the actual amount. After they have completed this I want them to find the fraction of each color out of the total amount and then the percentage. After each individual has completed this they will divide into groups of 3 or 4 and complete the same steps but using the information everybody in the group got. (Nobody should have to touch anybodys food, because they will already have the info and they can just combine it together.) At the end of the worksheet there is a question I want each group to answer. (There is no right or wrong answer.) b. Method/Learning Style: I am using a Cognitivist setting in my classroom, with a Logical- Mathematical and Spatial way of learning. Everybody will be doing the same steps to get the answer, but everybody will have a different answer because no two bags of M&Ms are the same, so they can compare their different findings. In a way that brings in Problem- Based Inquiry learning too, because they are given these questions and they have to figure out the answer, but everybodys answer will be different, there will be more than one right answer, and thats okay! It is a Spatial way of learning because I am allowing my students to use or make a visual in order to understand what they are learning. It is Logical Mathematical because the kids will be using the charts to collect their information. c. Student product: I would like for my students to be able to understand how to find the percentage and fractions of certain problems and to realize that they will have to use these concepts other than in a classroom. d. http://nikkiscurriculumarchive.weebly.com/