Math All-Stars Apprenticeship

The Math All-Stars apprenticeship couples the creation of an urban park model with math games to help Citizen Schools students practice and improve their math skills. The Math All-Stars WOW! could be a math showcase. Apprentices could display their park models and explain how math helped in the creation of their park. In addition, apprentices could run math challenge game stations in which apprentices would first teach guests (parents, school leaders, younger students, fellow classmates) how to complete a math problem (similar to ones that will be used during the game), explain the rules of the game, and act as monitors as the game is played. Though a bit untraditional, this WOW! allows students to become math experts who teach back a subject in which they at one time felt uncomfortable.

WOW! Plan-Math All Stars

WOW! Description- The Math All-Stars teachers,could be a math showcase. Apprentices could display Ideal Citizen Teachers include math WOW! undergraduate math majors, education majors, and all others and explain how math helped in the creation of overall academic success. their park models interested in helping students directly improve their their park. In addition, apprentices could run math challenge game stations in which apprentices would first teach guests (parents, school leaders, younger students, fellow classmates) how to complete a math problem (similar to ones that will be used during the game), explain the rules of the game, and act as monitors as the game is played. Though a bit untraditional, this WOW! allows students to become math experts who teach back a subject in which they at one time felt uncomfortable. Learning Objectives What will the students learn today? Apprentices will identify apprenticeship goals and procedures Apprentices will identify personal areas of success and improvement Apprentices will help team members achieve goals and solve problems Apprentices will identify strategies to solve basic math problems (addition, subtraction, multiplication and division) Apprentices will help team members achieve goals and solve problems New Basic Skills Covered & Curriculum Frameworks Addressed New Basic Skills: Teamwork MA Curriculum Frameworks

Week

Lesson Topic

Activities What is Math AllStars? Number Scatter Game What Are Your Goals? Where are you at? Number Scatter Game Review Agenda and Set Context: Activity: Number Relays Activity: Around the World

1 Learn new skills Model

Introduction and Pre-Test

2 Learn new skills Model

Working to Improve

New Basic Skills: Teamwork MA Curriculum Frameworks

3 Learn new skills Model

Planning a Park Brainstorming

4 Produce Scaffold

Applying Measuring Concepts

5 Produce Scaffold

Calculation & Math Review Games

6 Practice Scaffold

Drawing to Scale & Math Review Games

7 Practice Coach

Creating the Park & Practicing Oral

Apprentices will review basic math skills Apprentices will apply the concepts of area, perimeter and circumference Apprentices will help team members achieve goals and solve problems Apprentices will apply measurement concepts Apprentices will review basic math skills Apprentices will be able to build on other apprentices ideas in discussion and participation Apprentices will help team members achieve goals and solve problems Apprentices will review basic math skills Apprentices will apply area and circumference formulas to apply to park/playground creation Apprentices will help team members achieve goals and solve problems Apprentices will apply measurement concepts Apprentices will review basic math skills Apprentices will help team members achieve goals and solve problems Apprentices will be able to build on other apprentices ideas in discussion and participation Apprentices will apply measurement concepts Apprentices will review

New Basic Skills: Teamwork MA Curriculum Frameworks

Number Scatter Game Planning a Park Brainstorm Activity Math Review Activity Math War Review of Measurement Concepts Measuring at the Park

New Basic Skills: Teamwork MA Curriculum Frameworks 5.M.1 5.M.3

New Basic Skills: Teamwork MA Curriculum Frameworks 5.M.1 5.M.3

Calculations Math Challenge Game Activity: Math War

New Basic Skills: Teamwork MA Curriculum Frameworks 5.M.1 5.M.3

Around the World Game Park Brainstorm Activity Beginning to Work with Scale Connect Four Math Review

New Basic Skills: Teamwork Oral

Number Scatter Working on Park Diagrams 2

Communication

8 Practice Coach

Preparing for WOW!

9 Practice Fade

Post Test

basic math skills Apprentices will be able to build on other apprentices ideas in discussion and participation Apprentices will help team members achieve goals and solve problems Apprentices will apply the concept of scale in the creation of their park diagrams Apprentices will apply measurement concepts Apprentices will review basic math skills Apprentices will apply the concept of scale in the creation of their park diagrams Apprentices will develop their writing and editing skills. Apprentices will demonstrate what they have learned over the course of the apprenticeship

Communication MA Curriculum Frameworks 5.M.1 5.M.3

Oral Communication Practice Review Game Brainstorm/Practice

New Basic Skills: Teamwork Oral Communication Written Communication MA Curriculum Frameworks 5.M.1 5.M.3 New Basic Skills: Teamwork Oral Communication

Number Scatter Finishing the Park Diagrams Planning a Park Write-Up and Peer Editing Activity Oral Communication Practice Activity Activity: Post Test Activity: Practice Diagram Presentations Activity: Practice Math Challenge Games WOW!

10 Perform Fade

WOW!

WOW!

WOW!

Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson One - Introduction and Pretest Citizen Teacher:

New Basic Skills: 1. Teamwork

Content Objectives: 1. Apprentices will identify course goals and procedures 2. Apprentices will identify personal areas of success and improvement 3. Apprentices will help team members achieve goals and solve problems

Agenda based on the lesson plan. Post in the room for the students to see. 1. Introduction/Review Agenda 10 Minutes 2. Set Context: What is Math All-Stars? 05 Minutes 3. Activity: Number Scatter Game 05 Minutes 4. Activity: What Are Your Goals? 15 Minutes 5. Activity: Where are you at? 45 Minutes 6. Teach Back 05 Minutes 7. Clean up 05 Minutes Initial Preparation and Space Set up: Clear a large space in the class (enough so apprentices can run without hurting themselves) Place cards randomly around the floor with their numbers facing up Post Agenda Introduction/ Review of Agenda Procedure: 1. Getting to Know Each Other

Time: 10 Minutes

Getting to know the Citizen Teachero The Citizen Teacher should introduce herself/himself Where are you from? Where do you work? o Tell the apprentices why you are so excited about the apprenticeship o What about your background brought you to choose to participate in this apprenticeship o Why do you think it is so important be a Math All-Star

o What is the apprenticeship all about? What can apprenticeships expect 2. Review Agenda Set the Context Time: 5 Minutes 1. What is Math All-Stars? Commitment to improve your math skills Write the equation on the board: Math Fun + Math Practice = Better Math Grades! Explain the most improved player award which will be presented at the WOW! celebration
Write the word calculate on the board Review the vocabulary word for the day: Calculate-to find an answer 4. Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition into their notebooks Activity 1: Number Scatter Game Time: 5 Minutes Materials Needed: Numbered index cards 1-100 Space Set Up for Activity 1: Cleared space for game completion Team Leader Support Needed for Activity 1: Procedure: 1. Divide students into two teams 2. Explain the game: 2. 3.

 When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (this number changes each round) After that person has run back over the line the next person goes and finds a card with another number that is a multiple of ___ This will continue until 3 minutes is up At the end of five minutes we will go through and see how many cards each team has gathered Remember the cards, must be multiples of __ or the cards dont count Any questions? 3. Have students complete the game and review the cards 4. Time permitting, repeat the game with using a different number 5. Brainstorm/Discussion What about this game was like a test? (stress, pressure time constraint) Activity 2: What are your goals? Time: 15 Minutes Materials Needed For Activity 2: Goal Sheets Small strips of paper Space Set Up for Activity 2: Rows or Groups of Desks Team Leader Support Needed for Activity 2: Procedure: 1. Pass out individual goals sheets 2. Read directions as a class 3. Ask for volunteers to share a personal goal 4. Pass out small strips of paper 5. Ask apprentices to write down 3 expectations that the group should work towards 6. Ask for a volunteer to write on the board 7. Develop a Group Expectation Poster by reading the expectations aloud Create a team contract by linking the small pieces of paper into a chain to be hung in the classroom Activity 3: Pre-Test: Where are you at? Time: 45 Minutes Materials Needed For Activity 3: Pre-tests Space Set Up for Activity 3: Rows of Desks Team Leader Support Needed for Activity 3: Procedure: 1. Make sure to explain that the pre-test is simply a way to figure out where you are at, apprentices shouldnt feel pressure about doing well, but should relax and do their best 2. Pass out Pre-test 3. Walk around as students complete to answer clarifying questions Closing & Teach Back Time: 5 Minutes Procedure: 1. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today Ask apprentices to write any questions they have as you move forward Preview next weeks lesson plan 4. Recognize individual students who have contributed above and beyond the expectations 5. Ask students to rate the day using the Fist of Five method 6. Allow several students (high and low ratings) to share their reasons Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT 3.

8. 9.

Debrief asking if there are any that were missed

2.

Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson 2 - Working to Improve Citizen Teacher:

New Basic Skills: 2. Teamwork

Content Objectives: 4. Apprentices will identify strategies to solve basic math problems (addition, subtraction, multiplication and division) 5. Apprentices will help team members achieve goals and solve problems

Agenda based on the lesson plan. Post in the room for the students to see. 8. Opening Ritual: Number Scatter Game 10 Minutes 9. Review Agenda and Set Context 10 Minutes 10. Activity: Number Relays 35 Minutes 11. Activity: Around the World 20 Minutes 12. Teach Back 10 Minutes 13. Clean up 05 Minutes Initial Preparation and Space Set up: Clear a large space in the class (enough so apprentices can run without hurting themselves) Place cards randomly around the floor with their numbers facing up

Post Agenda Opening Ritual : Number Scatter Game Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 6. Divide students into two teams 7. Explain the game: When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (this number changes each round) After that person has run back over the line, the next person goes and finds a card with another number that is a multiple of ____ This will continue until 3 minutes is up. At the end of five minutes we will go through and see how many cards each team has gathered. Remember the cards, must be multiples of ____ or the cards dont count. Any questions? 8. Have students complete the game and review the cards 9. Time permitting, repeat the game with using a different number 10. Brainstorm/Discussion What about this game was like a test? (stress, pressure, time constraint) Set the Context and Review Agenda Time: 10 Minutes Set Context: 1. Ask: Does anyone play a sport or an instrument? What do you do to be successful at that? What keeps you wanting to do it? When you are good at things are you more likely to want to do it?
2. Explain that a great part of the Math All-Star apprenticeship is that every week is a chance to practice to improve their

3. 4.

math skills Write the words sum and difference on the board Review the vocabulary words for the day: Sum-The answer in an addition problem

Difference: The answer in a subtraction problem Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition into their notebooks Review Agenda: 6. Review the timeline and agenda topics for the day Activity 1: Problem Relays Time: 35 Minutes Materials Needed For Activity 1: Math Problems for problem relays Space Set Up for Activity 1: Space around the chalkboard and desks to sit in Team Leader Support Needed for Activity 1:
5. TL and CT should split so that one adult is with a small amount of students (if there are four total groups- the TL is responsible for 2 of the groups) Procedure: 1. Divide students into groups of three or four 2. Give each group a list of questions (that were incorrectly answered on the pre-test) 3. Provide each group with a section of the board 4. Explain the Problem Relays Game One group member begins by writing the problem on the board The second group member does the first step of the problem and then tags their teammate to complete the next step. Continue in this way until the problem is solved. 5. When the problem is done the TL or CT should walk through the problem suggesting different ideas when applicable Repeat steps 406 until all of the questions are answered or time expires Activity 2: Around the World Game Materials Needed For Activity 2: Space Set Up for Activity 2: Circle of desks/chairs Team Leader Support Needed for Activity 2: Procedure: 1. Ask students to sit around a table or in a circle 2. One student begins by standing behind another students seat

6. 7.

Apprentices should copy the problem including the steps into their notebook Time: 20 Minutes

The first student in the pair to call out the answer will move on to stand behind the next students seat 5. The game is over when one student makes it all the way around the world and back to his/her seat Closing & Teach Back Time: 10 Minutes Procedure: 7. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today Ask apprentices to write any questions they have as you move forward Preview next weeks lesson plan 10. Recognize individual students who have contributed above and beyond the expectations 11. Ask students to rate the day using the Fist of Five method 12. Allow several students (high and low ratings) to share their reasons Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT 9.

3. 4.

Write a math problem on the board

8.

Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson 3 - Planning a Park Overview Citizen Teacher:

New Basic Skills: 3. Teamwork Curriculum Frameworks: 1. 5.M.1 Apply the concepts of perimeter and area to the solution of problems involving triangles and rectangles. Apply formulas where appropriate 2. 5.M.3 Solve problems involving simple unit conversions within a system of measurement

Content Objectives: 6. Apprentices will review basic math skills 7. Apprentices will apply the concepts of area, perimeter and circumference 8. Apprentices will help team members achieve goals and solve problems

Agenda based on the lesson plan. Post in the room for the students to see. 14. Opening Ritual: Number Scatter Game 10 Minutes 15. Review Agenda and Set Context: 10 Minutes 16. Activity: Planning a Park 15 Minutes 17. Activity: Review Activity 15 Minutes 18. Activity: Math War 20 Minutes 19. Teach Back: 05 Minutes 20. Clean up: 05 Minutes Initial Preparation and Space Set up: Clear a large space in the class (enough so apprentices can run without hurting themselves) Place cards randomly around the floor with their numbers facing up Post Agenda Opening Ritual : Number Scatter Game Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: Procedure: 11. Divide students into two teams 12. Explain the game: When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (this number changes each round) After that person has run back over the line, the next person goes and finds a card with another number that is a multiple of ____ This will continue until 3 minutes is up. At the end of five minutes we will go through and see how many cards each team has gathered. Remember the cards, must be multiples of ____ or the cards dont count. Any questions? 13. Have students complete the game and review the cards 14. Time permitting, repeat the game with using a different number.

15. Brainstorm/Discussion How can this game help you in your regular math class? Has anyone started feeling like their math skills are getting even stronger? Set the Context and Review Agenda Time: 10 Minutes Set Context: One way math is used in real life is when playgrounds and parks are built Ask: How does math relate to playground and parks planning?

Write the words product and quotient on the board Review the vocabulary words for the day:

Product- the answer in a multiplication problem; i.e. the produce of 8 and 2 is 16 Quotient- the answer in a division problem; i.e. when you divide 16 by 2 the quotient is 8
Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition into their notebooks Review Agenda: Review timeline and agenda points Activity 1: Planning a Park Time: 15 Minutes Materials Needed For Activity 1: Magazines of parks for reference Paper Notebooks Pen/Pencil Space Set Up for Activity 1: Desks in Pairs of Two Team Leader Support Needed for Activity 1: Procedure: 1. Divide group into pairs 2. Move seats so that each pair is sitting with their partner 3. Inform the apprentices that their project over the next few weeks is to plan their ideal park/playground 4. Ask apprentices to with their to answer the following questions (that should be written on the board) 5. What objects do you want in your park (i.e. slides, flower beds, trees etc) 6. Explain that all parks are going to be the same size 100 yds x 75 yds 7. As a class figure out: How many feet are in a yard? 3 ft What is the total area of the park? 7500 sq yds 8. If available-You may want to use the size of the back of the school as a reference point, that way you can have students literally measure the perimeter, area and circumference of the space Activity 2: Review Terms or Measure Outdoors Time: 20 Minutes Materials Needed For Activity 2: Area, Perimeter, Objects Paper Notebooks Tape Measures Rulers Space Set Up for Activity 2: No additional space set up required Team Leader Support Needed for Activity 2: Procedure: 1. Review the concepts of perimeter, circumference and area 2. Using various objects (suggestions, picture frames, boxes, things in the classroom) as a class physically measure and calculate the perimeter, circumference and area of objects (see below for ideas)

Have students cut out a square, 25 cm. X 25 cm. and find the perimeter of the square. Have them cut another square, 10 cm. X 10 cm. from the top right corner of the first square. Have them find the perimeter of the new shape formed when the smaller square is removed. Ask the students to cut out other squares of their choice and cut from the top right corner, squares of different sizes. Have them find the perimeter. Ask students to list any observations that they see. Note that the loss of the area as the square removed does not affect the perimeter. This

should point out that perimeter is not related to the area of the figure. Students use string, cloth tape and/or a trundle wheel to measure the circumference of various circles (cup, can, barrels, jump circle in gym etc.). They also record the diameter of the circles. This information can be recorded in a chart which when brought back to the class can be shared using a chart on the board. Students are asked to determine the relationship between the two to gain an understanding of the value of pi and it role in the formula for the circumference of a circle. Students cut circles out of paper. (Encourage students to use circles with diameters which are whole numbers....this will make the connection between diameter and area more easily observed.) They then cut the circles in half by cutting along the diameter. Each half is then cut into small slices running from the circles center to the outside edge. When finished the edges of the circle are laid side by side and measured to arrive at an approximation of the circumference. 3. Discuss: How does this activity relate to your planning of your park? Activity 3: Math War Time: 20 Minutes Materials Needed For Activity 3: Deck of cards (with the face cards taken out) Space Set Up for Activity 3: 2 desks should be set up facing each other with space behind to form lines (making a table consisting of two desks so that the first apprentice can sit and face the opposing team) Team Leader Support Needed for Activity 3: Procedure: 1. Divide group into 2 teams 2. Have each group make a line behind a desk 3. Ask the first person in each line to sit in the desk which has half of a deck of cards face down on it 4. When you say go 5. Each student flips a card over and the first one to multiply the numbers (you can modify this game and have the children subtract or divide the numbers instead), together wins those cards for their team 6. The next group member sits and completes the process

7. Whatever team with the most cards at the end of the time wins Closing & Teach Back Time: 5 Minutes Procedure: 13. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today 14. Ask apprentices to write any questions they have as you move forward
15. Preview next weeks lesson plan 16. Recognize individual students who have contributed above and beyond the expectations 17. Ask students to rate the day using the Fist of Five method 18. Allow several students (high and low ratings) to share their reasons Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT

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Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson 4 - Applying Measurement Concepts, Measuring at the Park Citizen Teacher:

New Basic Skills: 4. Teamwork Curriculum Frameworks: Math: 1. 5.M.1 Apply the concepts of perimeter and area to the solution of problems involving triangles and rectangles. Apply formulas where appropriate 2. 5.M.3 Solve problems involving simple unit conversions within a system of measurement

Content Objectives: 9. Apprentices will apply measurement concepts 10. Apprentices will review basic math skills 11. Apprentices will be able to build on other apprentices ideas in discussion and participation 12. Apprentices will help team members achieve goals and solve problems

Agenda based on the lesson plan. Post in the room for the students to see. 21. Opening Ritual: 10 Minutes 22. Review Agenda and Set Context: 05 Minutes 23. Activity: Review of Measurement Concepts 15 Minutes 24. Activity: Measuring at the Park 45 Minutes 25. Closing &Teach Back: 10 Minutes 26. Clean up: 05 Minutes Initial Preparation and Space Set up: Clear a large space in the class (enough so apprentices can run without hurting themselves) Place cards randomly around the floor with their numbers facing up

Post Agenda Opening Ritual : Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: Procedure: 16. Divide students into two teams 17. Explain the game: When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (this number changes each round) After that person has run back over the line, the next person goes and finds a card with another number that is a multiple of ____

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 This will continue until 3 minutes is up. At the end of five minutes we will go through and see how many cards each team has gathered. Remember the cards, must be multiples of ____ or the cards dont count. Any questions? 18. Have students complete the game and review the cards 19. Time permitting, repeat the game with using a different number 20. Brainstorm/Discussion Has anyone started feeling like their math skills are getting even stronger? Set the Context and Review Agenda Time: 5 Minutes Set Context: Write the words area and perimeter on the board Review the vocabulary words for the day:

Area: the number of square units that cover a figure (in a rectangle length x width). Perimeter: the distance around an object to find, add the measurements of all the sides
Review Agenda: Review timeline and agenda points Activity 1: Review of Measurement Concepts Materials Needed For Activity 1: Measuring shapes Rulers Pencil Notebooks Calculation Sheets Measurement Strings (25 feet of string for each pair) Space Set Up for Activity 1: No additional space set up needed Team Leader Support Needed for Activity 1: Procedure: 1. Ask opening questions: When do we use the measurement of area? Time: 15 Minutes

When do we use the measurement of perimeter? How would we determine the area of the room?
Pass out different cut outs of shapes Have students practice finding the perimeter and area. Walk around and make sure to be available to answer questions Ask the following wrap up questions to ensure that students understand the concept You want to tile your kitchen floor. Which measurement do you use? You want to fence in your garden. Which measurement do you use? 6. Explain: Today we are going to go to the park to help get ideas for our parks. When we are there we are going to measure objects that we may want to have in our park. 7. To find the size of the object what type of measurements do we have to make 8. Review behavioral expectations 9. Pass out calculation sheets 10. Pass out 25 feet of string (this way you dont need measuring tapes) (1 per group) 11. Leave for the park Activity 2: Measuring at the Park Time: 45 Minutes **Note- If a Park is not readily available using the school yard is a very viable option** Materials Needed For Activity 2: See above for measuring tools Space Set Up for Activity 2: Team Leader Support Needed for Activity 2: Procedure: 1. When apprentices arrive at the park, measure an object together (ideas: garbage can, sandbox etc- Note- you will need to 2. 3. 4. 5.

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change the calculation sheet depending on what you want to measure) Each student will have 25 feet of string to measure objects. They will measure the objects length, width, and diameter and lay the string down on the measuring tape to find out each measurement. 3. Instruct students to leave the area and circumference questions blank on their calculation sheets (they will be figuring those answers out next week) 4. Walk back to the School Closing & Teach Back Time: 10 Minutes Procedure: 19. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today

2.

20. Ask apprentices to write any questions they have as you move forward
21. Preview next weeks lesson plan 22. Recognize individual students who have contributed above and beyond the expectations 23. Ask students to rate the day using the Fist of Five method 24. Allow several students (high and low ratings) to share their reasons Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Material Collector Captain- Collects strings and shapes Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT

Group Member Names:__________________________________________________

PLANNING A PARKCALCULATIONS WORKSHEET 1. Object** Measured with the Class** Length: ______________Width: ______________Diameter: ______________ Circumference: ______________ Area: ______________ 2. Object: Bench Length: ______________Width: ______________Diameter: ______________ Circumference: ______________ Area: ______________ 3. Object: Garbage Bin Length: ______________Width: ______________Diameter: ______________ Circumference: ______________ Area: ______________ 4. Object Name: ______________________ Length: ______________Width: ______________Diameter: ______________ Circumference: ______________ Area: ______________ 5. Object Name: ______________________

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Length: ______________Width: ______________Diameter: ______________ Circumference: ______________ Area: ______________ 6. Object Name: ______________________ Length: ______________Width: ______________Diameter: ______________ Circumference: ______________ Area: ______________ 7. Object Name: ______________________ Length: ______________Width: ______________Diameter: ______________ Circumference: ______________ Area: ______________

Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson 5 - Calculation and Math Review Games Citizen Teacher:

New Basic Skills: 5. Teamwork

Content Objectives: 13. Apprentices will review basic math skills 14. Apprentices will apply area and circumference formulas to apply to park/playground creation

Agenda based on the lesson plan. Post in the room for the students to see. 27. Opening Ritual: Number Scatter Game 10 Minutes 28. Review Agenda and Set Context: 05 Minutes 29. Activity: Calculations 15 Minutes 30. Activity: Math Challenge Game 15 Minutes 31. Activity: Math War 25 Minutes 32. Teach Back: 10 Minutes 33. Clean up: 05 Minutes Initial Preparation and Space Set up: Clear a large space in the class (enough so apprentices can run without hurting themselves) Place cards randomly around the floor with their numbers facing up

Post Agenda Opening Ritual : Number Scatter Game Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 21. Divide students into two teams 22. Explain the game: When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (this

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number changes each round) After that person has run back over the line, the next person goes and finds a card with another number that is a multiple of ____ This will continue until 3 minutes is up. At the end of five minutes we will go through and see how many cards each team has gathered. Remember the cards, must be multiples of ____ or the cards dont count. Any questions? 23. Have students complete the game and review the cards 24. Time permitting, repeat the game with using a different number 25. Brainstorm/Discussion What other ideas besides multiples could we put on the cards? What about addition? Set the Context and Review Agenda Time: 5 Minutes Set Context: Write the words diameter and circumference on the board Review the vocabulary words for the day:

Diameter- is a line segment that passes through the center of a circle and has its endpoints on the circle. Circumference- The distance from one edge of the circle to the opposite end through the center Make sure to draw examples on the board or to point out the example using a circle that is in the room <the top of
the waste basket etc>. Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition into their notebooks Brainstorm: What are some reasons that some kids dont like math? (Its hard, its boring etc) Explain: Well for our WOW! we can do something to change that idea Ask: How do you think we could do that? (Let kids brainstorm, but try to guide them to the idea that games are fun) So today we are going to play some games that we can teach at our WOW! Showcase!

Before we start a new game though lets continue our park calculations Ask: Who remembers what we did last week? Review Agenda: Review timeline and agenda points Activity 1: Park Calculations Materials Needed For Activity 1: Calculation Sheets from last week Space Set Up for Activity 1: Team Leader Support Needed for Activity 1: Procedure: 1. Ask for volunteers to write on the board 2. Walk through the calculation of area and circumference (where applicable) 3. If there are not enough calculations from the park use objects in the room

Time: 15 Minutes

Relate back to the park project: Why is it important that we know how to calculate area and circumference when planning a park? Activity 2: Math Challenge Game Time: 15 Minutes Materials Needed For Activity 2: Index cards with math problems (target the skills that the students need to develop (for example, addition of two digit numbers, simple word problems, long division, percents, averages etc) Number cards 1-(however many apprentices) Answer key Math Paper Space Set Up for Activity 2: Small circles of desks Team Leader Support Needed for Activity 2: Procedure: 1. Arrange students into groups of three to six -- each group should have the same number of students 2. Have each student fold a sheet of math paper into squares and number the squares from 1 to __ (the number of students in

4.

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3. 4. 5.

the class) Ask students to number the squares Arrange students' desks into small circles and place one math problem face down on each desk Explain the game: At the signal, you will turn over the card in front of you, copy the problem in the appropriately numbered square on their paper, and solve the problem When you finish solving a problem, flip your card back into the facedown position, put down the pencil, and wait until all members of the group have solved their problems When the last student in the group solves his/her problem, the students stand up, rotate clockwise to the next desk, and repeat the process The game continues until all people in your group have solved all their group's problems Students who finish early can use the time to check their work

Whatever group finishes first wins, IF all answers are correct The game is not necessarily over when one group finishes. The other groups still have a chance to win the game if
any student in the groups that finished first recorded a wrong answer. (Speed counts, but accuracy is more important.) The group that finishes last could be the winning group if somebody in each of the other groups solved a problem incorrectly. If no group correctly solves all their problems, the group with the fewest errors wins. 6. When students have pencils and math paper ready, indicate the start of the game by calling out "Go!" Hint: The active movement of this game is part of the fun. If the game starts to get out of hand, make it a silent game. If a team member talks, disqualify that person and count all his/her answers as incorrect answers when counting each team's errors. Activity 3: Math War Time: 25 Minutes Materials Needed For Activity 3: Deck of cards (with the face cards taken out) Space Set Up for Activity 3: 2 desks should be set up facing each other with space behind to form lines (making a table consisting of two desks so that the first apprentice can sit and face the opposing team) Team Leader Support Needed for Activity 3: Procedure: 8. Divide group into 2 teams 9. Have each group make a line behind a desk 10. Ask the first person in each line to sit in the desk which has half of a deck of cards face down on it 11. When you say go 12. Each student flips a card over and the first one to multiply the numbers (you can modify this game and have the children subtract or divide the numbers instead), together wins those cards for their team 13. The next group member sits and completes the process

14. Whatever team with the most cards at the end of the time wins Closing & Teach Back Time: 10 Minutes Procedure: 25. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today 26. Ask apprentices to write any questions they have as you move forward
27. Preview next weeks lesson plan 28. Recognize individual students who have contributed above and beyond the expectations 29. Ask students to rate the day using the Fist of Five method 30. Allow several students (high and low ratings) to share their reasons Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT

16

Possible Math Questions to Use in Games Multiply: 72 x 4 = 288 55 x 21 = 1155 187 x 11 = 2057 7.84 x 3.4 = 26.656 19.3 x 5.1 = 98.43 61.8 x 3.7 = 228.66 Find the Area: area of a circle = pi * radius^2 Circle with Diameter of: 10 78.5 18 254.34 7 38.465 25 490.625 Rectangle with side lengths of: 7,19 133 11, 21 231 5.6, 9 50.4 8.3, 4 33.2 16.5, 9.5 156.75 23.7, 12.6 298.62 Convert feet to inches: 16 192 53 636 17.5 210 23.2 278.4 Convert inches to feet: 144 12 228 19 90 7.5 110 2/5 9.2

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Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson 6 - Drawing to Scale Citizen Teacher:

New Basic Skills: 6. Teamwork Curriculum Frameworks: Math: 3. 5.M.1 Apply the concepts of perimeter and area to the solution of problems involving triangles and rectangles. Apply formulas where appropriate 4. 5.M.3 Solve problems involving simple unit conversions within a system of measurement

Content Objectives: 15. Apprentices will apply measurement concepts 16. Apprentices will review basic math skills 17. Apprentices will help team members achieve goals and solve problems 18. Apprentices will be able to build on other apprentices ideas in discussion and participation

Agenda based on the lesson plan. Post in the room for the students to see. 34. Opening Ritual: Around the World Game 35. Review Agenda and Set Context: 36. Activity: Park Brainstorm Activity 37. Activity: Beginning to Work with Scale 38. Activity: Connect Four Math Review 39. Teach Back: 40. Clean up: Initial Preparation and Space Set up: Circle of desks/chairs Post Agenda Opening Ritual : (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 1. Ask students to sit around a table or in a circle 2. One student begins by standing behind another students seat

10 Minutes 10 Minutes 20 Minutes 20 Minutes 15 Minutes 10 Minutes 05 Minutes

Time: 10 Minutes

The first student in the pair to call out the answer will move on to stand behind the next students seat 5. The game is over when one student makes it all the way around the world and back to his/her seat Set the Context and Review Agenda Time: 10 Minutes Set Context: 7. Explain: In addition to showing our friends and family how fun math games can be, we also are going to display our park/playground creations. 8. Lets review what we have done so far in the creation of our model. 9. Write the words sum and difference on the board 10. Review the vocabulary words for the day: Scale drawing: A drawing that shows a real object smaller than (a reduction) or larger than (an enlargement) of the real object Ratio: A pair of numbers that compares different types of units

3. 4.

Write a math problem on the board (or place the problem in front of the two)\

SCALE

EXAMPLE 1: 1 CM : 2

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Example 2:

11. Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition into their notebooks 12. Pass around pictures of the examples 13. Ask: Why is understanding scales and ratios important in the creation of our playground models? Review Agenda: Review timeline and agenda points Activity 1: Park Brainstorm Activity Time: 20 Minutes Materials Needed For Activity 1: Notebooks Chart Paper Pens/Markers Space Set Up for Activity 1: No additional set up required Team Leader Support Needed for Activity 1: Procedure: 1. Ask: What 5-8 things do we think should go in your park? Lets brainstorm together a list of possible options. 2. Remember in order for your park to be successful things cant be overcrowded. 3. If you dont know the exact measurement for an object, what do you have to do? *Estimate* 4. How can you make educated estimates? 5. When the 5-8 things are agreed on guide the class to determine the area of the objects 6. Inform students that when they are making their parks they must include 5 objects off the list 7. Ask students to complete the first three columns Park Objects Worksheet listing the final objects in their park along with the objects perimeter and area Activity 2: Scale Activity Time: 20 Minutes Materials Needed For Activity 2: Grid Paper Pen/Pencils Space Set Up for Activity 2: No additional space set up required Team Leader Support Needed for Activity 2: Procedure: 1. Review scale-A scale drawing is a drawing that represents a real object the scale of the drawing is the ratio of the size of the drawing to the actual size of the object. Architects and park planners are examples of people who use scale drawings in their jobs. 2. Ask: Why is this important concept for park planners such as us? What they have to do is represent a length by a much smaller figure in order to put a on paper 3. Write the following example on the board:

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Example: The length of the park is 100 yards and its width is 75 yards. If 1 inch represents 25 yards, what would be the dimensions of the stadium drawn on a sheet of paper? Solution: You can take an intuitive approach to this problem: 100 yards by 75 yards 100 yards = 4 inches (HINT: 100 / 25) 75 yards = 3 inches (HINT: 75 / 25) Therefore, the dimensions would be 4 inches by 3 inches. Or you can establish a proportion: (Notice that the inches are all on the top and the yards are all on the bottom for this solution. Other combinations are possible.) Length: Width:

4. 5.

6. 7. 8. 9.

25x = 100 25y = 75 x = 4 inches y = 3 inches Next week when we begin creating our parks this will be an important concept in the creation of their park. Hand out grid paper Students will decide how to scale their drawings Ask students to look at grid paper to see what a reasonable scale is Ask students to work to complete the last column of the park objects worksheet Walk around and make sure to help with questions Time: 10 Minutes

Activity 3: Game: Math Review Connect Four (with and without decimals) Materials Needed For Activity 3: Connect four board Space Set Up for Activity 3: No additional space set up required Team Leader Support Needed for Activity 3: Procedure: 1. Divide students into two teams 2. Explain the Rules: Teams will alternate solving a math review problem

Each person will have a turn to solve a problem If your teammate answers the problem correctly then you will be able to fill in one of the circles on the connect 4 The first team to connect 4 spaces wins
Closing & Teach Back board If your team gets it wrong the turn goes to the other team Time: 10 Minutes

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Procedure: 31. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today

32. Ask apprentices to write any questions they have as you move forward
33. Preview next weeks lesson plan 34. Recognize individual students who have contributed above and beyond the expectations 35. Ask students to rate the day using the Fist of Five method 36. Allow several students (high and low ratings) to share their reasons Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT

21

SCALE AND RATIO EXAMPLES

Scale drawing: A drawing that shows a real object smaller than (a reduction) or larger than (an
enlargement) of the real object.

Ratio: A pair of numbers that compares different types of units.

EXAMPLE 1: 1 CM : 2

SCALE

Example 2:

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Name___________________________________________________________________

Park Objects Worksheet Directions: 1. In the area below list the objects that your group has decided to place in your park. 2. Calculate the perimeter and area of each object (when measurements are not available, estimate the size and ask an adult to check your estimates). ` Perimeter (All sides added together) Show your work! Area (Height x Length=Area) Show your work! Scaled Size (How big will the shape be on your layout?)

1.

2.

3.

4.

5.

6.

7.

8.

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Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson 7 - Creating the Park Citizen Teacher:

New Basic Skills: 7. Teamwork 8. Oral Communication Curriculum Frameworks: Math: 5. 5.M.1 Apply the concepts of perimeter and area to the solution of problems involving triangles and rectangles. Apply formulas where appropriate 6. 5.M.3 Solve problems involving simple unit conversions within a system of measurement

Content Objectives: 1. Apprentices will apply measurement concepts 2. Apprentices will review basic math skills 3. Apprentices will be able to build on other apprentices ideas in discussion and participation 4. Apprentices will help team members achieve goals and solve problems 5. Apprentices will apply the concept of scale in the creation of their park diagrams

Agenda based on the lesson plan. Post in the room for the students to see. 41. Opening Ritual: Number Scatter 10 Minutes 42. Review Agenda and Set Context: 05 Minutes 43. Activity: Working on Park Diagrams 30 Minutes 44. Activity: Oral Communication Practice 20 Minutes 45. Activity: Review Game Brainstorm/Practice 15 Minutes 46. Teach Back: 10 Minutes 47. Clean up: 05 Minutes Initial Preparation and Space Set up: Clear a large space in the class (enough so apprentices can run without hurting themselves) Place cards randomly around the floor with their numbers facing up

Post Agenda Opening Ritual : Number Scatter Game Revised Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 26. Divide students into two teams 27. Explain the game: When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (this number changes each round) After that person has run back over the line, the next person goes and finds a card with another number that is a multiple of ____ This will continue until 3 minutes is up. At the end of five minutes we will go through and see how many cards each team has gathered. Remember the cards, must be multiples of ____ or the cards dont count. Any questions? 28. Have students complete the game and review the cards 29. Time permitting, repeat the game with using a different number 30. Brainstorm/Discussion Who is beginning to feel confident about their multiplication skills? Set the Context and Review Agenda Time: 10 Minutes Set Context: Review past vocabulary Today we will begin creating our park layouts Review concept of scale drawing Review Agenda: Review timeline and agenda points Activity 1: Creating the Park Materials Needed For Activity 1: Scissors

Time: 30 Minutes

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 Construction Paper Art supplies Grid Paper Space Set Up for Activity 1: Tables of desks Team Leader Support Needed for Activity 1: Procedure: 1. Students will divide into their working groups/pairs and begin working on their park objects. <Park objects: Trees, picnic area, playground, fountain, flower gardens etc> 2. Students will use their worksheet from last week to create objects to scale Students will cut out their objects and begin laying them out on their grid paper 4. Remind students that quality counts! These parks will be displayed at the WOW! Activity 2: Oral Communication Practice Time: 20 Minutes Materials Needed For Activity 2: Practice Math Problems Space Set Up for Activity 2: No additional space set up needed Team Leader Support Needed for Activity 2: Procedure: 1. Remind apprentices that one of the aspects to their WOW! will be math challenge/game stations In these math challenge/game stations students will explain the apprentices would first teach guests (parents, younger students, other kids) how to complete a math problem (like one that will be used during the game), explain the rules of the game and act as monitors as the game is played 3. In order to explain the game well apprentices need to not only have great math skills, but have great communication skills. 4. Discuss and Practice oral communication skills by having students explain simple things to the group (Examples: Give directions to the cafeteria, Talk about your favorite teacher, Talk about your favorite sportetc) Stay away from math at first to practice oral communication 5. Eventually ask students to volunteer to explain a math problem to the class (use Basic math problems to build confidence!) Activity 3: Math Review Game Time: 15 Minutes Materials Needed For Activity 3: No additional materials needed Space Set Up for Activity 3: No additional space set up needed Team Leader Support Needed for Activity 3: Procedure: 1. Brainstorm game ideas for the WOW! 2. Apprentices may want to make up one of their own games 3. If so brainstorm directions and ideas if not, practice other math game Closing & Teach Back Time: 10 Minutes Procedure: 37. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today

3.

2.

38. Ask apprentices to write any questions they have as you move forward
39. Preview next weeks lesson plan 40. Recognize individual students who have contributed above and beyond the expectations 41. Ask students to rate the day using the Fist of Five method 42. Allow several students (high and low ratings) to share their reasons Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT

25

Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson 8 - Finishing the Park Citizen Teacher:

New Basic Skills: 9. Teamwork 10. Oral Communication 11. Written Communication Curriculum Frameworks: Math: 7. 5.M.1 Apply the concepts of perimeter and area to the solution of problems involving triangles and rectangles. Apply formulas where appropriate 8. 5.M.3 Solve problems involving simple unit conversions within a system of measurement

Content Objectives: 6. Apprentices will apply measurement concepts 7. Apprentices will review basic math skills 8. Apprentices will apply the concept of scale in the creation of their park diagrams 9. Apprentices will develop their writing and editing skills.

Agenda based on the lesson plan. Post in the room for the students to see. 48. Opening Ritual: Number Scatter 10 Minutes 49. Review Agenda and Set Context: 05 Minutes 50. Activity: Finishing the Park Diagrams 30 Minutes 51. Activity: Planning a Park Write-Up 20 Minutes 52. Activity: Oral Communication Practice 15 Minutes 53. Teach Back: 10 Minutes 54. Clean up: 05 Minutes Initial Preparation and Space Set up: Clear a large space in the class (enough so apprentices can run without hurting themselves) Place cards randomly around the floor with their numbers facing up.

Post Agenda Opening Ritual : Number Scatter Game Revised Time: 5 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 31. Divide students into two teams 32. Explain the game: When I say go one person from each team is going to run and pick up One card that is a multiple of ____ (this number changes each round) After that person has run back over the line, the next person goes and finds a card with another number that is a multiple of ____ This will continue until 3 minutes is up. At the end of five minutes we will go through and see how many cards each team has gathered. Remember the cards, must be multiples of ____ or the cards dont count. Any questions? 33. Have students complete the game and review the cards 34. Time permitting, repeat the game with using a different number 35. Brainstorm/Discussion Who is beginning to feel confident about their addition skills? Set the Context and Review Agenda Time: 5 Minutes Set Context: Write the words body language and estimate on the board Review the vocabulary words for the day:

26

 Body language - the gestures, poses, movements, and expressions that a person uses to communicate. Sometimes
called nonverbal communication

Estimate- an answer that is not exact but close; tells about how much or about how many, i.e. there are about 25
students in each class. Have apprentices write the definition as a visual reminder for the lesson and ask apprentices to copy the definition into their notebooks Today we will finish our park layouts Review concept of scale drawing Review Agenda: Review timeline and agenda points Activity 1: Creating the Park Time: 20 Minutes Materials Needed For Activity 1: Scissors Construction Paper Art supplies Grid Paper Space Set Up for Activity 1: Tables of desks Team Leader Support Needed for Activity 1: Procedure: a. Students will divide into their working groups/pairs and continue working on their park objects. <Park objects: Trees, picnic area, playground, fountain, flower gardens etc> b. Students will use their worksheet from two weeks before to create objects to scale

Students will cut out their objects and begin laying them out on their grid paper d. Remind students that quality counts! These parks will be displayed at the WOW! Activity 2: Creating a Park Writing Activity Time: 25 Minutes Materials Needed For Activity 2: Planning a Park Question Sheets Planning a Park Question Sheets (on poster board or construction paper) Peer Edit Sheets Space Set Up for Activity 2: Team Leader Support Needed for Activity 2: Procedure: 1. When students are done with their park design, ask students to complete the Creating a Park writing activity 2. Remind students of the importance of using the writing skills they learned in ELA including proper grammar usage and punctuation 3. When each pair is done with their park layout and write up have each pair switch their writing with the group next to them to peer edit using the peer editing instructions 4. When peer edited ask students to create a poster to be hung next to their park layout to describe the process of the park creation to guests at the WOW! Activity 3: Brainstorm and Presentation Practice Time: 20 Minutes Materials Needed For Activity 3: Dependent on the game picked Space Set Up for Activity 3: No additional set up required Team Leader Support Needed for Activity 3: Procedure: 4. Vote on the 2-3 Math Challenge stations that you will be running at the WOW! 5. Remind apprentices that one of the aspects to their WOW! will be math challenge/game stations

c.

6.
7.

In these math challenge/game stations students will explain the apprentices would first teach guests (parents, younger students, other kids) how to complete a math problem (like one that will be used during the game), explain the rules of the game and act as monitors as the game is played In order to explain the game well apprentices need to not only have great math skills, but have great communication skills.

27

8.

Discuss and Practice oral communication skills by having students explain simple things to the group (Examples: Give directions to the cafeteria, Talk about your favorite teacher, Talk about your favorite sportetc) Stay away from math at first to practice oral communication 9. Eventually ask students to volunteer to explain a math problem to the class (use Basic math problems to build confidence!) 10. Review game instructions and practice 11. Assign lead roles (in charge of explaining directions) and math support roles (in charge of helping guests with the math) in the math challenge stations Closing & Teach Back Time: 5 Minutes Procedure: 43. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today

44. Ask apprentices to write any questions they have as you move forward
45. Preview next weeks lesson plan 46. Recognize individual students who have contributed above and beyond the expectations 47. Ask students to rate the day using the Fist of Five method 48. Allow several students (high and low ratings) to share their reasons Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT

28

Planning a Park Write-Up

1.

What objects did you decide to place in your park?

2.

Why do you think these were the most important objects to put in a park?

3.

What steps did you take in creating your park (be specific).

4.

What is the best part of your park? Why?

5.

What was your favorite part of planning the park? Why?

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Name____________________________________________________ Self-Editing Checklist Directions: Use this list to check your paper carefully. Task Each sentence ends with proper punctuation. Commas and quotation marks are used correctly. The title has capital letters where needed. I double-checked for correct spelling. Proper nouns are capitalized. I read the sentences for meaning. I checked the paper for complete sentences. I reread the paper carefully for all errors. All sentences start with a capital letter. Completed

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Name__________________________________________________________________ Editors Checklist Directions: Use this list to check your fellow apprentices paper carefully. ___ I read the work for meaning. It makes sense. ___ I checked the work for clear and complete sentences. ___ I checked the spelling using the spell check tool on the computer. ___ I read the work for correct word usage that the computer spell checker wont catch (to, too, two, theyre, their, etc.). ___ The first world in all sentences starts with a capital letter. ___Proper nouns that name a specific person, place, or thing have been capitalized. ___The title has capital letters where needed. ___Each sentence ends with a punctuation mark. ___ Commas are used in any series of three or more things (apples, oranges, and pears). ___ Commas connect the parts of compound sentences. ___I reread the document carefully for all errors. Editors Comments:

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Name of the Apprenticeship: Math All-Stars Lesson Number and Title: Lesson 9 - Preparing for WOW! Citizen Teacher: New Basic Skills: 12. Teamwork 13. Oral Communication Content Objectives: 19. Apprentices will demonstrate what they have learned over the course of the apprenticeship

Opening Ritual: Optional 55. Review Agenda and Set Context: 05 Minutes 56. Activity: Post Test 30 Minutes 57. Activity: Practice Diagram Presentations 20 Minutes 58. Activity: Practice Math Challenge Games 20 Minutes 59. Teach Back: 10 Minutes 60. Clean up: 05 Minutes Initial Preparation and Space Set up: Dependent on games Post Agenda Opening Ritual : Time: Optional (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: Due to the time constraints because of the post test you may want to not play a game Set the Context and Review Agenda Time: 5 Minutes Set Context: Today we will first measure what we learned during the apprenticeship and then practice for our WOW! Review Agenda: Review timeline and agenda points Activity 1: Post Test Time: 30 Minutes Materials Needed For Activity 1: Post Test Space Set Up for Activity 1: Test seats Team Leader Support Needed for Activity 1: Procedure: 1. Make sure to explain that the post-test is simply a way to figure out how far youve come, apprentices shouldnt feel pressure about doing well, but should relax and do their best 2. Pass out Post-test 3. Walk around as students complete to answer clarifying questions Activity 2: Practice Park Presentations Time: 15 Minutes Materials Needed For Activity 2: Park Diagrams and Final Posters Space Set Up for Activity 2: Space for apprentices to present Team Leader Support Needed for Activity 2: Procedure: 1. Appoint apprentices to talk about their parks at the WOW! 2. Have those apprentices practice to the group 3. Provide feedback Activity 3: Practice Math Challenge/Games Time: 15 Minutes Materials Needed For Activity 3: Dependent on the games chosen

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Space Set Up for Activity 3: Dependent on the games chosen Team Leader Support Needed for Activity 3: Procedure: (You may want to practice in small groups) 1. Remind students of their roles at the WOW! (Math leaders explain directions to the group, math leaders demonstrate a practice problem to the group, monitors monitor the groups as they play the games) 2. Practice and play games Closing & Teach Back Time: 10 Minutes Procedure: 49. Ask students to rate the day using the Fist of Five method 50. Allow several students (high and low ratings) to share their reasons 51. Pass out individual Shout Out cards, with notes written for each student, from the Citizen Teacher and/or Team Leader 52. Then ask for several volunteers to give Shout Outs to other students in the class Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook Captain- Collects notebooks and gives them to the TL or CT

33

Name ___________________________________________________________ Date _____________________ Math All-Stars Post-Test Write your answers in the test booklet. Show your work! Section 1: Addition Solve the addition problems below. Use the space at the bottom of the page to show your work. 1. 2. 3. 4. 816 + 593 = 364 + 295 = 144.82 + 97.06 = 864.77 + 504.24 =

Show your work here.

Section 2: Subtraction Solve the subtraction problems below. Use the space at the bottom of the page to show your work. 1. 2. 3. 4. 339 282 = 371 75 = 73.26 - 55.44 = 949.51 - 838.41 =

Show your work here.

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Section 3: Multiplication Solve the multiplication problems below. Use the space at the bottom of the page to show your work.

1. 2. 3.

47 x 42 = 28 x 10 = 73 x 7 =

Show your work here.

Section 4: Division Solve the division problems below. Use the space at the bottom of the page to show your work. 1. 2. 3. 160 16 = 153 9 = 165 11 =

Show your work here.

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Section 5: Vocabulary 1. Draw a line between each word and its definition.

product product sum sum difference difference quotient quotient numerator denominator estimate body language

the answerthe answer in division. in division. the answer bar in a fraction. the number below thein subtraction. the answerthe answer in multiplication. in multiplication. the answer bar in a fraction. the number above the in addition. the answer in subtraction. the answer in addition. the gestures, poses, movements, and expressions that a person uses to communicate. Sometimes called nonverbal communication an answer that is not exact but close; tells about how much or about how many, i.e. there are about 25 students in each class.

graph scale drawing ratio

a pair of numbers that compares different types of units. a drawing that shows the relationship of two sets of data. a drawing that shows a real object smaller than (a reduction) or larger than (an enlargement) of the real object. the distance around something to find, add the measurements of all the sides. the number of square units that cover a figure (in a rectangle length x width).

perimeter area

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Section 6: Test-taking Skills 1. List two reasons why it is important to show your work on a test. _________________________________________________________________ _________________________________________________________________ 2. What does it mean to make an educated guess? _________________________________________________________________ _________________________________________________________________ For questions #3 and #4 choose and circle one answer. 3. If you get stuck on a question or problem, the thing to do is a. Move on to a problem you can answer. b. Look for clues to the answer you are stuck on in other problems. c. If you dont understand a question, ask your teacher to explain d. None of the above. e. All of the above. 4. When you have finished with a problem or the test, a. Check your answers. b. Ask yourself if each answer seems reasonable and/or makes sense. c. Check your units to be sure they are in the correct form. d. Make sure you filled in your answer sheet correctly. e. All of the above.

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