Ready for College

Ready for College- by Keli Hinijosa

 

This activity allows students to start exploring what college they may attend in the future.  They will research what colleges  match their interests, compare the costs of three different schools, create their own dorm room, and begin a dialogue with their parents about their future.

 

Timeline: 5-10 days

Instructional Focus: College Readiness and Financial Literacy

Challenge Brief:

Let’s talk about college.  Are you ready?  Do you know what you want to study? Do you know where you want to go?  Do you know how to get there?  And how much does it cost????  And how long does it take???…

There are a lot of questions that need to be answered prior to ever taking off for college.  Research says the earlier you start looking and preparing, the more likely it is that you will be successful in your academic career; which means more success in your chosen career.  So let’s get started.

You are hereby challenged to:

  • Develop an area of interest.  (What is it you think you want to do?)
  • Find where it is you might go to study this “whatever it is”
  • Develop a study plan and a living plan
  • Find someplace to live
  • Create a floor plan for that place
  • Create a budget and practice what it would be like to live within that budget

And finally…

  • Pull it all together with one letter of intent (written to yourself)

 Project Requirements:

  1. You must keep a daily log (form provided), of your task list, workshops requested and workshops attended.  This should also include grades from ALL skills checks.
  2. Brain exploration:  Create and share with me on GoogleDocs a paper that explains what you want to study.  You should research and list three schools that offer this plan of study.  You should include name and SPECIFIC location of these schools.
  3. Cost study:  You must research these schools and record the real “cost per semester.”  This should be an Excel spreadsheet that includes tuition per class, dorm fee or apartment rent, books, supplies, food, and other expenses
  4. Cost comparison.  You must create two graphs (also in Excel) that compare costs.  The first should compare costs between the three schools that you choose.  The second should compare costs of your first choice and two other students choices.
  5. You must download a floor plan for your chosen dorm room or apartment (or any other living space you come up with.  This can be from the school you are researching or an example that you find.  You must use “scale” to determine square footage of this space, transfer that drawing to graph paper, then “furnish” it with scale size furniture.  These must be labeled with size and cost.
  6. You must create a budget.  What would it cost for you to live at the school where you have chosen to go.
  7. You must conduct a RECORDED VIDEO of an interview with your parents/guardian regarding your college plans.  (see me for details)
  8. You must develop an application portfolio.  This should include a record of your past grades, school transcripts so far, an autobiographical paper, and anything else a college might need for application.  (a sample application would be excellent.
  9. FINALLY, you must write a letter to your older self, explaining the work you have done and the reasons you have made the choices you have made.

 

Rubric  TEKS

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TEKS

(6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to:
(C) describe the relationship between radius, diameter, and circumference of a circle. (Supporting Standard)
(6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to:
(A) estimate measurements (including circumference) and evaluate reasonableness of results; (Supporting Standard)
(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight; (Readiness Standard)

(6.11)  Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
(A)  identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

6.1)  Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:
(C)  use integers to represent real-life situations; (supporting standard)

 

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Extreme Makeover: Aquarium Edition

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TEKS:

Grade Six:

(3)  Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to:

(A)  use ratios to describe proportional situations;

(B)  represent ratios and percents with concrete models, fractions, and decimals; and

(C)  use ratios to make predictions in proportional situations.

Grade Seven:

(3)  Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to:

(B)  estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.

(9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

Grade Eight:

(3)  Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear relationships in problem situations and solves problems. The student is expected to:

(B)  estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates.

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Timeline: 2-3 days

Instructional Focus: Ratio and Proportion, Scaled Drawing and Measurement

Hook:  Texas State Aquarium Video

Driving Question(s):

What are ratios and proportions?  How are they used to create scaled drawings in architecture?  How do you find the area of two dimensional figures including rectangles, trapezoids, shapes and composite figures?

Challenge Brief Details:

You are to design an Aquarium floor plan.  Include the pools, tanks, and other displays listed, plus any that you personally want to add. Arrange all the tanks against the walls. The circular pools or tanks need to be placed in the middle of the floor plan.

Problem Requirements:

Materials:

Supporting Materials:

Rubrics:

This rubric will be shared with students at the beginning of the activity.  The teacher will refer to the criteria as they facilitate the students working through this problem.

Here is the Extreme Makeover Scoring Rubric

 

 

Percent in Advertising

% Percent in Advertising %

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TEKS

Eighth Grade

(3) Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear relationships in problem situations and solves problems. The student is expected to:

(B) estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates.

(13) Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A) evaluate methods of sampling to determine validity of an inference made from a set of data; and

(B) recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.

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Timeline: 2-3 days

Instructional Focus: Percent of a Number and Percent Change

Hook:.

Video: Reduced Fat Cheese

 

Video: Percent Song:

 

Driving Question(s):

How are percent used in advertising?  How do you calculate percent change (increase or decrease)?  Are these percentages ever misleading?  Do they show bias?  Where do advertisers get their information from?

Challenge Brief Details:

Students will research how percents are used in advertising. They can focus on one of the following: political campaigns (ex: percents involving unemployment, crime, deficit/spending, poverty), advertising for food products (ex: reduced fat, reduced sugar) or advertising products with percent increase (value size, family size), credit card/loan interest rates.  Students will be asked to focus on ways that the advertising is potentially biased/deceiving as well as how the percentages are calculated and whether they are accurate.

Learning Outcomes/Problem Requirements:

Students will do a presentation to the class on their findings.  They can do an oral report with visual aids of their choosing or create their own advertisement showing the results of their findings.  Groups will also create their own ad demonstrating their knowledge of how to calculate percent change.

Supporting Materials:

Resources:

In addition to internet research, students will be encouraged to take a trip to the grocery store and explore the advertising on packages.  They could request materials from political candidates, explore what comes in their mailboxes as well as watch commercials at home with a more critical eye.

Rubrics:

Students will help develop the rubric based on the TEKS.  Students who meet the standard of the TEK will receive a B.  Students will establish with the teacher facilitating what A level work, C level work, and F level work would look like.  They will create specific descriptors to fill in each box.

Here is the Rubric

 

Getting the Most Out of Your Mathematics Chart 7th Grade

In this activity, students create a geometry booklet using formulas from the Mathematics chart.

Teacher Guidelines and Project Idea

Cover Page

Circle Formulas

Perimeter Formulas

Area Formulas

Volume Formulas

Formula Chart Jigsaw

 

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Specific Seventh Grade TEKS Addressed:

(9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

(B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; and

(C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

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To Be or Not to Be: A Project on Experimental Probability

To Be Or Not to Be, That is the Question

 by Dolores Lucio-Gomez

View or Download Lesson here

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 TEKS

Eighth Grade

(11)  Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:

(A)  find the probabilities of dependent and independent events;

(B)  use theoretical probabilities and experimental results to make predictions and decisions; and

(C)  select and use different models to simulate an event.

(12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(A)  use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation;

(B)  draw conclusions and make predictions by analyzing trends in scatterplots; and

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology.

(13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A)  evaluate methods of sampling to determine validity of an inference made from a set of data; and

(B)  recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.

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Timeline: 2-3 days

Instructional Focus: Probability – Theoretical and Experimental Events

 Driving Question(s): Let’s take a look at an example where we first calculate the theoretical probability, and then perform the experiment to determine the experimental probability. It will be interesting to compare the theoretical probability and the experimental probability. Do you think the two calculations will be close?

Challenge Brief Details:  The Task

  • Students will research the following: Theoretical events, Experimental events, trial(s). Formulas utilized for theoretical events and experimental events.
  • Students will write their findings of Theoretical events involving a coin, and a die.  They will also write their finding of Experimental events involving a coin, and a die.
  • Students will compute theoretical events of the following problem: A coin is tossed and a six-sided die is rolled.  Find the probability of getting a head on the coin and a six on the die.
  • Students will conduct the experimental trial of the coin and the die 25 trials and record their finding in a table. For each trial the groups will flip the coin and roll the die.  Recording H for heads and T for tails in the row labeled coin, and the number for the six-sided die in the row labeled die. In the last row students will determine whether the trial completed the event of flipping a head and rolling a six.

Learning Outcomes/Problem Requirements:

Students will know the vocabulary involved with Theoretical and Experimental probability, the formulas to compute both types of probability and identify the difference between Theoretical and Experimental events.

Assessments:

  • Presentation of Theoretical calculations compared to the Experimental data in the self-created table and computations of their experiment.

Resources:  Internet Search Engines

Teacher Notes:

  • Rubrics –teacher created can be utilized.
  • During the research phase and putting their items to be completed for presentation is graded on a check list of the soft skills we grade the students on.
  • Please note that everyone’s experiment will be different; allowing the experimental probability to differ.  Also, the more experimental trials conducted allow the experimental and theoretical probabilities to be calculated closer.
  • In most experiments the theoretical and experimental probabilities will not be equal, however they should be relatively close.

Scientific Notation

Scientific Notation by Dolores Lucio-Gomez

 

View or Download Activity here

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 TEKS

Eighth Grade

(1)  Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to:

(D)  express numbers in scientific notation, including negative exponents, in appropriate problem situations;

(2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

(A)  select appropriate operations to solve problems involving rational numbers and justify the selections;

(B)  use appropriate operations to solve problems involving rational numbers in problem situations;

(C)  evaluate a solution for reasonableness;

problems.

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Timeline: 2-3 days

Instructional Focus: Scientific Notation and Standard Notation

Driving Question(s)Scientific Notation – Why your wrist (or keyboard) will thank you for not writing all those zeros.

  • Why Use Scientific Notation?
  • What is Scientific Notation?
  • How does Scientific Notation Work?

Challenge Brief Details:  The Task:

  • Students will research the following: why we use scientific notation, what is scientific notation, and how does scientific notation work?
  • Students will provide examples to each of the three questions and the significance of scientific notation pertaining to learning (addition, subtraction, multiplication, and division).
  • Students will provide their classmates with a real life problem to compute using scientific notation and one of the four mathematical operations or a combination of the four.

Learning Outcomes/Problem Requirements:

  • Students will create a creative way to present their findings –  musical, video, presentation, multimedia, to name a few ways of presenting their findings and problem to their classmates.

Assessments:

Resources:

  • Internet Search Engines

Teacher Notes:

  • Rubrics –teacher created can be utilized
  • Personally, I have the students create the rubric, I suggest the items we’d like to grade- information, did they solve the problem, research, creativity, etc.  They are to decide the point system and categories they wish to grade each other on.
  • I and the students grade each group with the agreed upon rubric they created.
  • During the research phase and putting their items to be completed for presentation is graded on a check list of the soft skills we grade the students on.(Creativity, communication, collaboration, critical thinking, and professional ethics).

Speed of Light

Speed of Light by Dolores Lucio-Gomez

View or Download Activity Here

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TEKS

 Eighth Grade

(1)  Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to:

(D)  express numbers in scientific notation, including negative exponents, in appropriate problem situations;

(2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

(A)  select appropriate operations to solve problems involving rational numbers and justify the selections;

(B)  use appropriate operations to solve problems involving rational numbers in problem situations;

(C)  evaluate a solution for reasonableness;

problems.

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Timeline: 2-3 days

Instructional Focus: Scientific Notation and Standard Notation

Hook:

https://dailymotion.com/video/x7c66k

by JubaTheMan

Driving Question(s): The Sun is one of many burning Stars in the Universe.  The next-closest star to Earth is Alpha Centauri C. How long does it take light from Alpha Centauri C to reach Earth?

Challenge Brief Details:  The Task

  • Students will research the following: the rate of speed of light, the distance the star Alpha Centauri C is from Earth.
  • Students will write their findings in standard notation and convert them into scientific notation.
  • Students will compute how long it actually takes for light to travel from Alpha Centauri C to Earth in both Standard form and Scientific form.

Learning Outcomes/Problem Requirements:

Students will create a poster board illustrating graphically, pictorially, and arithmetically their finding of the distance, rate, and time light travels from Alpha Centauri C to Earth.

Assessments:

Resources:

  • Internet Search Engines

Teacher Notes:

  • Rubrics –teacher created can be utilized
  • Personally, I have the students create the rubric, I suggest the items we’d like to grade- information, did they solve the problem, research, creativity, etc.  They are to decide the point system and categories they wish to grade each other on.
  • I and the students grade each group with the agreed upon rubric they created.
  • During the research phase and putting their items to be completed for presentation is graded on a check list of the soft skills we grade the students on.