Math+Lab+1+-+Howard+Gardner+&+Algebra+exercise

=__Math Lab 1: Bending Aluminum Activity__=

Investigating Algebraic Concepts Using Gardner's Multiple Intelligence Theory
===This Activity follows Gardner's Multiple Intelligences Theory by getting away from using just the Logical-Mathematical intelligence to teach students. In this activity students will have the opportunity to also exercise their:=== ===By using different Multiple Intelligences in the activity there is a better chance that more of the students will connect to the math in a meaningful way. Learn More about Howard Gardner's Multiple Intelligences Theory===
 * **Logical-Mathematical Intelligence -** students can use their reasoning abilities, recognize the abstract and practice scientific thinking.
 * **Bodily-Kinesthetic Intelligence** - the students can touch the activity when they bend the paper
 * **Interpersonal Intelligence** - as long as the teacher decides to group the students for this assignment, the students can learn from and help each other
 * **Linguistic** **Intelligence** - the students can both discuss the activity with each other and the teacher using math vocabulary and can also be given the opportunity to write what they have learned in a journal entry after the activity
 * **Spatial** **Intelligence** - the model that the students make during the lesson helps them see the geometry of the lesson


 * ** Lesson Plan Design **– Math Lab 1 – Algebra – Howard Gardner - Sept 24, 2011

More about Bending Aluminum Activity Instructions
|| Connect the theory of Algebra and apply Howard Gardner’s theory of Multiple Intelligences to a real world project (bending aluminum into a maximum sized rain gutter). During this exercise each student will manipulate an 8X10 sheet of paper so they can activate multiple intelligences. || //Students will understand that …// // What are the big ideas? // Algebra can be used to solve real world problems; Will experience different methods of learning.
 * Stage 1 – Desired Results ||||  ||
 * **Established Goals** **(G):**
 * **Understandings** **(U)**:

// What specific understandings are desired? // Creating a 3-D representation of the problem. Variables represent real world data, will notice patterns and connect that the data creates a parabola.

// What misunderstandings are predictable? // Lack of insight in connecting graph to data to the equation. Their innate strengths may not be utilized during the exercise. || **Essential Questions(Q)** : List of provocative questions will foster inquiry, understanding, and transfer of learning?

ü How can we get the gutter to hold the most water? ü Is there some way to do this without a piece of paper? ü What other methods can we use? ü What tools do we need? ü Have you done anything like this before or similar? ü Can you predict the outcome of this project? ||
 * //Students will know// **(K)** …
 * What key knowledge and skills will students acquire as a result of this unit? Students will be able to create 3-D model, conduct a trial and error experiment, collect data, detect patterns, understand that the measurements represent variables that are independent and dependent variable in algebra.


 * What should they eventually be able to do as a result of such knowledge and skills? Be able to apply this knowledge to use algebra to model other situations || //Student will be able to// **(S)** …


 * Ø manipulate paper to represent other geometric problems.
 * Ø collect their own data in tables
 * Ø determine equations from data points on a graph ||
 * Stage 2 – Assessment Evidence ||
 * **Performance Tasks** **(T)** :
 * // Through what authentic performance tasks will students demonstrate the desired understandings? // manipulating the paper to see it as a gutter * creating a table for their data * graphing the data points * realization that the data can be represented as a algebraic equation


 * // By what criteria will performance of understand be judged? //

What learning experience and instruction will enable students to achieve the desired results? How will the design :
 * Ø rubric would list the range of outcomes for each of the tasks
 * Ø by the amount of assistance the students need as they progress throughout the tasks || **Other Evidence** **(OE)**:
 * // Through what other evidence will students demonstrate achievement of the desired results? // By spontaneously creating other 3-D items to solve and find their equation.
 * // How will students reflect upon and self-assess their learning? // Write a journal listing the steps and any problems that they experienced. In addition, they will list how they would do this problem differently if they were teaching this project. ||
 * Stage 3 – Learning Plan ||
 * **Learning Activities(L):**

W = Help the students know **W**here the unit is going and **W**hat is expected? Help the teacher know **W**here the students are coming from (prior knowledge, interests)? Students: This unit with help us connect algebra to a real world problem Teacher: Ask the class if they can connect this project to earlier experiences and brainstorm what tools we need

H = **H**ook all students and **H**old their interests? Assume we've been asked to help a home remodeler design a rain gutter. He has a fixed amount of aluminum to make the gutter. How can we help him make the most of his material?

E = **E**quip students, help them **E**xperience the key ideas and **E**xplore the issues? Provide supplies ( rulers, graph paper, blank sheets of paper, geometry software, graphing calculators) Break students into groups of differing abilities (advanced students would be challenge to help the other students understand)

R = Provide opportunities to **R**ethink and **R**evise their understandings and work? have each group explain their method to the class and what they would change if they did it again individual journal entry at the end of the assignment (using the math terms they ran into in the assignment)

E = Allow students to **E**valuate their work and its implications? Provide a summary of their work in their journal and discuss how they think the home remodeler will like their end product

T = Be **T**ailored (personalized) to the different needs, interests, and abilities of learners? By grouping the students with different abilities they get to personalize the instruction to each other and help one another as a group, they can assign tasks to use each member’s strengths

O = Be **O**rganized to maximize initial and sustained engagement as well as effective learning?

The teacher will have the supplies gathered, have specific groups organized ahead of time and block segments of time for each task within the project.

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