# Project Options Operations Rational Numbers

# Project Options Operations Rational Numbers

Recall that you are expected to complete__ two projects __ in
this class by selecting 2 projects from the 3 units in the table

below. At least one of your projects must be completed in a small group
consisting of 2-4 members. Refer to the table

below for deadlines associated with each unit.

Possible Units for Projects (Choose 2) |
Project Deadline |

1. Meaning of Numbers | October 28 |

2. Operations with Whole Numbers and Integers | November 18 |

3. Operations with Rational Numbers | The Final Exam Meeting Time |

**Project Guidelines:**

1. You have a__ choice of what you’d like to produce __ for your project. You may
produce a written report, news

article, information brochure, poster, powerpoint presentation , website, radio
interview, skit, short story, puppet

show, letter, persuasive essay, poem, song, scrapbook, or some other appropriate
product or performance .

2. All projects should utilize and cite __at least four resources.__ Resources may
include books, journals, credible

websites, and/or individuals that you consult. At the end of your project,
include a listing of all of your resources.

Below you will find examples of how to cite different types of resources.

3. You’ll present ( individually or as a group ) your project to the class on the day the project is due.

4. Each project will be evaluated with the same project rubrics (see Unit 1
instructions). The rubric scores

correspond to letter grades in the following way:

Rubric scores of… | correspond to a grade of… |

3.5 – 4.0 | A |

3.0 – 3.4 | B |

2.0 – 2.9 | C |

1.0 – 1.9 | D |

0 – 0.9 | F |

**Examples of How to Cite Resources**

**Book:**

Beckmann, S. (2008). Mathematics for elementary
teachers. Boston, MA:

Pearson.

**Journal Article:
**Putnam, R. T., & Borko, H. (2000). What
do new views of knowledge and

thinking have to say about research on teacher learning? Educational

Researcher, 29(1), 4-15.

**Website:
**National Renewable Energy Laboratory. (2008). Biofuels. Retrieved May 6,

2008,

**Individual you Consulted:
**R. Pugliese, personal
communication, March 23, 1990.

**Unit 3 Project Options**

Reminder: Note the __ new deadlines__ for submitting your project.

**Option 1: Select a project from Unit 2
**The end of the semester is quickly approaching, and we will not be able to cover
as much in the unit on

Operations with Rational Numbers as I had hoped. Thus, if you are doing your second project from this

unit, you may select from the options below or you may select from the options in the Unit 2 handout.

**Option 2: Bank of Fraction Word Problems
**You decide to prepare a bank of fraction word problems that you will save as a
resource for when you are

teaching. In your bank, be sure to include several examples of word problems for adding , subtracting,

multiplying, and dividing fractions . These word problems need to be about interesting

contexts or stories. Also, for each word problem, solve the problem and include an

illustration (drawing) of how to solve the problem. Finally, include a written

description of what teachers need to attend to in writing word problems with fractions.

**Option 3: I thought multiplication always made bigger?
**Elementary students often assume that multiplying any two numbers results in a

larger number and dividing any two numbers results in a smaller number. You are

soon going to be introducing rational numbers to your students and want to help them

correct this assumption. Describe at least two ways that you may help students avoid each of these

incorrect assumptions. Include drawings , manipulatives, and explanations that you would use to help you

do this.

**Option 4: Math Story Time
**You’ve noticed that many students enjoy when the teacher reads a book to the
class with

illustrations, and you know this story time can be especially good for introducing vocabulary

words for students to think about. Create a fun picture book that tells a story of one or more

people (or things) that are struggling to learn some aspect of operations on fractions (addition,

subtraction , multiplication, division). Include appropriate math vocabulary words in your story,

and include illustrations related to both the mathematics and the events in the story.

**Option 5: Create a Concept Map for a Unit in an Elementary Mathematics Book
**Find a mathematics textbook used in Grades 3-5, and pick a unit or chapter
related to

operations on fractions (addition, subtraction, multiplication, division). Investigate the

activities and exercises that students would do in this textbook, and prepare a concept

map describing the fraction content and the ways in which students would learn it. In

creating the concept map, try to show how the ideas in the unit connect to one another

and how the ideas may connect to students’ prior understanding.

**Option 6: Create a Math Game
**Thinking of what you’ve learned about operations on fractions (addition,
subtraction,

multiplication, division), invent a mathematics game for elementary students. Your final

product must include any special materials needed to play the game, an instructions manual

for players who are new to the game, some tips for doing well in the game, and a brief

description of how the game has been designed in order to be accessible to students with different

learning preferences (e.g., auditory, visual, kinesthetic, etc.).

**Option 7: Your Choice
**If you wish, you may develop another math project in this unit in collaboration
with me. See me ASAP if

you want to work with me to develop your own project.

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