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.

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:

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.