Word Processing/Desktop Publishing:
|
Students may compose stories in which mathematical concepts are the characters, and use word processing for composition, revision and publishing. For example: the number two is walking down the street one day. What happens to it? |
|
Word problems may be created and typed using word processors. The files may be saved by students, and then switched with others. In the same documents, the students can then answer the word problems and explain their rationales. |
Spreadsheet:
|
A cookie spreadsheet can be created. Each column will contain a different ingredient, and the measurement for that specific recipe entered. The amounts will likely need to be converted from fractions by the students. When the spreadsheet is complete, students may take it to their homes and research which types of cookies they could make using ingredients present in their own kitchens. A chart could also be created for each cookie showing the percentage of each ingredient. |
|
Students can measure a natural phenomenon, such as rainfall amounts or temperatures, for a set period of time, and enter their findings in spreadsheet form. This data can then be manipulated in a number of ways: formulas for averages and means can be used, for example. Data can also be seen in chart form, and students asked to draw conclusions about that particular phenomenon. |
Database:
|
For this activity, students must plan and create a store. They should decide what types of items their stores will sell, and research prices for those items. The information can be entered into a database for each student. They can then use the databases for comparison shopping: does one student sell an item for less? If given $50, what would each student buy, and at which store? |
|
A database of recipes can also be useful in the math classroom. Several types of fields can be included: calories, amounts of different vitamins and minerals, prices of different ingredients, etc. The database can then be used in a variety of ways: planning meals that meet certain nutritional requirements, for example, or planning menus for a week based on a certain amount of available money. |
Multimedia:
|
Students can plan presentations on famous mathematicians. Research can include books, print or visual reference materials, and the Internet when available. Scope can include the person’s name and country of origin, but major attention should be paid to the accomplishments of this person and how they affect the study of math today. |
|
Basic mathematical concepts can also be used in presentations. Younger students might use multimedia to present the different types of shapes. Older students would address more advanced concepts, such as how to solve a certain type of proof in geometry. |
Internet:
|
Students can be asked to solve a problem of the day or week at a variety of Internet math sites. Older students can even be asked to locate these sites for themselves – extra points given for problems increasing in scope or difficulty. |
|
Secondary students can use the Internet to create mini-lessons for younger students, teaching them math concepts from preceding years. This can provide not only opportunity for review, but for public speaking and community service experience. |