Mathematics Governor’s Institute 2003

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Problem-in-a-bag Template

(Download as Microsoft Word documents: Plan a School Playground, Handout)

Title of Project: “Plan a School Playground”

Team Members: Ethel Watson, Barbara Krause, Christine Armstrong, and Lisa Sturges

Grade Level and /or Course: Math- Grade 2

Concept(s) used: measurement, spatial relationships, logical reasoning, perimeter, and area

PA Standard(s) Addressed:

Computation and Estimation- 2.2.3A: Apply addition and subtraction in everyday situations using concrete objects.

Measurement and Estimation- 2.3.3A: Compare measurable characteristics of different objects on the same dimensions (area, length, perimeter). 2.3.3F: Use concrete objects to determine area and perimeter.

Mathematical Reasoning and Connections- 2.4.3B Use measurements in everyday situations.

Mathematical Problem Solving and Communication- 2.5.3A: Use appropriate problem-solving strategies.

NCTM Standard(s) Addressed:

Geometry-Specify locations and describe spatial relationships using coordinate geometry and other representational systems.

Geometry- Use visualization, spatial reasoning, and geometric modeling to solve problems.

Measurement- Understand measurable attributes of objects and the units, systems, and processes of measurement.

Measurement- Apply appropriate techniques, tools, and formulas to determine measurement.

Introduction / applications: The school is in the middle of a construction project, and the principal is looking for ideas for playground designs. He wants our class to help.

Question: Using certain guidelines, how will you arrange the equipment on our new playground?

Model: Graphic representation of a playground

Resources and Materials (estimated cost): Graph paper, two different colors of card stock, scissors, glue, thin line markers, Popsicle sticks, two transparencies, overhead projector, handout. (about $10-15).

Procedures & Activities: * Introduce the problem. * Pass out and discuss the directions. * Model a possible solution on the overhead. * Divide class into cooperative groups to complete the project independently. * Present completed projects in front of the whole class.

Answers/ Rubric: Answers will vary. See rubric for scoring.

1	2	3	4
Project met few guidelines.	Project met some guidelines.	Project met most guidelines.	Project met all guidelines.
Incomplete project	Completed project with assistance.	Independently completed play-ground arrangement on time.	Independently completed all aspects of the project on time.
Student presented project with no explanation.	Student presented project with little explanation.	Student presented project with adequate explanation.	Student was able to explain project with adequate explanation and answer questions.
Project shows little craftsmanship and attention to detail.	Project shows some craftsmanship and attention to detail.	Project shows quality craftsmanship and attention to detail.	Project shows quality craftsmanship and attention to detail.

Accommodations/ Adaptations:

ESL: preferential partnering, small group instruction, access prior knowledge about a playground, extended vocabulary development

Special Ed: preferential partnering, small group instruction, access prior knowledge about a playground, extended vocabulary development, pre-cut pieces, fine-motor accommodations

Enrichment: calculate area and perimeter, research the amount of woodchips needed, write a persuasive paragraph to defend the design

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