By John Eichinger
Technological know-how doesn't exist in a vacuum and, accordingly, is not taught that manner. In that spirit, actions Linking technological know-how With Math, 5-8, is a hands-on consultant for preservice and inservice user-friendly and heart institution lecturers who are looking to attach technological know-how guide with different components of studyincluding visible arts, social sciences, language arts, and particularly math.
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Teaching Children Mathematics 13 (3): 154–158. , J. Sharp, and L. Zachary. 2004. Thinking engineering. Science and Children 41 (4): 18–23. , and C. Larsen. 1992. On design technology. Science and Children 29 (5): 12–15, 16. Scarnati, J. 1996. There go the Legos. Science and Children 33 (7): 28–30. Tepper, A. B. 1999. A journey through geometry: Designing a city park. Teaching Children Mathematics 5 (6): 348. , and S. Stump. 2007. Characteristics of shapes. Teaching Children Mathematics 13 (9): 472–473.
1 Sample rubric using these assessment options Achievement Level Developing 1 Were student groups able to successfully design and construct their own load-bearing structures out of pipe cleaners? Unsuccessfully attempted to design and construct a load-bearing structure Were students able to draw effective Attempted to draw conclusions about designing loadsignificant conclusions bearing structures? about structural design, but were unable to do so Proficient 2 Exemplary 3 Successfully designed and constructed a loadbearing structure Took a leadership role in the successful design of their team’s structure Drew several significant conclusions about the design of their own structure Clearly explained and discussed several significant conclusions about their own and others’ structural designs Other Options and Extensions 1.
Were students able to recognize geometric shapes in their tower designs? ) 3. Were students able to measure accurately? ) ACTIVITIES LINKING SCIENCE WITH MATH, 5–8 45 4 ACTIVITY The Tower Challenge 4. Were students able to explain similarities and differences between real towers and their own paper towers? 1 Sample rubric using these assessment options Achievement Level Developing 1 Proficient 2 Exemplary 3 Were students actively involved in building and analyzing the design of free-standing paper towers?
Activities Linking Science with Math, 5-8 by John Eichinger