Neighborhood
Mathematics
This is the playground area of Hartrick Park in Okemos, MI.
Teachers
can use this location to create mathematic problems about measurement. Students
can count and measure specific areas of the playground, or the distance between
the playground and another object. It can also be used for the location of a
story problem. For example, students may have a problem about sharing treats,
but the problem can include this playground as the setting to connect with the
students.
This
is a sub-division sign located off of Bennett Road in Okemos, MI.
Teachers
can use this sign to create a math problem about measuring. Students can be
asked to find the dimensions of the sign, in order, to replace it. Also,
teachers can find another sub-division sign for students to measure, and have
the students compare the dimensions and volume. Teachers can also make story
problems about addition and subtraction by creating money problems that include
the price of the sign.
This
is a pond located inside Hartrick Park in Okemos, MI
I
found the following information listed on the Meridian Website:
Hartrick Park was developed
with grant assistance from the Michigan Natural Resources Trust Fund in
2003-04. Meridian Township purchased 30 acres of this park in 1988 for $330,000
and an additional 30 acres was donated by the James and Tass Hartrick family in
1989. Hartrick Park is located in the southwest quadrant of the Township, north
of Okemos High School.
-Meridian
Charter Township
http://www.meridian.mi.us/index.asp?Type=B_BASIC&SEC={222CCB18-70C1-4282-A7D2-1D9B82708C34}
Using
the information detailed above, teachers can create addition and subtraction
problems for students. Students can use the dates to solve time lapsed
problems, using subtraction skills. In addition, teachers can use the total
price of 30 acres, and have students divide to find the price per acre.
Teachers can also create measurement problems that require students to
determine the volume and area of the pond.
1) Sara and her friend Tina
went to Hartrick Park after school. When they got there, they saw their friend
Tommy selling bread bites to feed the ducks for $.20 each. Sara had $1.37 and
Tina had $2.76, so they decided to put their money together to buy some. How
many bites can they buy?
2) Meridian Township has
decided to re-do the Hartrick Park pond dock. The current dock is 15 feet long
and 4.5 feet wide. How much longer does the dock need to be for the area to be
at least 5 ft.2 larger?
Valand, I really like the images you incorporated into your blog post because they are objects that we can find in many communities. This will allow students to recognize that objects we see everyday can somehow be related to math. I feel as though the park seems to be an important part of the community based on the information you provided. Perhaps making the tasks issues that students, families, or teachers face in the Okemos areas, students could have related more on a deeper level.
ReplyDeleteI definitely think the values and the information you used are accurate, which is important in helping students understand math. I was always confused when teachers would say, "I know that word problem isn't realistic, but just look at the numbers." That obviously created many misconceptions about math, so it's great that you used realistic scenarios.
One suggestion I have to modify task one is to make it more of an open task. I feel like the way your question was worded presents itself as a closed task with only one answer. Maybe you could say something like, "They wanted to buy 25 bites but Sara only had $1.37. Did she have enough? How much more would Tina need so they could combine their money to get 25 bites?"
Task two seems like it's higher level because of the open-ended answer that could have been given. I think this could be doing mathematics at a higher level since there's not a predictable pathway that the problem explicitly suggests students to use.
Overall, great job!
I appreciate your suggestion. Now I wish I wrote something like that in the beginning! LOL
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