Standards for Mouse Maze:
Grade 4 (3) Students describe, analyze, compare and classify
two-dimensional* shapes. Through
building, drawing and analyzing two-dimensional shapes, students deepen their
understanding of properties of two-dimensional objects and the use of them to
solve problems involving symmetry.
*Students will also be
describing, analyzing and comparing three-dimensional shapes though building,
drawing and analyzing
Measurement and Data:
·
Solve problems involving measurement and
conversion of measurements from a larger unit to a smaller unit (for example,
students will measure the longest and shortest route the mouse may take in
feet, and will convert to inches, centimeters, etc.).
·
Represent and interpret data (through analysis
of data and culminating group presentation)
·
Geometric measurement: understand concepts of
angle and measure angles (of their mazes)
4.NBT.4 Fluently add and subtract
multi-digit whole numbers using the standard algorithm (finding the
longest/shortest distance of maze from starting point to ending point)
4.NF.3c. Add and subtract mixed
numbers with like denominators, e.g., by replacing each mixed number with an
equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction (for example, when adding lengths
of distances in maze: 6 ½ inch + 9 ½ inch)
Class Reflection
I really enjoy topographic maps, but it had been a while (since taking a geology freshman course during my undergrad 10 years ago!). Our group did a great job working together; however, what totally stumped us was making everything the right scale. Our first graph looked better than the second one, but by then our eyes were all strained. I like to think of that type of activity as a puzzle, but it can be very frustrating if you are new at it and aren't sure what to do. I appreciated being able to work in groups before completing the assignment individually.
I would've liked to do this type of activity as a lesson but am eager to do my independent assignment. I'm glad we are able to pick another region to chart though since I wasn't that thrilled about doing the monster lobe again! Just being honest!! I am excited to pick a peak that is more meaningful to me (such as a hike I've completed or a peak I have seen in real life).
Looks great, Nicole. Thanks for including aspects of your project that match each standard - it helps keep track of your motivations for each step along the way.
ReplyDeleteNo worries about departing from the Monster Lobe. One of the main motivations for using that as our focus was because of the relevancy for Alaskans, but a hike that you've completed or a peak you've seen is certainly relevant.