Prime Time Math: Cliffbound Lesson Plan Subject: Math Grades 6-8
Introduction: This lesson is designed for 6^th grade math students. Prime Time Math: Cliffbound requires students to solve real-world problems, solve algebraic equations using ratios and fractions. Cliffbound allows students to problem solve individually and in groups. This lesson should be presented at the end of a unit on ratios and fractions as a review and to provide an opportunity for students to apply and synthesize the material. This software fits the CT Frameworks for a 6^th grader in the algebraic reasoning strand. The Cliffbound software consists of three acts which show a rescue attempt on a cliff. The first two acts depict a rock climbing accident and rescue attempt. Each act is followed by group worksheets to be finished in class. The third act does not require any student worksheets and shows the conclusion of the rescue. This first two act worksheets are designed to have groups work together and explain their answers. The homework worksheet allows the students to work individually. Although it might help students to be familiar with rock climbing, it is not necessary in order to understand the activity’s questions. Each act should take 1 class period of 45-50 minutes to complete. The entire activity should be completed in 2 class periods. Lesson Objective: 1) The students will be able to show they understand how to record the data. 2) The students will display their group work skills by answering the questions on the worksheets together. 3) The students will demonstrate how they use rates and proportions to time and distance problems. 4) The students will apply their knowledge from the algebraic unit on numerical relationships and expressions in quantitative problems. Instructional Materials: 1) Cliffbound software 2) Laptop computer 3) Projector and white screen for viewing the software videos 4) Worksheets for Acts I and II and for rescuers A,B,C, and D 5) Homework sheet 6) Pencils for students 7) Scrap paper for each student 8) Headphones Lesson Sequence: Choose Act I on the Prime Time Math: Cliffbound software. Introduction: Teacher says, “Today we’re going to use what we’ve learned in the algebra unit to guide us through this lesson. We will all watch a video from a program called Cliffbound. You’ll be working in groups to complete the worksheets. We’ll be going through a video on the Cliffbound program”. Teacher asks the class, “Does anyone go rock climbing?” (Wait for students to answer. Discuss.) “You will get an opportunity to see what rock climbing is like and the dangers that it entails. During this first video we’re going to see two people go rock climbing. One of them will get hurt. The rest of the video will show us how the rescuers use math to get to the victims and rescue them.” The teacher will divide the class into groups of 4. (Allot 5 minutes) Students will be given their group name by the teacher. If there are students left over, have the extra students add onto a group choosing which rescuer they’d like to work with. Only one extra student can work with another student in the same group for the same rescuer worksheet. “Each of you in your group will choose who will be Rescuer A, Rescuer B, Rescuer C, and Rescuer D.” The teacher hands out the worksheets and scrap paper for each group while the groups decide who will be each rescuer. Instruct students to review their worksheets. (Allot 1 minute) Teacher says, “Now that you’ve reviewed what your role is during the video, we’re going to watch the first act. We will watch this video twice, so watch it the first time to get a general idea of what is happening. During the second viewing, make sure you listen for the answers to the two fill in the blanks at the top of your worksheet. Every group member is looking for different information, so make sure you listen for yours because you’ll need it to help your group members when you answer the other questions.” Show students the “Prepare for this Act” slide for the first act to make sure they’re all ready to view the video. Teacher asks, “Does everyone have an idea of what they’re looking for? Let’s view what the assignments are for each member.” Click on the Assignment slide. Before clicking on the speakers, ask the class to raise their hands if they’re Rescuer A. Click on the speaker for that group. Continue this process until all group members hear their assignments. Teacher says, “Okay, now that we know what everyone’s role is, let’s watch the video for Act I.” Play the video of Act I twice. (Allot 10 minutes) Teacher asks, “Did everyone get the information they needed?” If some students didn’t, the teacher should tell them to ask a neighbor who has the same worksheets for the answers. Teachers say, “You will now work together with your group to answer the questions on your worksheets. This will prepare your group for the question round. I will give you 10 minutes to complete your worksheets. Once the 10 minutes are up, click on “Get Ready for the Answer Round” on the menu. Read the bullets to the students. If a student needs a hint to their answers, click on the rescuer they need. This hint will give them a clue to the answer, but not give them the answer. Make sure to ask twice if anyone else needs any hints. Instruct the students, “You have 30 more seconds to finish your worksheets if you haven’t already.” The teacher will click on the first question. Read the question to the class. Click on the die icon to find out what group will be answering. The software will roll the die to determine what group number will answer the question. Students have the opportunity to get a hint, so make sure to ask if they’d like a hint. In order to do this, click on the Get a Hint icon. Ask the student chosen to answer the question. (Allot 1 minute) Type in or chose the answer. (you may designate a student to do this) Ask the class for other answers. If the initial student answers incorrectly, ask them to explain how they arrived at their answer. Go through their process to see what was done wrong and correct it. (Allot 3 minutes, if necessary) Ask students if they agree with this new answer. If they do, try this answer by going back and typing it in. If the answer is wrong again, inform the students what the correct answer is and show how to get it. (Allot 3 minutes, if necessary) The teacher should say, “We’ve tried twice to answer this question. Let me show you how to arrive at the correct answer.” Go through the steps that are shown on the teacher’s copy of the worksheet on the board. Next, click on “Evaluate the Strategy”. (Allot 5 minutes) Ask the students to explain their strategy without using numbers. Click on the score the teacher thinks the group deserves. You can click on See Sample Answer to review examples to compare the students’ answers to. If there are any objections from the students of the score you give them, they can discuss what score they believe their group should receive with the teacher. (Allot 2 minutes) Click on “Do the Next Question” and continue steps 14-24 until the Answer Round is complete. Collect all sheets used during class for each group. Remind students: “Make sure your name and your group name are on the top of the sheet.” Once everything is collected, “We will now start the Homework video”. Finally, click on “Break for Homework”. Let students watch this as many times as necessary. Tell students this commercial will give them a clue to their homework assignment. Distribute the Homework sheets. Instruct students their homework will be due at the beginning of the next class. Continue this program the next class with Act II. Substitute Act II for steps 3-29. After Act II activity is finished, inform the students they will just watch Act III to finish the rescue. There will be no worksheets for this act. Evaluation: Students will be given individual grades and group grades for their worksheets completed in class. The teacher will walk around the room as the students are working to observe their group work participation and problem solving skills. They will receive another grade for their homework sheets. A rubric is provided for both in-class and out-of-class work. The final grade will be a combination of the group worksheets, class observations by the teacher, and the student’s homework. The worksheets will show the students’ work and how well they understood how to use algebraic reasoning to problem solve a real-world situation.
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