Math Fun Across the Grades

Vicki McKiernan,

Darroll Meyer

Rupal Patel, 8^th Grade

Terry Nashville, 7^th Grade

Vicky Goulis, 6^th Grade

Darroll Meyer, Math Coach

Vicki McKiernan, LA Coach

Alexander Hamilton Academy

Paterson, New Jersey

Academic Focus/Core Curriculum Standards:

Consumer, Family & Life Skills 9.2 A, B, C, D

Hurdles Encountered:

Hurdle: Finding time for the students to work on their center activities and still keep up with the pacing chart mandated by district.

Solution: Students in the after school program could work on it then. Extra learning time period at the end of the day could be used to provide more time.

Hurdle: Scheduling (These projects must take place during both grade levels' mathematics blocks)

Solution: Review student schedules ahead of time. If a class does not fit into the scheduled time, center activities could take place during extra learning time.

Hurdle: Length of center activity/organization

Solution: Have students practice their center activities with students in their class. Discuss and anticipate potential problems. Explain to students that they should always have a back up plan and additional activities in case problems arise.

Students are given a party for their hard work and dedication; Certificates for participants

Thank you letters/ pictures from primary students to middle school students; Announcement made by principal; Photos of students engaged in activities displayed in school hallways; Primary student work displayed; Primary teachers use centers created by the students.

Students in grades 6-8 will reinforce their math skills by creating math centers for students in the primary grades. In mathematics class, groups of students will create math centers based on the needs of the students in the classroom they are assigned. Students will discover these needs through a discussion with the classroom teacher and through observing the students in math class. The center can focus on any of the basic math skills students need to acquire in order to become literate in mathematics.

When centers are completed the students in 6-8 will implement the activities in the primary classrooms. The teachers will settle on an appropriate schedule with cooperating teachers. The students then visit the primary classrooms during the mathematics period. Students bring all the materials needed to run their center. The event is recorded by taking photographs and collecting student work samples. Students reflect on the project, lessons they learned, what the primary students learned, and their thoughts and feelings through discussion and journal writing.

Two weeks to prepare and carry out the project.

Project Scheduling:

Completed during allotted mathematics class periods.

Equipment Needed:

Various math manipulatives, access to the Internet, math activity/game books, various art supplies such as construction paper, scissors, markers, crayons, glue sticks, poster board, etc., paper/copier to create handouts.

Mathematics: Students will enrich their knowledge and mastery of basic math skills. They will also gain a better understanding of basic math concepts since they will not only have to perform the concepts but also know them well enough to teach the concept to others. They hone mathematical skills in Number and Numeric Operations, Geometry and Measurement, Patterns and Algebra, Data Analysis, Probability and Mathematical Processes.

Language Arts Literacy: Students develop reading, speaking & listening skills.

Consumer, Family & Life Skills: Students develop critical thinking, self management, Interpersonal Communication Skills and Character Development.

Correlation with Character Education:

Students become more empathetic and attuned to the needs of others. They model good character traits as they assume the role of the teacher in the classroom. They handle primary students' conflicts in calm, thoughtful manner. They discuss ways for the group to work well together and encourage students to share

Educational Strategies:

Performance-based Education: Students experience creating, organizing and implementing a unique center activity based on the needs of students and their own learning styles.

Cooperative Learning: Students work with partners/groups to collaborate, share ideas and develop a math center. They implement their center as a team with each participant assuming a role.

Interdisciplinary Approach: Students combine skills in mathematics, critical thinking, language arts literacy, character and life skills.

Personal Growth Outcomes:

Students become more aware of the foundations of mathematics and realize how important these basic math skills are. They reinforce concepts for themselves as they teach a lesson to primary students. They become more empathetic and attuned to the needs of others. They learn to anticipate results and apply problem solving strategies

Alexander Hamilton Academy students in grades K-2 will receive instruction from students in grades 6-8. Students in grades 6-8 will prepare and lead a center activity to be with the primary students.

Parents and Volunteer Involvement:

The PTO is asked to provide additional incentives to the students to help celebrate their accomplishments and hard work.

Students complete a journal entry describing their experience. This entry will ask the students to focus on their thoughts end feelings about the experience. They will also be asked to describe their successes and problems encountered. Students will then engage in a class discussion to share their thoughts and to reflect further.

Both the primary teacher and the middle school teacher will observe student performance; student reflections; class discussion; primary student response (verbal and written).