Geometry - Assessments
Marketing Message Project - Student WorkStudents worked on a marketing message to sell a product of their choice using conditional statements. Evidence of their work is provided to the right and below.
Evidence of each part of the project included: - Exit Ticket: Students wrote down their hypothesis and conclusion, then turned these two parts into conditional, converse, inverse, contrapositive, and biconditional statements. Students were given full points for a correct hypothesis and conclusion, then received bonus points for working ahead and discovering how to put them into the correct statement forms, (0.5 points per form). - Analysis of Advertisement: Students were asked to analyze an advertisement of their choice that they found on YouTube. Students were asked to write a short one page paper reflecting on the advertisement including what it was selling, what statement was being used, other things the advertisement did to make someone want to buy their product, and what they would change if they could. A writing guide was given to them with questions that guided them through how the paper should be written. Students used this sheet to plan their actual analysis paper. - Writing the Marketing Message: Students put together their statements in a table format by first identifying their hypothesis and conclusion, then putting those parts into a conditional, converse, inverse, contrapositive, and biconditional statement. Students who took advantage of their exit tickets were able to simply transfer over the information, which showed the usefulness of the exit tickets. - Statements Flip Book: Each flap of the flip book had a different statement form, then when the flap was opened, the inside of the flap had the other statement it had the same truth value as and the "p" (hypothesis), "q" (conclusion) form of writing the statement. - Properties Flip Book: Each flap of the flip book had a different property/postulate/law, then on the inside of the flap the specific definition of that particular property was provided. This was an easy reference for the students when we began to work with proofs later. - Evaluation Checkpoints: Each evaluation checkpoint was completed by a peer in the class and consisted of looking over their fellow students progress and indicating the likely grade they would receive for that part of their project. Categories students could mark included: not done, started, satisfactory, good, and excellent. Students then took their paper evaluations and transferred the information into a Google Doc that had a similar table set up. Students received a point for each checkpoint they completed and it gave a quick reference to me as a teacher to see where they were at in the project and who needed a little more guidance on particular parts of the project. - Final Product: Students were asked to take everything regarding their project and make a catchy advertisement. Some made posters, others a PowerPoint, and some even made their own short video commercial. Each of these final products were shown on presentation day where students had to pitch their product to their classmates using their conditional statement and try to convince the class to buy their particular product. - Reflections: Students were given a reflection guide asking the student to reflect on how they thought the project went. Students indicated what they learned, the usefulness of conditional statements in advertising, what they liked or disliked, and what they would change about the project if they were given an opportunity. To write these reflections, students were given a guide with questions that prompted them to indicate the necessary parts of the reflection paper. - Evaluations: Students evaluated each other's presentations by filling out a quick sheet indicating the topic, conditional statement used, favorite part of the project, ways it could be improved, and then rated the project on a scale from 1-5 for neatness, creativity and if they would buy the product. Each person evaluating earned 6 points if they filled out the form correctly and put some thought into their answers. Students received the evaluations of other students when they got their projects back. Final ProductStudent ReflectionsPresentations |
Exit TicketAnalysis of AdvertisementWriting the Marketing MessageStatements Flip BookProperties Flip BookEvaluation Checkpoints |
Reflections
It is very important to review student work and assess how well they are internalizing the information you present to them. In the mathematics classroom it is very common for students to simply listen the explanation, work on the homework, and ask questions when needed. I wanted to change this stigma to something more exciting. I created two different projects for my students so they could learn about geometry in a more interactive way. They did very well with both.
Each of the INTASCs were completed in this webpage through the creation of the marketing message project. Creating a marketing message for a product they were interested in made the project more meaningful to the students. The entire project was planned ahead of time and the students were provided with the layout of all aspects of the project in an easy to use packet so they could keep the project organized and complete every part of the project in a timely manner.
To support student development I made sure to make the pieces of the project clearly, used many forms of questioning and discussion to gauge their understanding level, and showed excitement for each lesson to get them interested and ready to learn. Discussion included table groups, full class discussions, and white board responses. Students shared their group conclusions on the whiteboards around the room and each had a chance to discuss their answers. Having them teach to their fellow classmates helped to solidify the information and make it more meaningful to them.
Each of the INTASCs were completed in this webpage through the creation of the marketing message project. Creating a marketing message for a product they were interested in made the project more meaningful to the students. The entire project was planned ahead of time and the students were provided with the layout of all aspects of the project in an easy to use packet so they could keep the project organized and complete every part of the project in a timely manner.
To support student development I made sure to make the pieces of the project clearly, used many forms of questioning and discussion to gauge their understanding level, and showed excitement for each lesson to get them interested and ready to learn. Discussion included table groups, full class discussions, and white board responses. Students shared their group conclusions on the whiteboards around the room and each had a chance to discuss their answers. Having them teach to their fellow classmates helped to solidify the information and make it more meaningful to them.