Math

//media type="custom" key="5756291" align="right"Title: Project Graduation!!! // //Subject/Grade: 6th Mathematics // //Length: 2-3 50 minute class periods // //Goal: Students will analyze graduation rates and apply it the school setting // //Standard: M6N1. Students will understand the meaning of the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems. // //e. Multiply and divide fractions and mixed numbers. // //f. Use fractions, decimals, and percents interchangeably. // //g. Solve problems involving fractions, decimals, and percents. // //Objectives:// Day 1 Warm up: 75% of Harris County High School students graduate according to the school data. How many students in your class period will graduate if this rate continues? How many students in your 2016 class will graduate if there are 373 students in the 6th grade class? If Walton High School has a graduation rate of 84% how many students would graduate with this rate? (Hint: .75 of students in your class)
 * //Students will be able to create graphs with the total number of students in Harris County Carver Middle School future graduation rate.//
 * //Students will be able to calculate the number of students that will graduate according to the state graduation statistics.//
 * //Students will be able to calculate the graduation rate among the different ethnic groups represented at Harris County Carver Middle School//
 * //Students will create a persuasive poster.//
 * Activity 1:**

Students are allowed time to copy and work the problem with as little help as possible. Some reminders are given to students “the word //of// in math means … and they fill in the blank” is an example. Provide the students with the number of children in their class each period. After 5 minutes the teacher works through the problem with the students. Reveal to the students that the percentage is accurate information and this information could potentially affect their lives. We also discuss how they feel about the information, what type of action could be taken to make sure they will graduate high school. Then I provide the students with the graduation rate of another local high school with a higher graduation rate and the students compute their graduation total with this rate. We then discuss possible reasons the second school has a higher rate. After this discussion I ask the students to write how they felt about discussing these issues in math class.

The students learned to use the computer in math research using greatschools.org to find information on school wide statistics. The students looked up their school data and were asked to find the percentage of the school ethnic groups and calculate the total number of students in each ethnic group. The students have to find for instance 21% of 1141 to determine the number of African Americans in our school population. Once they find this information the students complete a circle graph on CreatAgraph.com with the number of each ethnic group representing a different sector of the circle graph. The students will see that in our school population traditional minority students are actually the majority. The purpose of the graph is to show the representation of each ethnic group and relate this information to the graduation rate but more specifically the number of students in each ethnic group that will graduate. This could also lead into a discussion of community issues that could be addressed about cultural diversity in the community. Harris County Carver Middle has the following student by ethnicity percentages: Asian: 1% Hispanic: 2% Black: 21% White: 75%
 * Activity 2:** Researching student diversity in our school

The students will use the totals calculated within each ethnic group from Day1 to determine the number of students who will graduate in each ethnic group. To complete this activity just like all the others the students have to be able to covert fraction, decimals, and percents. This math concept has been practiced with each activity and the students should be able to complete this activity with little guidance. The students will determine the number of students by multiplying the graduation rate percentage by the number of student in each ethnic group. We discuss issues like why are there more students in a specific ethnic group graduating than any other groups. The students use CreateAgraph.com to make a circle graph of this information to display the actual number of students in each sub group that will graduate. We want to recognize all cultures and express solutions that will allow all ethnic groups to experience an increase in graduation rates.
 * Activity 3:** Determining Graduation Totals

The students created a public service announcement to encourage students in grades 6- 10 to stay in school and graduate. The students used persuasive writing techniques learned in a previous Language Arts unit so this was an interdisciplinary activity to demonstrate how multiple subjects work together. Some elements of culture should be incorporated but we do not want African American to speak to only African Americans and etc. This part of the projects should illustrate that we are one system and need to support everyone.
 * Activity 4**: Persuasive Public Service Announcement

In a 3…2…1… reflection the students have to identify 3 facts they learned, 2 questions they would like to research further, and 1 fact they will take and apply/change in my life.
 * Activity 5:** Reflection as an assessment

This is the rubric used to grade the packet that is turned in. The rubric was created on Rubistar.com it can be adapted to fit any project.
 * **Public Awareness Campaign: Project Graduation!!!! ** ||
 * Teacher Name: **Ms. Powell** ||||||  ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Graphical Images (Circle and Bar graphs) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students include 4 or more high-quality examples or pieces of data to support their campaign. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students include at least 3 high-quality examples or pieces of data to support their campaign. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students include at least 2 high-quality examples or pieces of data to support their campaign. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students include fewer than 2 high-quality examples or pieces of data to support their campaign. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Public Service Announcement || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students create an original, accurate and interesting product that addresses the issue and persuades the audience to achieve the goal. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students create an accurate product that adequately addresses the issue somewhat persuades the audience to achieve the goal. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students create an accurate product but it does not adequately address the issue or effectively persuades the audience to achieve the goal. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The product is not accurate or persuasive. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflection || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students identify pertinent trends and demonstrate thoughtful reflection and application. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students identify related trends and demonstrate adequate reflection and application. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students identify basic trends, but do not provide adequate reflection and application. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The product does not identify trends, provide acceptable reflection or application. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflection || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students identify pertinent trends and demonstrate thoughtful reflection and application. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students identify related trends and demonstrate adequate reflection and application. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students identify basic trends, but do not provide adequate reflection and application. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The product does not identify trends, provide acceptable reflection or application. ||