ENHANCING MATHEMATICS ACHIEVEMENT THROUGH CTAE INSTRUCTION.
-
Upload
marybeth-lindsey -
Category
Documents
-
view
219 -
download
1
Transcript of ENHANCING MATHEMATICS ACHIEVEMENT THROUGH CTAE INSTRUCTION.
FFA and FBLA need two carts to use with their fundraising projects.
The agriculture teacher, business teacher and math teacher collaborate to construct the carts.
The teachers plan a series of lessons that address real-world mathematical concepts into the CTAE curriculum.
To provide a cross-curricular application that addresses Numerous standards and requirements for
graduation, career and real-world applications. Provide students with opportunities to connect what
they learn in the mathematics classroom with what they learn in the CTAE classroom.
• Introduce the key concepts • What we plan to do and accomplish through this
project• Cross-reference mathematical concepts
– Measurement and measurement conversion– Ratio and proportion– Slope– Area– Basic arithmetic principles
• Incorporate business principles and work ethics
Three parts Part One. Teach reading a ruler and marking fractional
parts. Part Two. Teach blank ruler/fractions/marks Part Three. Letter folding and making fractional
association.
From what you know about fractions and rulers fill out this scale blank ruler to 1 inch.
Next, what do the lines represent?
• Students divide into groups of 5 students• Each group selects a project leader and designer• Overall assignment:
– Brainstorm • Project logo• Overall design• Color scheme
– Develop sketch on Post-It paper– List group members names on paper– Be prepared to present sketch to group on Day 4
Students receive a quiz sheet containing Ruler marked with various fractional parts Students label fractional parts as indicated Students convert fractions to decimals Students then fold paper as indicated by instruction
and labels the parts
Math:Floor Plan computation
Blueprint Speaker
Ag:Blueprint Terminology
Blueprint Speaker
Accounting:Field trip to
First National BankDowntown Signs
Chattooga Printing
Cost of various materials for logo Cost of various building materials Groups reach consensus as to best choice for logo
and building materials Groups present their choices to group and judges
(teachers) Group members decide the best design options
for carts based on cost and building efficiency. Groups vote by secret ballot.
Invoice
100 2-part ½ sheet
(5.5 x 8.5) $28
Business Cards
500 Black & White $27
500 Color $69
Envelopes
500 with printed return address $55
Letterhead Stationery
500 sheets $55
2 In. x 6 In. x 8 Ft. Pressure Treated Lumber
$3.97
2 In. x 4 In. x 96 In. Whitewood Stud
$2.29
5/16 In. X 3-11/16 In. X 96 In. Knotty Pine Planking$14.98
8 Linear Feet 36 In., Solid Cherry Tongue and Groove Wainscot With Base Moulding and Chair Rail.$149.00
2 In. Polypropylene Wheel Swivel Plate Caster, $2.96
4 In. Elastic Blue Rubber Wheel Swivel Plate Caster, Load Rating 265 Lbs.$11.97
3 In. Polypropylene Wheel Swivel Plate Caster, Load rating 210 Lbs.$5.37
4 In. Rubber Wheel Swivel Plate Caster W/brake, Load Rating 255 Lbs.$12.84
16 X 20” Cloroplast sign
Simple design with little artwork $20-25
Art work that must be scanned
And cut by points $40-50
MathPi Day
Scale Drawing
AgIn-depth terminology review
Formal Assessment
AccountingBanking Practice Set
Math
Complete Scale Project
Ag
Draw using T-Square
Accounting
Finish Chapter 11—Banking
Beginning and Setting Up the Business
Math
Check Writing/Balancing a Checkbook
Ag
Drawing
Accounting
Formal Assessment—Chapter 11
Creating documents needed in the business
How to complete documents Uses of each document Cycle of business transaction Contract of employment Clocking in and clocking out Shop safety
Accounting – The students noticed the relationship among
accounting, banking, economics, and the federal reserve.
Students also made several references to “oh so that’s what you really do in Ag”.
Students saw the connection between text book exercises and real world scenarios.
Students recognized mathematical concepts and algebraic concepts related to business education.
Agriculture – The students in the Ag class recognized applications to
business and mathematics. Students stated “ we really use a lot of math in here
don’t we” Students realized the use of documents and the
importance they had on organization and structure of business.
Math – Initially the students were resistant, but then began to
enjoy CTAE classes. Several math students noticed all of the program areas
relevant to other subjects in CTAE.