65 ePortfolio – Problem Solving
Jessica Vialva
Learning Objectives
Use technology, pictorial models, and/or concrete materials to help validate explanations of solution paths in order to further develop understanding of the concepts from the course.
Purpose/Rationale
Instructions
The goal of this assignment is for students to develop experience explaining their thinking and putting into practice the concepts learned in this course. As a course intended for elementary educators, the ability to clearly explain oneself is important. This assignment allows for students to gain experience collaborating with peers, solving problems, and providing clear and grade-level appropriate explanations of solution paths to those problems. It is encouraged that you work with a partner on the majority, if not all, of the problems that you solve, but every person is responsible for submitting their own individual explanations and submissions. You must work with at least one person to solve at least one problem. You may present your solution to the problems using either of the following three methods: a video demonstration, in writing, or a recorded presentation that includes both audio and visual components. When presenting your solutions, remember that your audience is at the grade level that the problem is intended for. For instance, if your problem is centered around proportional relationships, then your explanation and solution path should be understandable for a 7th or 8th grader. Providing a solution that contains concepts that are not learned until calculus would be deemed unacceptable and far above grade level. Utilizing manipulatives such as unit cubes or base 10 blocks, construction tools for accuracy, and diagrams, drawings and/or models to help explain your reasoning is expected. If any tools are needed, please reach the instructor as tools and materials are available for loan on the Takoma Park campus in the Mathematics Pavilion building. Choose 1 problem from each chapter to solve:
- Chapter 7 Ratio and Proportional Relationships – page 350-351, problem 6, 7, 9, or 10
- Chapter 9 Algebra – page 469-471, problem 4, 5, or 7
- Chapter 10 Lines and Angles – page 515-516, problem 4, 5, 9, or 10
- Chapter 11 Measurement – pages 549-550, problem 1, 6, 9, or 11
- Chapter 12 Area of Shapes – pages 604-605, problem 2, 5, 7, or 13
- Chapter 13 Solid Shapes and Their Volume and Surface Area – pages 637-638, problem 1, 2, 7, 9, or 10
- Chapter 14 Geometry of Motion and Change – pages 698-699, problem 3, 6, 10, 11, 14
Format Requirements
If in written form, the explanation should be thoroughly written out in paragraph form, supported with mathematical calculations and drawings, diagrams, and/or models. If as a video demonstration, the recording of a solution to any one problem should not exceed 15 minutes. If in the form of a recorded presentation including audio and visual components, the recorded presentation should not exceed 15 minutes for any one problem.
Rubric/Criteria
The following rubric will be used to grade the assignment:
- Understanding and Application – how much understanding of the central concept is demonstrated in the explanation (30 points)
- Communication and Explanation – is the explanation clear and concise? (25 points)
- Problem Solving and Strategy – were creative and effective strategies to approach problems utilized? (20 points)
- Use of Technology and Organization – are the solutions presented clearly with proper labeling, diagrams, and steps? Are various types of technology used to demonstrate one’s thinking? (10 points)
- Mathematical Accuracy – was a high level of mathematical accuracy demonstrated in the solution path? (20 points)
- Self-Reflection – based on depth, clarity, critical thinking and analysis, reflection on personal growth and expression – (15 points)
The e-Portfolio is worth 20% of the student’s overall grade.
