The study of measurement and geometry naturally lends itself to real-world connections and hands-on exploration. Providing opportunities for students to see the practical and realistic application of these mathematical concepts will help expand their understanding and make learning more meaningful.
In this Assignment, you will solve a cognitively demanding, real-world mathematical task related to measurement and geometry using one or more of the Common Core State Standards for Mathematical Practice. You will then create a cognitively demanding, real-world mathematical task to use with students related to estimation of measurements and converting measurements from one unit to another.
To prepare:
Bring to mind the media video presentation for this week and the various examples of authentic real-world application of geometry and measurement concepts. Geometry and measurement are all around in nature, art, and human-made objects.
Then, review the Standards for Mathematical Practice from the Common Core State Standards found in Appendix A of the Elementary and Middle School Mathematics course text. Think about how the application of these standards might support and build students’ mathematical understanding of measurement and geometry concepts.
Next, reflect on the ideas shared in Chapter 2 of 5 Practices for Orchestrating Productive Mathematics Discussions. What does it mean to engage students in cognitively demanding mathematical tasks? How do high-level tasks support students’ thinking and reasoning?
Now, solve the mathematical task presented below. As you do so:
• Make note of your problem-solving strategies, particularly the estimation and/or approximation strategies you utilize.
• Reflect on how you incorporate the Standards for Mathematical Practice while problem solving. Consider the following mathematical task:
A Community Recreation Center (CRC) has a parking lot that is a rectangular area of 50 yards by 40 yards. The current lot has 36 available parking spaces as shown in the drawing below.
You have been hired by the manager of the CRC to determine if it is possible to repaint the parking lot surface to allow for 15 additional parking spaces.
There are certain conditions that must be followed:
• Each parking space must be rectangular.
• Each parking space must be at least 9 feet wide by 18 feet in length.
• The painted lines separating each parking space must be 4 inches in width.
The driving aisles in the lot must be at least 24 feet wide for two-way traffic and at least 12 feet wide for one-way traffic.
Write a brief report to the CRC manager to explain whether it is possible to increase the number of parking spaces at the CRC to include 15 additional spaces. Include a drawing to support your explanation.
Consider how this type of real-world measurement and geometry task might look in grades 5–8. Develop an idea for a cognitively demanding mathematical task that could be used to help students learn how to estimate measurements and convert measurements from one unit to another in the context of a real-world problem.
Submit a written response that addresses the following:
• Explain how you solved the Parking Lot Problem. Include your mathematical thinking and reasoning, the drawing you created to support your explanation, any estimation strategies you may have employed, and how you incorporated one or more Standards for Mathematical Practice during the problem-solving process.
• Summarize your idea for a cognitively-demanding mathematical task that could be used to help students learn how to estimate measurements and convert measurements from one unit to another in the context of a real-world problem.
Make sure to reference the Learning Resources and format your paper in the APA style that meets the criteria of the Walden MSED Application and Reflection rubric.
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