CLIL 4 MATHS in Secondary Education CyL: 1st year

Marta Sánchez comparte:

I have done this evaluation with my students (1º ESO)

OBJETIVES OF THE PROJECT:

· Develop creativity

· Interaction between students

· Change the point of view of mathematics

· Relate fun and math

· Demonstrate that mathematics is part of everything

TERM FOR CARRYING OUT THE PROJECT:

· Four weeks

START UP:

Firstly: they have made groups of a maximum of five people and a minimum of three (as they have chosen)

Secondly: I have asked them what is playing and what is mathematics

After that: I have given each group a sheet where the definition of playing and mathematics was written.

Then: I have explained what is the project that they have to do

Afterwards: I have told them that all questions can be consulted by mail

TASK

They have to create a game. They have to invent a name for the game, some rules and everything necessary to be able to play in class or at home. They can get ideas from other games: chess, parcheesi…but it has to be a game that doesn't exist anymore, with a name that doesn't already exist and with some rules that don't exist anymore. Each team will have to present their project in front of their classmates, explain the rules of the game and why math appears in their game.

Every year I do this project with my students and every year there are several teams that surprise me with their games It is a very nice project, the students love it because they can vote which game they like the most and, on the last day of the term we play with their games.

Shared by Marta Álvarez

I use this video to introduce the unit about the metric system:¡

Why the metric system matters - Matt Anticole

https://www.youtube.com/watch?v=7bUVjJWA6Vw

To refresh their previous knowledge and make them talk, I start by asking them what units do they know, and when they answer I ask what magnitude are they measuring with them. Then I ask what length units they can remember. I write them on the blackboard and ask for an example of what would they measure with those. We get a wide vocabulary we are going to use later. I also ask if they have heard about other units, like miles, yards or foot. Some of them usualy do.

Then we watch the video. History, Geography and Maths, I think it is interesting.

When it ends I ask for things they haven't understood. They have to ask using complete sentences. I keep a dictionary (Wordreference) open on the whiteboard and we look for words, checking the pronunciation. After those questions, they work in small groups with a worksheet I give to them. I got the questions from:

https://ed.ted.com/lessons/why-the-metric-system-matters-matt-anticole#review

These are the questions:

Who was the earliest advocate for a uniform measuring system?

a. Marquis de Concordet

b. Napoleon Bonaparte

c. John Wilkins

d. Ernest Rutherford

What historical event was pivotal in the adoption of a unified measurement system?

a. The 1918 Flu Epidemic

b. The French Revolution

c. The 1846 Potato Famine

d. World War I

What defines our current ‘standard’ for one meter?

a. The length of a pendulum arm that takes 1 second to swing from left to right

b. The distance equal to 1/10,000,000 the distance between the Equator and North Pole

c. The distance light travels in a tiny fraction of a second

d. The distance a 1 kilogram object travels in one second when acted on by a force of 1 newton

The word meter derives from a Greek word that means:

a. Global

b. Stride

c. Hearth

d. Measure

What might common French citizens have liked about the metric system when it was adopted? What might they have disliked? Why?

What circumstances during the French Revolution permitted the metric system to gain a foothold?

Which of the following is NOT an advantage of the metric system?

a. It helps to streamline trade between different countries

b. It has been officially adopted by every country around the globe

c. It provides a common language to discuss scientific data

d. It is based on measurements from the world itself and not arbitrary standards

Then we correct the activity in plenary making sure every member of the group speaks.

Shared by Miriam Tesedo:

I have chosen the following video about fractions:

https://youtu.be/p33BYf1NDAE

I would use this video in the unit of work about Fractions. I would use it with a group of 1^st year of ESO. First of all, and according to Gibbons, I would sequence the lesson as follows: I would separate the whole group in groups of 4 so that they can talk about what they know about the unit. After that I would brainstorm to know their previous knowledge about the unit and refresh the vocabulary. Then the students would write a report about what they have learnt using as much academic language as possible.

After, I would show the video. With it I want the students to learn the specific language related with fractions: numerator, denominator, parts of a whole…, and its proper pronunciation. I want to make these concepts accessible for them. They are going to be able to start using the standard language of the unit instead their own language, and to use it naturally on a daily basis.

Then I would show another video: https://youtu.be/qcHHhd6HizI. This one is about equivalent fractions. With it I try to expand their vocabulary and knowledge about the lesson.

After watching the video I would ask them some questions about it so they can start practicing the vocabulary they have learnt.

Unit/Topic: Geometric figures

Focus on C for Communication

Attachments: Oral Presentation pdf with rubric

Teacher: Ana Isabel Valle

1. Learning outcomes

Objectives

To learn how to do a Budget

To learn how to transform decimal numbers into fractions

To learn the calculations with fractions

To learn how to calculate the quantity of an ingredient which is in direct proportion

12. Assessment:

criteria and instruments

The rubric attached.

PROJECT: THE BUDGET OF A BIRTHDAY PARTY

CONTENTS

Natural numbers

Fractions

Decimal numbers

Experimenting with numbers

We want to prepare an event working with numbers

CALP

Addition, subtraction, multiplication and division

Powers

Prime factorization

Greatest common divisor, lowest common multiple

Equalizing denominators

Types of decimals

Rounding numbers

Ratio and proportion

Finding the unknown in a proportion

DRIVING QUESTION

How could we create a budget to prepare a birthday party?

REASON

Raise awareness of the waste of money

Give tips to other students who need to prepare a budget

SECTION 2

Divide the budget in different portions depending on the money you are going to need

Food

Decoration

Invitations

ASK AN EXPERT

How to prepare an event

STUDENTS' WORK

Groups of four

Look up on the Internet a recipe of a cake for four people. Try to find a recipe with different kind of numbers (integer numbers, fractions and decimal numbers).
Go to three different markets to look for the prices of all the ingredients.
Compare the different prices / ingredients using a table. You have to choose the best option.
We are going to be seventeen guests.
Find out the quantities of all the ingredients you have to buy to prepare a big cake. Remember that you have knowledge about proportions.
Calculate the dimensions of our class. Decorate with balloons and garlands.
Make a pie-chart showing the cost of the food, decoration and invitations.
In groups of four make the cake (the small one).
You have to do a presentation of your budget and please do not forget your cake

Unit/Topic: Statistics and probability
Focus on C for Content
Attachments: Worksheet 1, worksheet 2, worksheet 3
Teacher: Arancha Acebes

Unit/Topic: Geometric figures

Focus on C for Communication

Attachments: Worksheet 1

Teacher: Arancha Acebes