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Real World Math: Water Problems

 

Curator:  William Stremple

 

Name & Link to tech tool:  http://www.realworldmath.org/water-problems.html

 

Brief description of tool:  In Water Problems, students are faced with another real world scenario.  Many places around the world have trouble getting water and need to travel great distances daily in order to survive.  There are two locations, Burkina Faso and Nepal that students are asked to find the best route for people to travel to get water.  This activity can be used as part of a unit on multicultural education or conservation of natural resources.

 

Technical cost & considerations:  This is a free resource that only requires the download and use of Google Earth. In order to access the additional information to go along with the lesson, there is a password: mango. The creator of this website asks only that this password does not become common knowledge, but that it can be shared among teachers for educational purposes.

 

EVALUATION

 

Description of Learning Activity:

Students are faced with several choices in this activity.  They are supplied several routes for people to travel in order to get water.  It is up to each group to decide the best possible route, based on mathematical evidence.  Students are asked to find the changes in elevation, slopes, distances and more from each village to the source of water.  Collaboration, discussion, and presentation are integral parts of this project.

 

1. Learning activity types

  • Practice - students practice gathering and sorting data

  • Present - this tool presents students with a project that has real world applications

  • Present-Explain - provides explanations that relate to multicultural education and/or conserving natural resources

  • Explore - students investigate and explore different villages/problems and decide which path would be best for each village

  • Apply - this resource provides students with problems that many nations/villages face every day

 

2. What mathematics is being learned?

NCTM Standards

  • NCTM-N&0-understand numbers - understand numbers, ways of representing numbers, relationships among numbers, and number systems;

  • NCTM-Meas-understand - understand measurable attributes of objects and the units, systems, and processes of measurement;

  • NCTM-Meas-apply - apply appropriate techniques, tools, and formulas to determine measurements.

  • NCTM-DA&P-question & display - formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them;

  • NCTM-DA&P-select methods - select and use appropriate statistical methods to analyze data;

 

VA SOL Strands

  • 8.6 a, b - The student will a) verify by measuring and describe the relationships among vertical angles, adjacent angles, supplementary angles, and complementary angles and b) measure angles of less than 360°.

  • 8.13 a, b - The student will a) make comparisons, predictions, and inferences, using information displayed in graphs and b) construct and analyze scatterplots.

 

Proficiency Strands

  • conceptual understanding-comprehension of mathematical concepts

    •  

  • procedural fluency-skill in carrying out procedures flexibly, accurately, efficiently, and appropriately

    • students need to make accurate measurements and exhibit flexibility and efficiency when working in groups

  • strategic competence-ability to formulate, represent, and solve mathematical problems

    • students need to formulate, represent, and solve problems using measurement, data analysis, and integers

  • adaptive reasoning-capacity for logical thought, reflection, explanation, and justification

    • students are asked to decide which path is best for each village based on mathematics and be able to justify their choice in front of classmates

  • productive disposition-habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence in one's own efficacy

    • students are presented with a realistic problem that many nations face daily

 

Additional comments on what is being learned

This is another great way for students to use the internet to gather data and research world issues.  Not only are they learning mathematics, but they are using it in realistic ways that will hopefully entice them to pursue further learning or interest in the subject.

 

3. How is the mathematics represented?

The mathematics is represented as a virtual manipulative through the use of Google Earth.  Students can view each village in multiple ways and also research the topic in more depth wth the additional resources provided in the lesson.

 

What role does technology play?

Advantages

  • allows students an opportunity to explore and engage in a realistic situation

  • students are able to see what the villages look like and it exposes them to poverty in different parts of the world

  • the additional resources (videos, pictures) are helpful for students that want to learn more about the issues

 

Disadvantages

  • this lesson needs to be closely monitored because it requires the use of the internet

 

Unique contribution

  • The use of Google Earth is a great way to engage students and also to expose them to certain world issues such as this one

 

Affordances

  • Representing Ideas & Thinking –students are forced to think critically and logically about what the best route is and why

  • Accessing Information -students have access to links that have additional information about the topic

  • Communicating & Collaborating –students work collaboratively to determine the best route to travel

  • Capturing & Creating -Students need to choose which path best suits travel for each village based on mathematical evidence

 

5. How does the technology fit or interact with the social context of learning?

This activity would go best if students worked in groups or possilby pairs to complete this project.  This makes students communicate with each other and discuss which route is best based on mathematical evidence.

 

​6. What do teachers and learners need to know?

Water Problems requires the use of Google Earth. This needs to be downloaded prior to using this with students. I would also recommend visiting and using the additional documents provided in the lesson plans. In order to access these plans, educators need the password mango. The creator of this website does not the password to become general knowledge, but it may be shared to other educators.

 

7.  How could this resource supplement/facilitate PBL?

This resource can be used to faclitate PBL by giving students an authentic situation that requires logical/critical thought and collaboration to determine the route each village should take to get water each day.

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