Introduction – Task – Process – Evaluation - Conclusion

Introduction

· Have you ever thought of math as a CURSE!!! In Jon Scieszka's book Math Curse that is what exactly happens! A little girl wakes up feeling she's been cursed...a "math curse", because everywhere she looks, everything she sees, everything that happens to her...she sees as some sort of math problem, because her teacher has told her "YOU KNOW, you can think of almost everything as a math problem. In all honesty, there are many of use who think of math as a curse because it’s hard to understand and only meant for ‘smart people.’ Today that theory will be proven false.

Task

· After looking at other student’s math curses you will create your own. Your math curse must include:

· A real life scenario, something that could really happen, going shopping, taking a trip whatever.

· A problem (a curse) something goes wrong or a something happens that was unexpected.

· A solution to your problem (curse) that is solved with the help of mathematics.

Doesn’t this sound like fun!!

Process

· Your job is to look at a curse that happens in the actual story and look at some sample curses from other students across the country like Washington, Maryland, Pennsylvania and Texas.

· There is even one from Sweden, whoa!!

· Then you will create your own math curse

Now, wasn’t that easy, you were a mathematician and you didn’t even know it!!

Evaluation

· You will be evaluated on the quality of your writing. Follow this rubric to make sure you are on the right track.

Math Curse

	1	2	3	4	Your Score
Understanding of Task	Does not understand task	Has little understanding of task	Has clear understanding of task	Has clear and unified understanding of task
Explanation	Explanation is unclear, confusing, and/or incomplete. No reference is made to underlying mathematics.	Explanation is incomplete. Alludes to underlying mathematics, but does not evidence full understanding.	Explanation is clear and complete. Alludes to underlying mathematics, but does not evidence full understanding.	Explanation is clear and complete. Student evidences understanding of mathematics behind problem.
Writing	Shows little to no understanding for rules of capitalization, punctuation, and spelling; difficulty expressing clear thoughts	Shows some understanding for rules of capitalization, punctuation, and spelling through developing sense of simple sentences; developing ability to express clear thoughts	Shows understanding for rules of capitalization, punctuation, and spelling through improved simple sentences; improved ability to express clear thoughts	Shows clear understanding for the rules of capitalization, punctuation, and spelling; clear, organized sentence structure; expresses clear thoughts
Sentence Fluency (Flow)	Repetitive sentence patterns. There are no connecting words between sentences. Many sentences run into each other.	Sentence patterns are generally repetitive, with occasional variance. There are usually connecting words between sentences, where appropriate. Some sentences should be merged; others should be made into two or more sentences.	Sentence patterns are generally varied, but sometimes variations seem forced and inappropriate. There are connecting words between sentences, where appropriate. Each sentence contains a complete thought; there are no run-on sentences.	Varied and interesting sentence patterns. There are connecting words between sentences, where appropriate. Sentences are complete thoughts, with no run-ons.
Mechanics	Frequent errors in spelling, grammar, and punctuation.	Errors in grammar and punctuation, but spelling has been proofread.	Occasional grammatical errors. Spelling has been proofread.	Nearly error-free. Reflects thorough proofreading for grammar and spelling.
Basic Operations	Does not demonstrate understanding of addition/ subtraction/ multiplication/ division. Difficulty solving multiple-step problems since unsure what operation to use.	Some understanding of addition/ subtraction/ multiplication/ division. Not fully clear about what operation to apply in multiple-step problems.	Understanding of addition/ subtraction/ multiplication/ division. Generally able to determine which operation to use in a multiple-step problem.	Can appropriately relate the correct operation of addition/ subtraction/ multiplication/ division to a specific situation. Great style of solving multiple-step problems with no computational errors.
Strategies and Representations	Student does not make use of problem solving strategies, models, or mathematical representations.	Student makes use of a single problem solving strategy, model, or mathematics representation.	Student uses a clear strategy to solve the problem and an appropriate model or representation to explain or enhance the solution.	Student uses multiple strategies and representations that clearly explain and enhance the solution.

Conclusion

· CONGRADULATIONS!! You are a math genius! Someday you may have my job, or better yet be MY boss!!! Please share your curse with another student in the class, be sure you share your curse as well.