Inquiry Project

This lesson plan is about using Spanish to teach math.

Part 1:  Driving question:  

• What are your three initial driving questions?

• How does the difference of languages create additional challenges?

• What kind of vocabulary is required and necessary?

• How in depth in Math can one go with certain degrees of fluency in Spanish?

• What is your one, final driving question?

Is teaching math in a language learned as a second language more or less beneficial?

• Background information of this driving question:

The level that is targeted is Secondary Education. Learning new vocabulary in Spanish while advancing mathematical knowledge. The project is mainly based on learning and using spanish vocabulary in ways that are unique to the learning experience. At the beginning of the lesson they would learn the vocabulary necessary and as the lesson progresses they would integrate that vocabulary into the mathematical world. This would be done by a teacher or student asking students a math question in spanish and then the student would solve and answer in spanish.

• Why do you think this is a good driving question?

Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

• Does the DQ warrant in-depth study?

• Yes, because the students are utilizing their new found knowledge of mathematical vocabulary to go more in-depth with actual math practice.

• Is the DQ an authentic and relevant issue/problem for my students?

• Yes, the students would be able to answer the questions and relate them back to the material and topic learned.

• Is there more than one plausible solution to the DQ?

• Yes, as with many open ended questions, and relation to the topic a variation of answers could be provided with different viewpoints.

• Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?

• Yes, the students can evaluate and analyze their progress on the subjects.

Part2: Grabber

• What is your grabber?

• Math as a Second Language

https://www.youtube.com/watch?v=FbQOK4h0QeE

• Helpful link for Utilizing Math Vocabulary in Spanish

        https://www.youtube.com/watch?v=avyYNh1NnUw

                              https://www.youtube.com/watch?v=B2ECHMo3KWQ

• Article on Teaching Math Through a Second Language

        http://carla.umn.edu/immersion/acie/vol13/no3/may2010_rr.html

• Why do you think this grabber is beneficial and how it  aligns with your driving question?

Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

• Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?

• Yes, because it sparks their interest that may not be sparked by just assigning the topic and assuming they have an interest in it.

• Does the grabber capitalize on novelty and / or high emotion situations?

• No, since math and spanish aren’t necessarily emotional or personal topics.

• Does the grabber establish authenticity & relevance?

• Yes, because it could lead to more foreign language classes teaching basic math to incorporate math vocabulary that they have previously learned.

• Make sure to explain in detail how this grabber would be used.

• The grabber would be used at the beginning of the assignment to educate the students more and to spark an interest in them that helps them want to explore the topic rather than just being forced to. When assigning the project, the article could be homework prior to the class and then the videos could be played to help the students understand more in depth the topic at hand.

Part 3: Culminating activities: List all your activities here:

1) Activity 1

• What is your first activity?

Our activity would be a group Presentation (either Prezi or PowerPoint) that would also include a discussion section with the class at the end of each presentation. The students would present their information at the conclusion of their research on the questions and topic.  At the beginning, we could either randomly assign them groups or let them pick their group themselves. Along the process of them obtaining research, data, and sources to back up their answers and finding, worksheet, homework, and check-ins would be used to assess their progress and help them if they are struggling.

• Why do you think this is a good activity for PBL?

• Try to answer these 4 questions.  (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

• How is the activity authentic?

• It’s a project that allows the students to share their findings with the class as well as open up discussion, since many may have different viewpoints.

• Does the activity provide students with the opportunity to present and defend problem solution?

• Yes, because they are presenting their findings and using sources to back up their points of reference.

• Does the activity require student collaboration?

• Yes, because they have to lead and participate in a group discussion and debate over viewpoints.

• How will I judge what students have learned from the activity?

• You will need to create a rubric for this step and potential example materials as well.