On Sat, 4 Nov 1995, Andrei TOOM wrote: . > The activity you describe is interesting. > I think, it will be valuable for all of us to know more about it. > Several questions naturally arise: > - What was the age of children involved ? I taught Home Improvement to my 8th grade algebra students; thy were 13 and 14 year old > - How many were involved ? My class had 33 students > - What was contribution of the most active ones ? of the least active ? I do not follow this question > - Did they get some grades for participation ? I have a very difficult time not considering particpation when I am assessing mys tudents. However, they did not get an actual grade. I have to say, particpation was not an issue. This unit kept the students very engaged. > - Was any algebra involved or only arithmetics ? Students put functions in cells to compute costs. They had to use arithmetic to get from the paint covering 250 sq ft to how much it cost to paint one square foot as well as a little geometry. Students clicked on cells to put them into the fucntions, so they were physically involved with the variables and formulas. Part of the final project involved making a scaled drawing of their dream home. Some students made 3 dimensional models. The main purpose of this unit is to develop algebraic concepts, it did a grand job of it.
Many of my students speak limited English and are of a low socio-economic backgraound. Many did not know the difference bewteen high grade and low grade carpet. Many had no idea what paneling was. So we brought is samples. Along with making thier scaled drawing/models, students worked with both physical objects and Thank you for your time. > Andrei-