1. This Week’s Goal(s): 1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ 1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ This Week’s Goal(s):

3. Math Around Town Checklist: □ Use Weekly Goals sheets. □ Choose a career to study. Your goal will be to find out how mathematics is used in that career; however, you may also research other parts of that career as well. See Attachment #6 for a list of career ideas for you to study. You need to choose a career that relies heavily upon mathematics like those shown on the list, but you are not required to choose one from the list as they are only ideas. □ Prepare a set of interview questions and conduct an interview with a person in the career you chose. You should try to discover all the ways this person uses mathematics in his/her field of work. Use attachments #7, #8, and #9 to help you develop your interview questions. □ Develop a board game or a learning center based on how math is used in the career studied. Your goal will be to teach others how math is used in the chosen career. Your game or learning center should include: o Directions and fair rules o Nine mathematical concepts found in the fourth grade TEKs. □ As your presentation, you will participate in a job interview in which you demonstrate knowledge of the role of mathematics in the career you studied. You may want to dress as a person in that career would dress. Mrs. McGary will be the interviewer and will ask the questions below. You will also need to come up with at least 5 other questions for Mrs. McGary to ask you in your interview. o How has the way people in this career use math changed over time? o What math tools did they use in the past that they do not use now? o What math tools do they use now that they did not use in the past? Math Around Town: Project Board Requirements  Typed interview  Job related math skills o Could be a graph of the different areas such as patterns, relationships, algebraic thinking o Could be one category o Could be a list o Or another creative way you want to present this information  4 th grade math skills that would be necessary for this job and a description of how you would use this math skill in this type of career o Mrs. McGary has a list of 4 th grade math skills you can use. o For example, adding and subtracting decimals would be important for people who deal with money in their jobs.  Brochure o One panel – Front cover o One Panel - What is the career and how do you attain it?  Do you have to go to school? Get certifications?  Do you have to fill out an application? o One Panel - What are some different ways this person uses math in their job? o Two Panels - Examples of 4 math problems this person might encounter such as:  Mrs. McGary has to buy enough popsicle sticks for all 15 of her 4 th graders. Each student needs 11 popsicle sticks. How many popsicle sticks does she need to buy?  Mr. Smith must purchase new shirts for his 9 employees. Each shirt costs 7.49. Three people have requested long sleeve which is.99 more than the regular price. What will the total cost of the shirts be? o One panel – List the responsibilities this person has in this job.  Example: A teacher has to plan lessons, contact parents, etc.  A sample job application or a resume for this job  A picture of the person you interviewed Math Around Town: Project Board Optional Ideas  If your person has to design a schedule for the employees that work at his business, you could show an example schedule.  Any information related to your person’s job  Your person’s business card if they have one  Pictures of your person as they are doing their job

7. Possible Game Ideas Name of Game Objective of Game Rules of Game Materials Needed Name of Game Objective of Game Rules of Game Materials Needed

9. The game I decided to make is called ______________________________________________ What is the objective of your game? (How do you determine who has won the game? The math concepts I used in the game are: List all of the rules of the game. (Who goes first? How do you move along the board? What happens when you answer a card correctly? What happens when you get a question incorrect? How many can play at a time? Any other rules?)

11. Numbers, Operations and Quantitative Reasoning Use place value to read, write, compare and order whole numbers through 999,999,999 Use place value to read, write, compare and order decimals involving tenths and hundredths involving money using concrete objects and pictorial models Use concrete objects and pictorial models to generate equivalent fractions Model fraction quantities greater than one using concrete objects and pictorial models Compare and order fractions using concrete objects and pictorial models Relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models Use addition and subtraction to solve problems involving whole numbers Add and subtract decimals to the hundredths place using concrete objects and pictorial models Model factors and products using arrays and area models Represent multiplication and division situations in picture, word, and number form Recall and apply multiplication facts through 12 x 12 Use multiplication to solve problems (no more than 2 digits times 2 digits without technology) Use division to solve problems (no more than 1-digit divisors and 3- digit dividends without technology) Round whole numbers to the nearest ten, hundred or thousand to approximate reasonable results in problem situations Use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems Patterns, relationships, and algebraic reasoning. Use patterns and relationships to develop strategies to remember basic multiplication/division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9); Use patterns to multiply by 10 and 100. Analyze and describe patterns between two sets of related data such as ordered pairs in a table Geometry and spatial reasoning. Identify and describe right, acute, and obtuse angles; Identify/describe parallel/intersecting (including perpendicular) lines using concrete objects/pictorial models; Use essential attributes to define two- and three- dimensional geometric figures. Demonstrate translations, reflections, and rotations using concrete models; Use translations, reflections, and rotations to verify that two shapes are congruent; and Use reflections to verify that a shape has symmetry. Locate and name points on a number line using whole numbers/fractions such as halves/fourths/decimals

12. Concepts and uses of measurement. Estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary; Perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system; Use concrete models of standard cubic units to measure volume; Estimate volume in cubic units; and Explain the difference between weight and mass. Use a thermometer to measure temperature and changes in temperature (in degrees Fahrenheit / Celsius). Use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time. Probability and statistics. Use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; Interpret bar graphs.. Mathematical processes and tools used in problem solving. Identify the mathematics in everyday situations; Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and Use tools such as real objects, manipulatives, and technology to solve problems. Explain and record observations using objects, words, pictures, numbers, and technology; and Relate informal language to mathematical language and symbols. Underlying processes and mathematical tools. The student uses logical reasoning