1. STEM Infusing Math and Science Across the Curriculum

2. Picture of open field next to MMA For the last eight years this has been the Military Magnet Academy Sports complex

3. Name of Project: Design a Sports Complex Duration: 3 weeks Subject/Course: 6 th Grade Math Teacher(s): Borysowicz Grade Level: 6 th grade Other subject areas to be included, if any: Project Idea Summary of the issue, challenge, investigation, scenario, or problem: Students work as a team to design a sports complex for the school, to accommodate football, baseball, and softball. Also, the complex will incorporate support facilities for the spectators of the events. Students will use measuring skills, scale drawings, ratios and proportion to achieve maximum utilization of the area. Driving Question What is the best design for a sports complex to be added to the school. Content and Skills Standards to be addressed: Understand the relationship of ratios; use proportions; use a scale to determine distance; generalize connections among a variety of representational forms and real-world situations

4. Knowledge and Skills Needed by Students to successfully complete culminating products and performances, and do well on summative assessments Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts, mentors, community members Presentation skills We speak so that our presentation can clearly be heard; we use proper grammar and correct pronunciation; we appropriately use mathematical vocabulary to demonstrate an understanding of the terms.  Oral and visual communication Drafting Drawing See rubric Smartboard  Video presentation Computer software Understand the relationship of ratios  Lesson by project instructor See attached lesson plan use proportions  Lesson by project instructor See attached lesson plan use a scale to determine distance  Lesson by project instructor See attached lesson plan

5. MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY PROJECT WEEK ONE Project title KWL chart/list Expectations Task assignments Project explanation Rubrics Examples of sports complexes Team meeting Examples of sport complex Web research Team meeting Web research Draft preparation Team meeting Preliminary draft presentation Discussion of materials needed Revised KWL list Team meeting

6. PROJECT WEEK TWO Lesson on Smartboard Lesson on ratios and proportions Smartboard practice Team meeting Site measurement and survey Team meeting Lesson on scale drawings Site measurement and survey Team meeting Quiz on ratios, proportion and scale drawings Preparation of site diagram Team meeting Review of presentation rubric Preparation of site diagram Team meeting

7. PROJECT WEEK THREE Presentation preparation Team meeting Presentation preparation and practice Team meeting Presentation preparation and practice Team meeting Project Presentation Assessment review Project debrief Celebration

8. Standard(s) 6-5.6 Write and use proportions and ratios Objective(s) Focus of Study Focus Question SWBAT write ratios and proportions Ringer Warm –up “Just Do It” Warm-up with the problem of the day. Lesson Set Mini-Lesson (10-15 min.)  Activate  Interact  Connect In this lesson students learn to write ratios and find proportions Skill Development “I Do- You Watch”  Explain  Model  Demonstrate  CFU Model/demonstrate examples of writing ratios and proportions Guided Practice “We Do”  Gradual Release  “I Do-You Help”  You Do-I help”  Differentiation  CFU Guide the students the students in solving examples that demonstrate Writing and using ratios and proportions

9. Standard(s) 6-5-7use a scale to determine distance Objective(s) Focus of Study Focus Question SWBAT read and use map scales and scale drawings Lesson Set Mini-Lesson (10-15 min.)  Activate  Interact  Connect In this lesson students learn to read and use map scales and scale drawings Skill Development “I Do- You Watch”  Explain  Model  Demonstrate  CFU Model/demonstrate examples on how to read and use map scales to determine distances Guided Practice “We Do”  Gradual Release  “I Do-You Help”  You Do-I help”  Differentiation  CFU Guide the students the students in how to read and use map scales to determine distances

10. 4321 Organizatio n 15% We present our data and plan in a clear and logical sequence that is complete and easy to follow. We present our data and plan in a logical sequence that is complete and relatively easy to follow. We present our data and plan in a manner that is complete, but its disorganization often makes it difficult to follow. Our presentation is incomplete and/or disorganized. Subject Knowledge 30% We demonstrate our understanding of the mathematical concepts related to the project with explanations that are clear, thorough, and mathematically correct. We demonstrate our understanding of the mathematical concepts related to the project with explanations that are mathematically correct. We demonstrate our understanding of the mathematical concepts related to the project with explanations that are primarily mathematically correct. We are unable to adequately answer questions related to the mathematical concepts of the project. Public Speaking 15% We speak so that our presentation can clearly be heard; we use proper grammar and correct pronunciation; we appropriately use mathematical vocabulary to demonstrate an understanding of the terms. We speak so that our presentation can generally be heard; we generally use proper grammar and correct pronunciation; we use mathematical terms appropriately. We speak softly so that our presentation is difficult to hear; at times, our use of grammar and pronunciation detracts from the presentation; we use mathematical terms appropriately, but infrequently. We speak softly so that our presentation is difficult to hear; our use of grammar and pronunciation detracts from the presentation; we seldom use mathematical terms, or use them inappropriately.

11. Group Participatio n 15% Each member of our group participated with relatively equivalent roles. Each member of our group participated, but our roles were not equivalent. Each member of our group participated, but not all spoke. Not all members of our group participated in the presentation. Graphics and/or Display Materials 20% Our graphics and/or display materials are designed to explain and support our presentation. Our graphics and/or display materials are related to our presentation. Our graphics and/or display materials often distract from our presentation. Our graphics and/or display materials are unrelated to our presentation or none are provided.