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Students will study a map of their school and then create a map of their classroom.
Maps are all around us and we use them often throughout our lives. Students should realize maps represent a much bigger picture, and that they can make a map to represent many different things.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Have students play I Spy in the classroom. Before they begin, remind them to pick big objects in the room such as the teachers desk, student desks, chairs, etc. You want them to focus on objects in the room that would be placed on a map of the classroom.
Reciprocal Treasure Hunting
Make a map of your classroom and place some objects in the
wrong place. Have students identify which items are in the
wrong place, and draw a line to where they should be placed.
Given a blank map of the playground, have students draw in where they would place the swings, slide, etc. to best serve the optimal playground.
Collect maps they made and put in to students portfolios to show understanding.
Jitendra, A. (2002). Teaching students math problem-solving through graphic representations. Academic Research Premier. Retrieved November 28, 2006.
This author shares a study done on students with learning disabilities in regards to their mathematical ability. They found that students were much more successful using graphic representations than doing math the traditional way.
Bowers, S. P. (2005). The portfolio process: questions for implementation and practice. Academic Research Premier. Retrieved November 28, 2006.
In this article, we learn about the best practices the author found in introducing and using portfolios in your classroom as a tool of assessment. It also discusses some challenges that may occur while creating portfolios and some ways to handle those challenges if they occur.