Blooms Taxonomy Project: The math curse by Jon Scieszka

Michela Anderson
The Math curse Summary.
A girls teacher tell her that math is
everywhere, and the next morning she sees
everything as a math problem.
TEKS to go along with this book (grade 4)
(B) Knowledge and skills

(4.14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and
activities in and outside of school. The student is expected to:
(A) identify the mathematics in everyday situations;
(B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solut ion for reasonableness;
(C) 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
(D) use tools such as real objects, manipulatives, and technology to solve problems.

(4.15) Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language. The student is expected
to:
(A) explain and record observations using objects, words, pictures, numbers, and technology; and
(B) relate informal language to mathematical language and symbols.
(4.16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:
(A) make generalizations from patterns or sets of examples and nonexamples; and
(B) justify why an answer is reasonable and explain the solution process


these TEKS can be found on http://www.tea.state.tx.us/index2.aspx?id=6148 under the grade 4 tab
Knowledge activity
Students will list on the whiteboard activities that
they do everyday that involves math in some sort of
way (such as measuring ingredients
o they can make a web or a t-chart to list
these out.
Comprehension activity
Students can give the teacher examples of math
problems that they see everyday at school
o this excludes problems found on daily worksheets, students must think outside the box and
think of problems that are found in their environment of the school itself like in the story.
(for example: silvia has a mini pizza for lunch and wants to share with her friends lisa and
riley, how many pieces should she split the pizza into?)
Application activity
Student will get into small groups of two or three and
make up their own math problems.
o they will apply their prior knowledge from other math problems that
they listed in the previous two activities skills to create a unique math
problem.
Analysis of Problems
After the students finish their question each
group will model their problems to the class
and together they can solve them.
Synthesis
When students finish up working the problems they will
compose a list steps they used to solve these problems.
o put the list up somewhere so that all the different
solutions can be seen by the students and so they
can see how others saw the problem and solved it.
Evaluations
after seeing all the different solutions the classmates
used, the students can assess and explain every step
they used.
o the students can also compare the methods that all
they all used.
End of Presentation