Unit Overview: The Roamer and the Haitian Revolution
Aim: How can we apply geometric concepts to help program a robot?
Objectives: Students will determine the measures of angles and distances and use that information to integrate Haitian history and technology to the task of programming.
Grade Level: Fourth
Number of 60-Minute Periods: 8-10
Source: Original
NCTM Teaching Principles Addressed
- • Access and Equity, Curriculum, Tools and Technology, Assessment NCTM Standards Addressed
- • Geometry: Understand patterns, relations, and functions
- • Measurement: Apply appropriate techniques, tools, and formulas to determine measurements
CCSSM Standards
- 4.MD.C.5. Recognize angles and concept of angle measurement.
- 4.MD.C.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
- 4.MD.C.7. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems.
NCTM Processes/CCSSM Mathematical Practices
• Problem Solving
SMP1: Make sense of problems and persevere in solving them.
• Communication
SMP3: Construct viable arguments and critique the reasoning of others.
SMP6: Attend to precision.
• Connections
SMP5: Use appropriate tools strategically.
• Representation
SMP4: Model with mathematics.
SMP5: Use appropriate tools strategically.
Prerequisites
- • Previous experience using the computer
- • Knowledge of the Haitian revolution
Mathematical Concepts
- • Polygons
- • Angles and their measure
- • Supplementary angles
- • Parallel and perpendicular lines
Materials and Tools
For each group:
- • One Roamer and Roamer World software (from Valiant House, http://www.valiant-tech- nology.com/uk/pages/roamer_home.php)
- • Map of Haiti
- • Rulers
- • Sheets of paper for drawing large map
- • One computer for each group
Management Procedures
- • Arrange desks and chairs to allow space for Roamer's path on a 4' x 6' map.
- • Divide students into groups according to the number of Roamers available.
Assessment
Prior to the study, collect anecdotal records of students' reaction when they encounter a difficult situation. Keep track of the types of questions they ask in completing activities in different subject matters. Administer the pre- and posttest and conduct interviews to analyze their approach to problem solving. Have students write reflections on the impact of robotics on their learning. Use the questioning table during the administration of the pretest and posttest and during activities. A translated version of the tests should be available for those who might need it. Allow students who are less fluent to dictate their responses.
