Day+1

Group R.E.A.L.

Objectives: · Real- life applications · Connections to the community and the world (moving). · Inquiry- based education. · Group work, vs. individual work · “Fun” math

Potential Themes: · Kingston (lake; prison; city hall; train; vision from towers) · Facebook

Group Fragrance Free with 90 Calories NBD

-Fun -Hands-on -Relevant -Engaging -Use of Technology -Laptop/Phone -Music/Rythm -Adheres/Relates to curriculum -Outside classroom -Code breaking/puzzle -Website

Context Chart:

using T9 on cellphones to get clues from numbers -using postal codes and maps || -using historical temperature add and subtract -magic squares ||
 * -represent, compare, and order numbers, including integers || Maps with grids, clues in sequences, codes
 * Demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers || -determine area of different shapes in order to discover the best area to search for the body
 * Demonstrates an understand of proportional relationships using percent, ratio and rate. || Using ratios to determine concentrations in liquids ||

Group: Je Toga

__Objectives__ -Exposure to different problem solving strategies -FUN -Real world problems and people -Connect problems to the community -Team building -Scaffolding (hints to help groups who struggle) -Being active and engaged -Self-directed problem solving -Learn how to use new technology -Integrating several math strands

SV^3

Objectives for Kids

• The activities/ problems have to be engaging and fun • Equal opportunity for all to participate • Equal grouping of the kids • Cross curricular (science, phys. Ed, etc) • Develop the mystery so that students are challenged

Objectives for us • Make a toolkit (things each student will be given at start of camp) • Problems/activities have to be well prepared and airtight (for kids and potential camp leaders/ councilors) • Identify the skills our average camper is likely to possess. Then we can choose and develop our mystery without over complicating things or making things to different.

Je Toga Grade 8
 * Overall Expectation || Context ||
 * **Number Sense and Numeration** ||  ||
 * -Equivalent Representations of Numbers || -Comparison of heights, distances, time, etc. ||
 * -Solve with a variety of representations || -Extension of above ideas…? ||
 * -Proportionate Reasoning ||  ||
 * **Measurement** ||  ||
 * -Research and describe volume and measurements || -Figure out volume using displacement (i.e. bathtub) ||
 * -Relationship between area and volume || -Compare radius and diameter? (A fits in B?) ||
 * **Geometry and Spatial Sense** ||  ||
 * -Properties of quadrilaterals and circles || -Determining locations (several combinations possible determining distance over time, area, etc… Does alibi hold up?) ||
 * -Develop relationships between lines, triangles, etc. || -Heights of large objects ||
 * -Planes ||  ||
 * **Patterning and Algebra** ||  ||
 * -Comparing/solving patterns (growing) || -Plant growth? How much time has elapsed? ||
 * -Solving unknowns || -Time difference (international?) ||
 * **Data Management and Probability** ||  ||
 * -Collect and display data || -Interrogating suspects, collecting data, determining profiles ||
 * -Use probability models to make predictions about real-life events ||  ||
 * **Data Management and Probability** ||  ||
 * -Collect and display data || -Interrogating suspects, collecting data, determining profiles ||
 * -Use probability models to make predictions about real-life events ||  ||
 * -Use probability models to make predictions about real-life events ||  ||

R.E.A.L. Grade 7
 * **CURRICULUM** || **ACTIVITY** ||
 * **Number Sense and Numeration** ||
 * represent, compare, and order intergers || all ||
 * add/sub fractions, integers, decimals || all ||
 * %, ratio, rate || height of towers ||
 * **Measurement** ||
 * real-life area || mapping ||
 * units (area/volume) || all ||
 * **Geometry and Spatial Sense** ||
 * compare lines || routes and mapping ||
 * construct lines || perpendicular (mapping) ||
 * classification of lines || “ ||
 * quadrants and coordinate system || mapping ||
 * transformations ||  ||
 * **Patterning/Algebra** ||
 * linear patterns ||  ||
 * graphing/algebra ||  ||
 * **Data Management** ||
 * collect/organize primary/secondary data ||  ||
 * compare probabilities ||  ||

SV^3 Grade 6 Scale ratio, percent and fractions || Graduated cylinders and fluids, moving the solutions with cups (1, half, quarter) to learn fractions Using poison to find out how much was used || Estimate measure and record using the metric system Area and vole of different shapes and prisms || Height of an object (ties in ratios) How far does someone fall out of a window Distance of a gun shot Size of foot prints Distance of leg span Plaster cast of the foot/ shoe print
 * Number sense and numeration
 * Measurement

Sizes of rooms, trap doors Special sense for panic rooms || Classifying polygons with angles Sketching two or three dimensional objects || Determining the angle of an object Finding the shape based on the angle Drawing a scale map of the crime scene with evidence || Collect and organize data and be able to explain and analyze the data Probability || Looking at a time line and figuring out what happened when Looking at phone records, credit card or monetary records Looking at probabilities of having someone somewhere at sometime Figure out the chances that the suspect was at the crime scene ||
 * Geometry and Spatial Sense
 * Data Management and Probability