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Discrete Mathematics – class systematically lists and counts bats
Computers & Internet, Math, Science
Title – The Incredible Yuma Bat and Clapper Rail – Discrete Mathematics — Systematic Listing and Counting
By – Brenda E. Wilson
Primary Subject – Science
Secondary Subjects – Math, Computers / Internet
Grade Level – 6
Period of Time: One-half month unit of study
Purpose: to introduce to the students the wonderful world of Bats and Clapper Rails.
Concept 3: Discrete Mathematics —
Systematic Listing and Counting
Understand and demonstrate the systematic listing and counting of possible outcomes.
PO 1. Determine all possible outcomes involving a combination of three sets of three items,
using a systematic approach (e.g., 3 different shirts, 3 different pairs of pants, and 3 different belts).
Other Subjects that will be integrated: Science and Technology
Materials: Graphing Paper, Computer Data Websites, Pencil
Objective: P The student will be able to systematically list and count each bat and clapper rail observations they saw on the joint field trips to the Yuma West Wetlands and the Arizona Western College sites for observation.
Anticipatory Set: They then will put their reports on a counting page that they will make on the computer spread sheet program.
This class will be after the field trip what the students saw at the sites and how many Bats and Clapper Rails they counted. At the Arizona Western College site the professor gave a couple of the students a clicker which, when clicked, advanced each consecutive number of Bats they saw. They then will take their counts and make a ratio of each person and then add up all of their numbers to come up with a rough estimate of how many bats there are. When they come back to class they will make their hypothesis of approximate counts of Bats.
Accommodations: There will be the same assignments in Braille, and Sign Language charts.
* Abbreviations for
Cognitive = C, Assistive = A, Psychomotor = P
E-Mail Brenda E. Wilson !