These standards answer the question, "What skills should math educators at all levels seek to develop in their students?"
Completing the game develops perseverance. The graphical interface helps students make sense of proportion problems.
Students are required to solve abstraction bridge problems and show their work.
Students are required to defend how they solved their math problems as part of the lesson.
Students are required to explain how they solved their problems allowing them to develop mathematical models of their solutions.
Answers must be correct to the hundredths place.
Repetition game wide help students look for patterns.
Game structure encourages finding general methods and shortcuts, especially in Chapter 4, which is timed.
Throughout the game, students use reference rations to compute how far the robot should move and turn.
Students encounter unit rate questions in Chapters 1 and 2. For example, the robot turns 20 degrees per wheel rotation, how many rotations does it take to turn 70 degrees.
Abstraction Bridge problems, found in this guide, ask students to compute rates in the contexts of money, mixture, density, speed, distance, and turning.
Students are encouraged to solve the problems using a multi-step process and show their work.
Reflection Questions ask students to analyze, evaluate, and synthesize arguments in response to robotics and programming problems.
Reflection Question tasks include composing technical critiques, technical recommendations, and creative synthesis.
Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.