Math in Movies Activity Project Guide & Notetaker PBL with Math Practices Bundle

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Absolute Value

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Grade Levels

7th - 12th, Homeschool

Subjects

English Language Arts, Math, Social Studies - History

Resource Type

Projects, Activities, Movie Guides

Standards

CCSSMP1

CCSSMP2

CCSSMP3

CCSSMP4

CCSSMP5

Formats Included

Pages

75 pages

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Absolute Value

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What educators are saying

Using this resource in a correctional facility for adult learners working on their secondary diploma. Very well done and students enjoyed the lessons.

— Mary I.

Rated 5 out of 5

Products in this Bundle (3)

Description

Standards

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Description

Get students excited about real world mathematics using compelling major motion pictures! Each student will complete a movie note-taker specific to their assigned character. Once the movie is complete, students will gather in groups of four, one representing each movie character, to reflect on the movie and share impressions from the point of view of their character. “Good note-taking templates to use while my students viewed the film. Allowed students to discuss the film from different perspectives.” -STEMtastic Teaching

Step out of the classroom and into math history with these three captivating movies. You will love the thoughtful discussions prompted by the Movie Reflections Guide as students merge the four points of view from the movie. Progress comes at a price to its pioneers. Time will fly while students dive deep into the issues of these math movies spanning time from The Great Depression to The Space Race.

This Bundle Includes:

1. Hidden Figures

2. Something the Lord Made

3. The Imitation Game

These movies and their accompanying materials are suited for students in grades 7 through 12. Although prepared for classroom use, each movie can be completed independently if you have a student who is absent and has access to the movie. These lessons also make excellent sub plans. Each movie activity project takes three 60-minute blocks or two 90-minutes blocks to complete.

Included materials for each movie:

Teacher Instructions
Movie Note-taker (4 editions)
Movie Reflection Handout
Six Extension Idea
Five DOK-4 Questions
Answer Keys (5)

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What other teachers are saying…

“My students loved this activity so very much! We used it to create a cross-curricular experience for Math, Science, and Social Studies Classes. I loved that I could use it with a sub while I was out of the classroom and relate it to the real world.” – Linda Zuniga (Hidden Figures)

“My students loved the movie and the note taking sheet kept them focused. I really liked that the students were able to focus on different points of view.” – Bethany S (Something the Lord Made)

“I love this resource and the idea for projects that spiral from it! Watching Hidden Figures during Black History Month - such an amazing movie.” -Nahida A (3 Movie Bundle)

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Absolute Value

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For more Project Based Learning with Mathematics available at my store: https://www.teacherspayteachers.com/Store/Absolute-Value. This project was created and provided by Absolute Value.

Total Pages

75 pages

Answer Key

Included

Teaching Duration

3 hours

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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