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The Number Devil

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Keywords: webpage, math literature
Subject(s): Math, English/Language Arts, Technology, Information Skills
Grades 6 through 8
School: Dover Air Force Base Mid Sch, Dover, DE
Planned By: Cox
Original Author: Cox, Dover

Unit Title: Number Devil Grade Level(s): 8th

Subject/Topic Area: ELA & Math

Designed By: Nelle Coleman Cox, Shari Galgano, Jo Ann Reynolds
Time Frame: 3 weeks

Unit Summary –

In the course of reading, students will extend the meaning of literary, informative and technical text while interpreting and analyzing the passages to foster real life application of math skills. By accessing prior knowledge, students will connect the text to mathematical schema. Students will demonstrate mathematical knowledge through written composition by creating a Web Page.

Stage 1: Desired Results
ELA: Written and Oral communication, Reading, Research
Math : Communication, Connections
Technology – Basic operations and concepts; Social, Ethical, and Human issues; Technology
Productivity Tools; Technology Communication Tools; Technology Research Tools;
Technology Problem-solving and Decision –making Tools
Info literacy goals–
• The student who is information literate accesses information efficiently and effectively.
• The student who is information literate evaluates information critically and competently.
• The student who is information literate uses information accurately and creatively.
• The student who is an independent learner is information literate and pursues information related to personal interests.
• The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
• The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
• The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
• The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Big Ideas
• Mathematical concepts can be extended through literature for real life application.
• Students can communicate mathematical theories using the writing process.
• Writing strengthens comprehension.
• Audience influences student writing.
Unit Enduring Understandings
Students will understand that…
• Writing is essential in order to communicate ideas.
• Knowledge of the audience is essential to communicate concepts.
• Knowledge of how Mathematical concepts are connected with other disciplines.
• Writing is essential to communicate and connect mathematics to the real world.
Unit Essential Question(s)
• How can a mathematical theory be clarified through written communication?
• How do a reader’s experiences influence his/her response to text?
Knowledge & Skill Students will know…
• Mathematical GLE’s on the 8th grade level.
• The writing process is a communication tool.
• How to apply the writing process to communicate.
• How to write for a World Wide Web audience.
Students will be able to…
• Read technical text enabling them to transfer mathematical knowledge.
• Use written communication to transfer mathematical knowledge.
• Connect mathematical knowledge to informative creative writing.
• Use creative writing to explain a mathematical concept.
• Research a teacher approved topic relating to the mathematical concept of their personal choice.
• Synthesize mathematical research of approved topic to communicate via a Web Page
• Communicate the need to consider global audience of the World Wide

Stage 2: Assessment Evidence

Performance Task/Transfer

Number Devil dream sequence Webpage.
“You know how the Number Devil works: he visits your dreams and makes math clearer. Now it is your turn: you will create a math helper to assist with some of those challenging concepts. Create Web-pages that include your dream sequence, graphics, hyperlinks, a glossary, and a bibliography that explain the mathematical notions that you are sharing. Think about topics you’ve studied recently. You will need to come up with a practical application to help it make sense to the reader.”

Link: bibliography
Rubrics for Performance Task/Transfer
See Attached

Other Evidence
(e.g., tests, quizzes, prompts, work samples, observations)
• Student Journal responding to reading questions – see attached
• Evaluate the Effectiveness of the Research – see attached
• Mathematical pre-writing sheet – see attached – to be approved by math teacher or math resource teacher
• Peer/teacher conferencing – see attached
• Teachers’ observation and periodic checking of work samples
• Progress checks via group discussions and sharing of examples.

Student Self-Assessment and Reflection (identify opportunities in the unit where students self-reflect
• Ongoing conversation between teachers and peers will provide insight for students to self-reflect and retool
• Self reflection form several times as needed – see attached
• Knowledge survey 2 & 3

Stage 3: Learning Plan
Key learning events needed to achieve unit goals
Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? How will the design To what extent does the learning plan show evidence of:
IP = International education perspective
IL = Information literacy
WR = Workplace readiness/21st century skills
FA = Formative assessment, used to check for understanding
DI= Differentiated Instruction
UDL= Universal Design for Learning
TL=Technology Literacy
Prior to starting the unit students will have instruction and experience with:
• Big 6 – extensive training over one marking period during seventh grade
• Inspiration
• Peer conferencing
• Microsoft Word and picture editing – skills will be transferable to FrontPage
• Paint
• Microsoft Excel
• Bibliographic citing
• Scanning

1. ELA present a far fetched dream about math. See example (H)
2. Students begin reading Number Devil in ELA class. E, (DI, UDL: Kurzweil, MP3)
3. After “The Third Night” (pg. 64) introduce the performance task and begin brainstorming recent math concepts to choose for the performance task (W, H, E, IL)
4. Continue reading in ELA class emphasizing the writing styles modeled by the book. Continue reinforcing/discussing math concepts (ideally with the math teacher). (E, IL, FA)
5. Complete Knowledge Survey. Offer student BIG 6 graphic organizers as needed: (IL, DI, To, O)
6. Present website (http://www.k12.de.us/dafbms/NumberDev.htm ), performance task, and math resources for research. (IL, WR, DI, TL, W, H, E, To)
7. Teacher/LMS/Instructional Technology Specialist will assist students with research. (IL, TL, E, WR, DI)
8. Review and discuss ethical practices of research for citing material used. Citation Machine for bibliographic citations (http://citationmachine.net/ and http://ottobib.com/ ) (E, IL, TL)
9. Evaluate the Effectiveness of Research (IL, FA, DI, W, E, R, E, To, O)
10. Model writing dialog in ELA class see PowerPoint. (W, E, To, )
11. Begin pre-writing. Provide assistance as needed. W, O, R, E, (DI & UDL: Inspiration, hand written, or Word Processing), TL, UDL (scribing or recording)
12. Complete Knowledge survey: (IL, DI, To, O)
13. Review and discuss ethical practices of use of graphics for websites. Citation Machine for bibliographic citations (http://citationmachine.net/ ) (E, IL, TL)
14. Model website creation (file management, tables, graphics, hyper linking, etc) (DI, WR TL, W, E, To)
15. Begin creation of dream sequence, glossary, and a bibliography on a Web Page using FrontPage. (TL, WR, E, IL)
16. Teacher and/or peer conferencing concerning written communication, math, and technology as needed. (W, R, E, IL, WR, FA, DI, TL)
17. Completion of Performance Task. TL
18. Complete the final Knowledge Survey. (IL, DI, To, O)
19. Assessment via rubrics. O
20. Revise Performance Task as needed. (R, WR, DI)
21. Re-assess as needed. (O, E)
Resources & Teaching Tips

o What text/print/media/kit/web resources best support this unit?
o The Number Devil: A Mathematical Adventure by Hans Magnus Enzensberger
o Kurzweil- text-to-speech software
o MP3 file of the book
o CMP Math Books
o Frontpage or another web editor
o Scanner
o Computer drawing software
o Inspiration

o What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance weaknesses, and how to troubleshoot those issues?
o Guidance with the selection of mathematical theories to insure grade level appropriateness.
o Encourage students to choose a concept that can be researched in greater depth.
o Ideally a math teacher willing to share time, content knowledge, and assessment.

Accommodation/Differentiation ideas and tips

o Choice of topics
o Kurzweil
o MP3
o Scanning for artistic students
o Computer drawing software
o Inspiration software or other pre-writing strategy

GUIDANCE For Planning:
Did you…

= Help the students know Where the unit is going and What is expected? Help the teachers know Where the students are coming from (prior knowledge, interests)
= Hook all students and Hold their interest?
= Equip students, help them Experience the key ideas and Explore the issues?
= Provide opportunities to Rethink and Revise their understandings and work?
= Allow students to Evaluate their work and its implications?
= Be Tailored (personalized) to the different needs, interests, and abilities of learners?
= Be Organized to maximize initial and sustained engagement as well as effective learning?

Students really enjoyed this lesson. Parets liked being able to see the final webpage online.
Podcasts of students sharing what they learned from the activity
Materials: Point and Shoot, Web Page, Clipart, Worksheets, Podcasting, English and Language Arts, Math, xD Memory Cards, Digital Voice Recorders, Flash/USB Drives