INTERVENTION PROPOSAL

I. PROGRAM SUMMARY:

Title and Theme: “Mathematics for a Better World (Based on International Day of
Mathematics 2021)”

II. OBJECTIVES:

 to provide teachers with materials that allow them to accurately assess and
identify the level of mathematical skills

 to administer effective and appropriate materials to correct the misconceptions

that leads to errors as from the test results and from the data obtained

 To appreciate the value, strength and beauty of metric conversion.

 To improve students' understanding, skills, and behaviors in order for them to

pursue further mathematics studies.

 To obtain a better understanding of how information and communication

technology is used in mathematics.

III. PROJECT

BACKGROUND/RATIONALE:

This year has seen many occurrences, and many of us have suffered as a result of
the COVID-19 Pandemic and other natural disasters. In several ways, this occurrence
has a significant impact on people and the economy. It has a significant psychological,
emotional, and financial effect on people. People may be stressed as a result of the
pandemic. Adults and children alike can experience strong emotions as a result of their
fear and anxiety about the disease and what could happen. Social distancing, for
example, can make people feel alone and depressed, as well as increase pain and
worry.

Conversion teaches students important computational and problem-solving

principles as well as essential mathematical skills. It develops the numeracy and critical
thinking skills that all students need in their personal and civic lives. The goal of this
proposed intervention program is to address learner’s misconceptions and errors when
solving metric conversion. Also, for the learners to appreciate the sense of elegance
and power of solving basic mathematical worded problems. Furthermore, it also
addresses the development of mathematical understanding, proficiency, logical
reasoning, analytical thought, computational, and problem-solving abilities. These skills
allow students to respond to unusual circumstances by using mathematical concepts
that will lead to correcting their misconceptions and to solve problems effectively.

IV. Interventions and Mechanics

1. MATH SCRABBLE
"Number Scrabble" (or "Math Scrabble") is a game based on normal Scrabble,
but you make equations instead of words. The letter tiles used in Scrabble are replaced
with numbers and operators. You can use a standard scrabble set to play number
scrabble by writing the proper numbers and operators on the back of the standard
scrabble tiles.
Mechanics and Steps:

 Make your tiles

https://
content.instructables.com/ORIG/FI4/RL1R/G5LEJFAA/FI4RL1RG5LEJFAA.jpg?
auto=webp&frame=1&width=1024&height=1024&fit=bounds&md=8f47d407b6abe8e
43c1cc15ef6ad6a73
To play "Number Scrabble", you need a game board and tiles.  Coincidentally, it is
very easy to retrofit your existing Scrabble kit.  You just need to relabel all the tiles.
 The Rules.

a. Except as noted, game play is similar to normal Scrabble

b. On each turn, players must make or add to a valid and correct equation.

c. Players keep 9 tiles in their hand at all times, not 7 as in normal Scrabble

d. Players form valid equations rather than words.

example: '3+3=6'

e. You can add to an existing equation on one side or both sides in a single

turn.

example: you can add to both ends of '3+3=6' in a single turn to

make '63+3=66'

f. You may only use one new '=' sign per turn

g. Order of operation:  The game will function correctly as long as you agree

beforehand on the order of operation.  You can play with either "standard

math" (ie, multiply preceeds plus unrelated to the written order), or  "strict

left-to-right evaluation".

g.1. Square and Square-root operators apply only to the

immediately preceding or following number

g.2. There is no implied multiplication

h. Equations can have multiple equal parts.

example: '2x2=1+3=4=5-1'

i. Redundant equations are valid.

example: '1-1+1-1=0=0+0'
 j. The '-' may be used either as an operator or before a number indicate its

sign.

example: '-3=5-8'example: '3=-5--8'

k. You may not use leading '+' signs or leading '0' in front of a number

l. You may not string together arbitrary symbols

example: '3+xx4==12' is NOT valid.

m. In normal scrabble, you can place one word alongside another if they

create a valid cross-word.  Here, a 2-character sequence can never be an

equation so this generally is not possible.  As an optional rule, you may

choose to allow placing alongside when only numbers are formed as the

cross-words, but you still need to connect to an existing equation some

other way.

n. As an optional rule, you may choose to disallow the following "Identity"

equation fragments:

n.1. "x1" example:  you could not turn '3+4=7' to '3+4=7x1' "

n.2. +0" and "-0".   example:  you could not turn '3+4=7' to

'3+4=7+0'.

n.3. I recommend allowing these when playing in a learning

scenario, but disallowing them with experienced players as you get into

tedious '2+2=4+0+0+0x1x1' situations.

 Scoring
a. Unlike Scrabble, when adding to an existing equation only the newly
added tiles score points.
b. double-letter, triple-letter, double-word, triple-word squares work as usual
c. All equations earn a bonus depending on the actual numeric value of the
equation.  This rewards equations of high value like '25x25=625'
compared to ones of low value like '1+1+1+1=4'.
 The calculation of the bonus is based on the equation value
as follows:
 take the absolute value of the equation value
(so that big negative equations are still
rewarded!)
 take the square root of that number
  round up to the nearest integer
 Yikes!  but it seems to work well.  you can use
a calculator the first time.

d. The result is the bonus, which is added to the equation score before
applying any double and triple word scores.
 Example: '2+2=4'. equation value = 4. absolute value of
that = 4. square root of that = 2. round up to get bonus
points = 2.
   Example: '3+3=6'.  equation value = 6, absolute value of
that = 6, square root of that = 2.45, round up to get bonus
points = 3.
 Example:  '3-20=-17.  equation value = -17, absolute value of
that = 17, square root of that = 4.12, round up to get bonus
points = 5.
e. When a player goes out, add to their score the sum of the unplayed
number tiles.

 The Game Play

Measurement Scavenger Hunt
Scavenger hunts are one of the interactive ways to have students practice a
skill - and it works PERFECTLY for measuring. Your classroom is FULL of things to
measure, so this activity takes no prep at all!
Mechanics:

 Give your students a scavenger hunt sheet and a ruler and have students
explore your classroom looking for objects in the classroom that fit the
descriptions on their sheet.

 For example, on a scavenger hunt sheet, the students

looking for 2 objects that were both 2 feet long - but, the
teacher had them represent the actual length of the object
that they found in inches.

3. iKnowit
This Online interactive game gives students plenty of opportunities to work with
problems based on the measurement of weights, length, capacity. Thus, this helps
students apply the concept of measurement to real world situations.
https://www.splashlearn.com/math/conversion-of-measurement-units-games-for-
5th-graders
By clicking the link above, students will be routed to a page where they can see the
below photo:

Mechanics:
a. Click the link https://www.splashlearn.com/math/conversion-of-measurement-
units-games-for-5th-graders
b. Choose any game it can be:
 Conversion Table for Metric Units of Length
 Convert Metric Units of Length
 Conversion Tables for Metric Units of Weight
 Convert Metric Units of Weight
 Conversion Tables for Metric Units of Capacity
 Convert Metric Units of Capacity
 Decimal Conversions for Metric units of Length
 Decimal Conversions for Metric units of Weight
 Convert Customary Units of Weight
 Conversion Tables for Customary Units of Capacity
 Convert Customary Units of Capacity
 Word Problems on Conversion of Metric Units