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Necessary Components for Cooperative Group Work: Individual Accountability: Each member is responsible for his/her own learning. You must make sure you understand and be your own advocate. Group members cannot rely on one or a few students to "do" the bulk of the work. Peer Accountability: Groups only function if all members are accountable to one another. The group cannot be successful unless all members are successful. If one member fails, the entire group fails. Each group will "sink or swim together." If one member is off task, the entire group will face the consequences. It is essential that everyone understands the impact they will have on others. The instructor may choose to poll one student random as a representative of the whole group Interpersonal Skills: Teamwork is of the utmost importance in cooperative learning groups. The success of the cooperative learning experiences hinges on how well students can work together as a team. In order to work closely with someone you have to communicate and play nicely. Group Processing: From time to time you must look at how well you are working together. As a group, you need to describe and decide on what behaviors are useful or not and what changes need to be made to move the group along and complete tasks. Team Roles- Leader/Editor: This student is in charge of organizing the final product of the project, be it a paper, a presentation, etc. These standards generally include punctuality and completeness.
- Recorder/Secretary: This person takes notes whenever the group meets and keeps track of group data/sources/etc. This person distributes these notes to the rest of the group highlighting sections relevant for their parts of the project.
- Checker: Someone needs to double-check data, bibliographic sources, or graphics for accuracy and correctness.Spokesperson/Webmaster: This person would be responsible for the details of the final product by checking the groups work to the rubric. Be ready to summarize the group's progress and findings to the instructor and to other groups.
The group of four the students will explore the resources and discuss the information from this Webquest's links. - Together the group will use the Frayer Model to define the terms of subsets of the Real Numbers. Place work into group folder, use for notes to complete other activities.
- Each group member will take a self-assessment quiz from RegentsPrep.org. Score and copy the self- asssessment and place in group folder.
The group will then split into pairs. - One pair will work to determine the relationship of the Real Number System using a Venn Diagram. You will create Venn Diagram
- The other pair will work to determine the relationship of the Real Number System using Set-builder Notation.
Formative Assessments: Learning Objective-To gain knowledge of various types of numbers which constitutes the Real Number Systems. Create a folder that will contain all the activities and self-assessment. Include the names of your group members. - Activity One: Create a universal Venn Diagram. Label each region of the diagram with the appropriate symbol or name of a subset of the real numbers. State whether the following statements are true or false. Give reasons for your answer with examples. *See Activity Resource.
- Activity Two: Using the Venn Diagram from activity one, write all examples in set notation.
- Activity Three: In the following boxes there is a number. Circle the symbol to represent the subset for each given number. Print activity and turn into your teacher.
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