Introduction to the Project

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5. Presentation Skills:

Each student will be asked to individually and briefly present their project to their English teacher. For assessment details read the rubric attached.

6. Constructing Support:

Each student will be asked the following question and graded on their response:

“Why should someone visit the Huasteca Canyon?”

For assessment details read the rubric attached.

7. Reading Comprehension:

Each student will be graded on their reading comprehension by their ability to follow the instructions given above. For assessment details read the rubric attached.

Paragraph Rubric (With individual name highlighted)

4	3	2	1	0
-Topic sentences are very clear and interesting.	-Topic sentences are very clear.	- Topic sentences are somewhat clear.	- Topic sentences are not clear.	Insufficient to grade
- Concluding sentences clearly sum up what the paragraphs have been about in a different way than the topic sentences introduced the paragraphs - Concluding sentences are clearly related to the topic sentences	- Concluding sentences are similar to the topic sentences - Concluding sentences are related to the topic sentences	- Concluding sentences are almost the same as the topic sentences - Concluding sentences are somewhat related to the topic sentences	- Concluding sentences do not restate the main message of the paragraph - Concluding sentences are unrelated to the topic sentences	Insufficient to grade
- All information contained within the body paragraphs is related to the paragraph topic sentence - Student effectively uses concrete details and commentary sentences - Each body paragraph is at least 10 sentences	- There is some information included in the body paragraphs that is unrelated to the topic sentence - Student uses concrete details and commentary sentences well - Each body paragraph is 8 sentences long	- There is a lot of information included in the body paragraphs that is unrelated to the topic sentence - Student uses concrete details and commentary sentences - Each body paragraph is 6 sentences long	- Body paragraphs contain no common topic - Student is missing either concrete details or commentary sentences - Each body paragraph is 4 sentences or less	Insufficient to grade
- Word choice indicates much thought and adds interest. - Student uses vivid and expressive words that help draw a picture in the reader’s mind. - Word usage is accurate, natural and not forced	- Much effort evident as to word choice. - Student has made an effort to improve his/her word choice, however, some words may be used inaccurately, seem overdone (are not natural), or lack variety	- Limited vocabulary used. - Vocabulary does not communicate strongly or capture the reader’s interest.	- Lack of grade level vocabulary -No effort to improve word choice or add variety to sentences.	Insufficient to grade
- Spelling and grammatical errors are limited	- There are few spelling or grammatical errors	- There are some spelling or grammatical errors.	-There are frequent spelling or grammatical errors.	Insufficient to grade

TOTAL: ___/20

Grammar Checklist

Nouns

(properly identified in BLUE font)

______ Common Noun

______ Proper Noun

______ Collective Noun

______ Possessive Noun

Verbs

(properly identified in RED font)

______ Linking Verb

______ Action Verb

Adjectives

(properly identified in GREEN font)

______ Positive Adjective

______ Comparative Adjective

______ Superlative Adjective

/9
Vocabulary Rubric

(Properly identified in italics)

	4	3	2	1	0
Including Vocabulary	Uses five vocabulary words	Uses four vocabulary words accurately and naturally	Uses three vocabulary words accurately and naturally	Uses all 5 vocabulary words accurately and naturally	Insufficient to mark
Accurate Usage	All words are used accurately and naturally	Four words are used accurately and naturally	Three words are used accurately and naturally	One or two words are used accurately and naturally

/8
Reading Comprehension Rubric

	4	3	2	1	0
Following Instructions	Followed all instructions completely	Almost all instructions were followed	Some instructions were followed	Few instructions were followed	Insufficient to mark

MATH INSTRUCTIONS
Increasing Tourism to la Huasteca
Dear Math Mythology Experts,
You are being contacted on behalf of Problem Solving Inc. to address the need for attracting greater tourism to the Huasteca area of Monterrey. Huasteca, as you know, is a place of wonder and beauty and attracts hikers, rock climbers, cyclists, and motorists every day. As Math Mythology Experts we are asking you to help us bring more visitors to Huasteca to enjoy its vast canyons and deep-rooted cultural history.
We would like you to create a myth or legend that would add to the curiosity and excitement that tourists already have through story telling. Myths and legends can be about very good people and acts of real kindness but many of the stories introduce us to creatures that you would not want to meet, especially in the darkness of the canyon under the moonlit, starry sky. Problem Solving Inc. has determined that an enchanting and mystical story about the canyon will increase the amount of visitors and help protect our beloved Huasteca.
Remember the goal is to increase tourism by creating a story that will make visitors curious and excited to visit the canyon while including the math concepts, therefore creativity is essential. Attached to this letter you will find a grading rubric and an example of a short excerpt from one student’s mythical legend from England along with the “Math Myth Explanation Sheet” for that section of their story.
If you are not sure what a myth or legend is or want to see examples check out this website:
Myths and Legends: http://myths.e2bn.org/index.php
Sincerely,
Noorani and Hernandez

Problem Solving Inc.

Math Project Checklist: Circle the method you used to present your myth or legend
_________ I. Your Challenge: Incorporate the math concepts we have learned this semester into a myth or legend about the canyon.
Your story should include 2 examples of each:

Operations with positive
Negative integers,
Adding and subtracting fractions with different denominators
Comparing fractions
Exponents
Scientific notation
Square roots
The relationships between fractions, decimals, and percent

_________ II. Methods of presenting your story:

Comic strip or story board
Scrap book
Video
Audio recording
Comic Strip Program: http://myths.e2bn.org/story_creator/

***If you choose option 5 follow the instructions below:
A. Register your own account by loading Myths / Museum Box Creatorhttp://myths.e2bn.org/story_creator/
B. Click "Messages" (or anything that gets a login prompt) then click "Join for Free"
C. ***Select: our school name as: American School Foundation Monterrey Mexico
________ III. “Math Myth Explanation Sheet” that should explain how each math topic was used in the story and show your work (see example)

Example excerpt from: Slaying the Dragon and Cheating the Devil

When was the last time you saw a dragon then? A real, live, roaring, terrifying, blood-curdling dragon, the stuff of nightmares; long tail, sharp talons, huge teeth and breathing fire. Myths of dragons eating men in an English marketplace (one man only lost a leg) and soldiers (one soldier left headless) in a battle in Wales totaling in people being consumed were common.

You've never seen one? Well, to be honest, not many people have. Once upon a time, they were quite a common sight in England and Wales, but it's been many years since anyone last saw one. In fact, the last time one was seen was almost a 94 years ago. When winter turns to spring and temperatures rise 60 degrees from -10 degrees Celsius, the 50 degree weather is perfect for dragons to take flight.

Dragons were not the only unusual sights in times past. Giants were a part of everyday life as well. Some were positive, some were negative. It all depended how far their location was to heart of the City of Love. Giants who lived closer to the city saw smaller value in evil ways than those who lived farther. The city limits had its share of giants and was home to one of the better ones. He went by the name of Piers Shonks.

He stood 2.3 x 107 cm tall even without his great boots on. His home was on an island in Shonks' Moat, Peppsall Field from where, as Lord of the Manor, he ruled his land fairly and with kindness.

Returning from his travels late one day, Piers Shonks was dismayed and angry at what he saw. The crops in his field, which had been growing tall and strong, were now damaged. Crops that once stood meters tall were cut in fourths now only standing of a meter high.

It took him only a moment to realize what was behind the attack. This was the work of a dragon. Well, he wasn't going to stand for this. If he didn't deal with the problem, his people would find the coming winter even tougher than usual.

Gathering his 40 best men around him, he and the 24 men set off to hunt the dragon. The quest would be full of danger, there was that of or 29.17% of them could even be killed; there was no choice. If they failed to deal with the monster, then it would return to wreak more death and destruction.
Originally Written By: Brent Pelham, Hertfordshire, England and adapted by Noorani and Hernandez

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