Candy and chips
Creating critical thinking and engaging activities is one of the most rewarding parts of being a teacher. The students will hopefully love the activity and stay engaged the whole time all while they are unknowingly developing a deeper understanding of the material. After attending a Dan Meyer conference on ways to engage students I became inspired to create more and more activities using his approach through videos. Throughout this particular lesson I showed my Algebra 1 classes two different candy and chip price scenarios then asked an extension question based on the information they were just given which included our topic of systems of equations. After viewing the video once, the students were expected to formulate any questions they had, develop strategies and then find a solution to my question. All the students' different views on what is important vs not is a great assessment tool. My students loved this activity and always ask when is the next time we are going to do another video lesson.
Powerpoint to guide lesson:
/uploads/2/2/2/1/22214864/candy_and_chips-4th_period.pptx
Link to video:
http://www.101qs.com/3166-candy--chips
Creating critical thinking and engaging activities is one of the most rewarding parts of being a teacher. The students will hopefully love the activity and stay engaged the whole time all while they are unknowingly developing a deeper understanding of the material. After attending a Dan Meyer conference on ways to engage students I became inspired to create more and more activities using his approach through videos. Throughout this particular lesson I showed my Algebra 1 classes two different candy and chip price scenarios then asked an extension question based on the information they were just given which included our topic of systems of equations. After viewing the video once, the students were expected to formulate any questions they had, develop strategies and then find a solution to my question. All the students' different views on what is important vs not is a great assessment tool. My students loved this activity and always ask when is the next time we are going to do another video lesson.
Powerpoint to guide lesson:
/uploads/2/2/2/1/22214864/candy_and_chips-4th_period.pptx
Link to video:
http://www.101qs.com/3166-candy--chips
MIRRORS AND SIMILAR TRIANGLES
For this activity, students in Honors Geometry had been studying similar triangles and their characteristics. I stationed eight pieces of paper around the classroom at different heights on walls, chairs, desks, etc. The objective of this activity was for the students to estimate the height of the piece of paper without measuring the distance from the ground to the paper. They were given a mirror, a tape measure, and a few hints on what to use, such as the angle of elevations from the mirror to the paper and from the mirror to a group member's eye were congruent.. The goal was for the students to see the existence of similar triangles, for example in the picture on the left. Students were in their groups of four and had to fill out the write up by explaining their thought processes along the way and answering extension questions at the end of the activity.
For this activity, students in Honors Geometry had been studying similar triangles and their characteristics. I stationed eight pieces of paper around the classroom at different heights on walls, chairs, desks, etc. The objective of this activity was for the students to estimate the height of the piece of paper without measuring the distance from the ground to the paper. They were given a mirror, a tape measure, and a few hints on what to use, such as the angle of elevations from the mirror to the paper and from the mirror to a group member's eye were congruent.. The goal was for the students to see the existence of similar triangles, for example in the picture on the left. Students were in their groups of four and had to fill out the write up by explaining their thought processes along the way and answering extension questions at the end of the activity.
8.4_lesson_plan.docx | |
File Size: | 36 kb |
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8.4_activity.docx | |
File Size: | 23 kb |
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HELP! I'VE BEEN KIDNAPPED
In chapter 10, Honors Geometry was starting a unit on circles. In the movie Taken 2, Liam Neeson's character has been kidnapped. He counted the seconds from the time he was kidnapped to when he arrived at his kidnapped location and had his daughter launch a explosive to find out how long it took him to hear the blast. He had his daughter draw circles on a map using the data he collected to find the intersection of the two circles. After watching a clean clip of the measurements taken in the movie, as a class we analyzed the mathematics behind the writing and found a few errors. We discussed what the errors were and then the students were put to the test in their own kidnapping activity. In groups of four, the students had to find my location based on a few key pieces of information, given on the handout and a map of the area we were in. This activity was to introduce the real-life application of circles and to review their knowledge of circles and other relevant mathematical concepts. Students were coming into class after talking to their friends and shouting, "I heard math is going to be so fun today!"
In chapter 10, Honors Geometry was starting a unit on circles. In the movie Taken 2, Liam Neeson's character has been kidnapped. He counted the seconds from the time he was kidnapped to when he arrived at his kidnapped location and had his daughter launch a explosive to find out how long it took him to hear the blast. He had his daughter draw circles on a map using the data he collected to find the intersection of the two circles. After watching a clean clip of the measurements taken in the movie, as a class we analyzed the mathematics behind the writing and found a few errors. We discussed what the errors were and then the students were put to the test in their own kidnapping activity. In groups of four, the students had to find my location based on a few key pieces of information, given on the handout and a map of the area we were in. This activity was to introduce the real-life application of circles and to review their knowledge of circles and other relevant mathematical concepts. Students were coming into class after talking to their friends and shouting, "I heard math is going to be so fun today!"
taken_2_lesson_plan.docx | |
File Size: | 19 kb |
File Type: | docx |
taken_2-_kidnapped.docx | |
File Size: | 24 kb |
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POLYHEDRON ILLUMINATIONS
Chapter 12 in Honors Geometry was all about exploring solids. For this activity, the students were on their individual chrome books and on the website, http://illuminations.nctm.org/ActivityDetail.aspx?ID=70 . The website allowed the students to explore different polyhedrons and the relationship between their edges, faces, and vertices. Students were using multiple colors to define what a face is and how it differs from the edges and vertices. The objective of the activity was for the students to find that the relationship between all three is F + V = E + 2, also known as Euler's Formula.
Chapter 12 in Honors Geometry was all about exploring solids. For this activity, the students were on their individual chrome books and on the website, http://illuminations.nctm.org/ActivityDetail.aspx?ID=70 . The website allowed the students to explore different polyhedrons and the relationship between their edges, faces, and vertices. Students were using multiple colors to define what a face is and how it differs from the edges and vertices. The objective of the activity was for the students to find that the relationship between all three is F + V = E + 2, also known as Euler's Formula.
12.1_lesson_plan.docx | |
File Size: | 20 kb |
File Type: | docx |
12.1_illuminations_activity.docx | |
File Size: | 27 kb |
File Type: | docx |