Connecting Relationships to Multiple Strands

Exploring the Relationship Between Diagonal Length and Side Length of a Square

Exploring Relationships - Diagonal Length vs. Side Length of a Square

It’s been a couple weeks since posting, so I thought I need to get back in the swing of things. I’ve been enjoying a really busy start to semester 2. I’m loving the implementation of the gamified assessment approach I’ve modified off of Jon Orr and Alice Keeler’s work, the spiralled approach to teaching grade 9 applied math that Jon and I are trying after receiving guidance from Alex Overwijk and co., prepping for the third series of full-day PD sessions for the MYCI project, and practicing my first keynote speech coming up in just a couple short weeks. Unfortunately, my blog has been taking a backseat to all of the other “stuff” going on. So while this will be short, I wanted to give a quick update as to what we’re up to in room 1031 at Tecumseh Vista Academy (click here for a summary of my lessons to date).

Exploring Relationships and Spiralling Multiple Concepts/Topics

As I mentioned above, I’ve been spiralling the content from my grade 9 applied course. In a nutshell, I’m breaking free from formal units and skimming the top of each strand, then spiralling back around to go deeper, then deeper, then even deeper. After only 12 classes, my students are doing things that I would traditionally wait weeks (or even months) before introducing.

Tomorrow, we will be exploring relationships and in particular, the relationship that exists between the diagonal length and side length of a square. Through this exploration, students will be demonstrating the following skills that we have already been working with this semester:

  • calculate length of the hypotenuse of a right angle triangle using Pythagorean Theorem,
  • identify independent and dependent variables,
  • create a table of values,
  • label and scale a graph,
  • classify the relationship as rising/falling to the right, proportional/not, strong/weak/perfect, linear/non-linear, and positive/negative,
  • make predictions using a graph and classify as interpolation/extrapolation, and
  • if linear, create an equation to find the value of an unknown.

Since students have had some experience with all of these topics, students will be working on this task relatively independently. Here are some screenshots of the task template I’ve created:

Download Template

Consolidating or Recall & Revisit Later

We will consolidate the task by providing the visual below:

How can I make this better? Please let me know in the comments.

I hope to be sharing more new content soon, so keep an eye!

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