## Placing Toothpicks Part 4

More Patterning and Partial Variation Linear Relations Yet another task in the Placing Toothpicks Series (Placing Toothpicks, Placing Toothpicks Sequel, Placing Toothpicks Part 3) I posted recently. The first task was proportional, followed by a quadratic in the second and a partial variation linear relationship in the third. This task is going to give my students another go at partial variation linear relations. As were the learning goals from the Part 3 Task, here's the grade 9 academic expectations we can make connections to: LR2.02 - I can construct tables of values, scatter plots, and lines or curves of best fit as appropriate, using a variety of tools for linearly related and non-linearly related data collected from a v...

## Crazy Taxi

If you're an educator on Twitter or other social media, you probably hear a lot about gamification. Well, when you don't have a reasonable option to "gamify" your math class, you can always turn to finding the perplexing math in a game. This is where Crazy Taxi by Jon Orr comes in. Act 1: Introducing the Task This 3 Act Math Task begins with a scene from a "Grand Theft Auto-esque" video game where a man jumps into a taxi and begins what looks to be a joy-ride. The cost of the taxi ride and the distance travelled are displayed; yes, the foreshadowing is probably killing you. https://vimeo.com/70036103 Can't see the video? Click here. After travelling a few kilometres, the game fast forwards and asks the viewer to determin...

## Hot Dog Duel

Using Patterns and Linear Relations to Solve Problems In this great 3 Act Math Task shared by Robert Kaplinsky, two well-known competitive hot dog eaters Takeru Kobayashi and Sonya “Black Widow” Thomas star in a Mastercard Paypass commercial demonstrating how quickly you can make purchases when they repeatedly buy and eat hot dogs to outdo each other: http://youtu.be/juTpKsb4zic Students will need to pay attention to the video and then attempt to identify a pattern to determine how many hot dogs they ate. Robert also offers extension questions as well as student work samples to really make this 3 act math task involving linear patterning and equations easy to implement in your classroom! Head over to grab all the resources ...

## Stacking Paper Sequel

This Task Is Now in a Multi-Touch Book! Grab It! Get an idea of what's inside the multi-touch book here. Or, consider accessing these interactive tasks via a series of Google Sites pages. Finding the Equation of a Line Given Slope and a Point This 3 Act Math Task is a sequel to the Stacking Paper Real World Math Problem I created a couple weeks back. In the previous task, students were asked "How many stacks of paper will it take to reach the ceiling?" That problem had a sequel that explored the scenario of stacking the paper on a table instead of on the floor in order to see if students understood the concept of the initial value/y-intercept. In this sequel, we will revisit the idea of stacking paper on the table, b...

## Bolt

How Fast Is Usain Bolt Running? When introducing slope as a rate of change in my grade 9 academic and applied courses, I used to use a video of Usain Bolt running the 100 m. Fun times, but pretty basic when it came to the question: "how fast is he running?" Dan Meyer manages to provide a video clip that gives us a 300 m race to work with in order to raise the bar slightly, without leaving any students behind. This year, I am working hard to try and move from my typical 4 to 5 tasks per lesson and get down to one that can be extended to multiple concepts. Below, you'll find some resources to go along with this Dan Meyer 3 Act Math Task to assist you when using it. Access Handouts Act 1 - Watch Race, Take Estimates & Workspac...

## The Water Fountain Problem – Real World Math

Using Linear Relations and Proportional Reasoning to Model Water Flow The following lesson resource material provides Real World Math Problems that were created by the mathematics department at Herman Secondary School from the Greater Essex County District School Board. I had the pleasure of working with Mr. Fabris, Mrs. Austen, Mr. Loebach and Mr. Marusic to create their first Real World Problem or 3 Act Math Task as Dan Meyer would call it. What a success! We will be getting together in a couple weeks to decide on some learning goals, suggested prompts, and other useful information to go along with these videos and photos. The goal here is to allow their classes to begin thinking about how long it would take to get their Recommended ...

## MPM1D Unit 5 Review Videos – Analyse Linear Relations

Student Videos Submitted Today Still more to come... http://youtu.be/IdS31XJI3YM   http://youtu.be/4AZKsiPOaC0   http://youtu.be/EWhG1wgaRqA   http://youtu.be/1kkriMoBQys...

## The Drive to Work – Real World Math

Using Linear Relations to Model a Car Commute The following lesson resource material provides Real World Math Problems that were created with the Grade 9 Ontario Mathematics Curriculum in mind. A video and series of screenshots from a smartphone were taken by a passenger as we attempted to best capture The Drive to Work. On this particular day, we were running late and thought we might be able to inspire some deep thinking with the questions that could be posed to our grade 9 students.   Math Topics Related To This Activity: linear modelling, slope, initial value, direct/partial variation, and, proportional reasoning. Minds On: Students will watch a 1-minute real world math video The Drive to Work. In the vide...

## Math Videos – MPM1D Unit 4 Modelling With Graphs

MPM1D – Principles of Mathematics – Grade 9 Academic Sec. 4.1 - Direct Variation Investigation: Going for a Jog Video discussing the mind buster problem from our section on Direct Variation: Identify the independent/dependent variables. Describe the shape of the graph. Where does it intersect the vertical axis? Write an equation to find the distance,  d, in metres, that Susan jogs in t mins. Use the equation to determine the  distance that Susan can jog in 25 mins. Consider the distance Susan jogged in 5 minutes. What happens to this distance when the time is doubled? What happens to the distance when the time is tripled? http://youtu.be/NWz9Evab9W0 What Is Direct Variation? A Direct Variation...