Tag: linear relations

Solar Panels


Panel Problem 3 Act Math Task - Proportional Relationships Featured

Proportional Reasoning With Green Energy This is a 3 Act Math Task that focuses on "Green Energy" proportional reasoning questions related to solar panels in order to address proportions both visually using area models and proportions written as equivalent fractions. Special thanks goes to Dave Raney from CPE Inc. for allowing us to use his video and photos as well as Kathleen Quenneville, Energy & Environmental Officer at GECDSB for her feedback to create problems around solar energy. Act 1: Introduce the Task Show students the act 1 video. https://youtu.be/TVNelm5Xgtk Then ask students to do a rapid write of what they notice and what they wonder. Students will then share out their noticings and wonderings while ...


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Walk Out Sequel feat. @Desmos Activity & @Knowledgehook Gameshow!


Walk Out Sequel - Parallel, Perpendicular or Neither

Using Context to Introduce Parallel, Perpendicular or Neither This 3 act math task was created using video clips from the Walk Out 3 Act Math Task as a way to get students wondering about parallel and perpendicular lines. Here's the expectation from the grade 9 academic course in Ontario: AG2.04 - identify, through investigation, properties of the slopes of lines and line segments (e.g., direction, positive or negative rate of change, steepness, parallelism, perpendicularity), using graphing technology to facilitate investigations, where appropriate. After spending some time asking folks on Twitter about how they introduce the concept of parallel and perpendicular lines, I found that we were all doing something pretty simi...


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Walk Out


Walk Out 3 Act Math Task - Distance Time Graphs

Introducing Distance-Time Graphs & Graphing Stories This 3 act math task was created as a simple, yet powerful way to introduce distance-time graphs and other various graphs of linear and non-linear relationships between two variables. In particular, I'm looking to address the following specific expectations from the grade 9 math courses in Ontario: Grade 9 Applied LR4.02 & Grade 9 Academic LR3.02: LR4.02 - describe a situation that would explain the events illustrated by a given graph of a relationship between two variables (Sample problem: The walk of an individual is illustrated in the given graph, produced by a motion detector and a graphing calculator. Describe the walk [e.g., the initial distance from the motion detector...


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WIR #6 – Pythagorean Theorem, Equations, and Linear Relations


Week In Review 6 - Pythagorean Theorem Taco Cart Solving Equations Featured Image

A Weekly Summary of My Math Classroom October 12th to 16th, 2015 The semester is flying by and I’m really happy with the progress students are making in their mathematical thinking, communication, and confidence. I was especially pleased this week when a student who had very low levels of confidence and was not engaging in the work, began taking risks by participating and both his confidence and understanding are on the rise. Here’s a quick glance at what we covered this week. This week, Canada celebrates Thanksgiving and thus there is no school on Monday October 12th. Day #24 - Tuesday October 13th, 2015 Pythagorean Theorem With Dan Meyer's Taco Cart This week, I wanted to circle back to some measurement concepts. Since we had tac...


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Placing Toothpicks Part 4


Placing Toothpicks Part 4 - Partial Variation Linear Relations

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...


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Week In Review #5 – Direct/Partial Variation & Solving Equations


Week In Review 5 - Flaps Crazy Taxi Solving Equations With Explain Everything

A Weekly Summary of My Math Classroom October 5th to 9th, 2015 After three days out of the classroom, it felt great to be back working on some math with my students. This week, I wanted to explicitly discuss the difference between direct and partial variation linear relations and then start moving towards solving multi-step linear relations that involve collecting like terms, distribution and (hopefully) equations involving fractions. Let's see how well we did meeting those goals. Day #19 - Monday October 5th, 2015 Direct & Partial Variation With Flaps! and Crazy Taxi Although we have been looking at linear patterning on and off since the first day of school, most have been proportional where the initial value (or y-intercept) is 0. ...


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Week In Review #4 – Geometry & Linear/Non-Linear Relations


Week In Review 4 - Angles Gameshow Assessment 3 and Placing Toothpicks Tasks

A Weekly Summary of My Math Classroom September 28th to October 2nd, 2015 I can't believe the fourth week of school has already come and gone. This week was a bit hectic as I was away on Tuesday and Wednesday engaging in professional development as a part of my role as Middle Years Collaborative Inquiry (MYCI) Lead for my district and again on Thursday delivering a keynote for the Carleton Ottawa Mathematics Association (COMA) in Ottawa, Ontario. With me out of the classroom for three days in a row, that leaves the majority of this week a "self-directed" experience for my students. Here's the recap: Day #15 - Monday September 28th, 2015 Angle Geometry and Placing Toothpicks Part 3 The day before I know I will be out of the classroom ...


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Placing Toothpicks Part 3


Placing Toothpicks Part 3 - 3 Act Math Task

Patterning and Partial Variation Linear Relations This task is a follow up to the Placing Toothpicks and Placing Toothpicks Sequel tasks I posted recently. The first task was proportional, followed by a quadratic in the second. This task is going to extend the original task from a proportional (direct variation) linear relation to a partial variation linear relation. That means this task could be used for patterning in elementary or for linear relations in grade 9 academic and applied. 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 relate...


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Placing Toothpicks


Placing Toothpicks 3 Act Math Task - Patterning, Proportional Direct Variation Linear Relations

Patterning, Proportional/Direct Variation Linear Relations Patterning is something that comes up early in the Ontario Elementary Math Curriculum during the primary grades often connecting directly to proportional reasoning, and then evolves into direct variation linear relations in the grade 9 academic and applied courses. In both the academic and applied grade 9 courses I teach, I try to integrate proportional reasoning early and often - slowly scaffolding students towards one-step equations and the characteristics of linear relations. Today, I'm going to share out the following 3 act math task that Justin Levack and I filmed last year keeping the grade 9 academic curriculum in mind. In particular, this task can be connected to: ...


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Grab the Stacking Paper Tasks Multi-Touch Book for @iBooks


Grab the Stacking Paper Tasks Multi-Touch Book from the iBooks Store

Let's Check Out What's Inside This Interactive Resource Grab It Here! Over the past 6 months, I've been trying to find a way to create the specs for what I would consider to be an interactive math lesson that leverages technology in a collaborative way. There is much concern that technology will promote isolation and rightfully so - with the thought of technology individualizing learning to a point where every student is at a different place, it is hard to imagine an opportunity for discussion or collaboration. While it is important to highlight some of the flaws in the thinking of many EdTechers, we should try devoting more energy to painting a picture of what an interactive, technology-infused lesson could look like. This is going to ...


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