## Tag: linear relations

## Area of Saskatchewan

Introducing the Area of a Trapezoid and/or Composite Figures in 3 Acts Here we are in week 3 of the #Canada150Math Challenge and after finally moving west to North Vancouver to mathematize the Canada 150 Mountie salute on the Capilano Suspension Bridge, I thought we should head to the prairies to see what sort of math fun we could have there. This question was inspired by an old EQAO problem from the Winter 2007 Applied Assessment of Mathematics about the area of Saskatchewan: Doesn't quite generate that mathematical excitement I am typically looking for, but still a worthwhile problem. I'm thinking we could have a lot of fun with this and maybe even spark some curiosity at the same time. Act 1: Introduce the Task #C...

## Giant Rubber Duck

More #Canada150Math Challenge 3 Act Fun! We are cruising through week 2 of the #Canada150Math Challenge and I was inspired by @NatashaMFolino to create the visuals for this task when she shared the following tweet on the #Canada150Math hashtag: https://twitter.com/NatashaMFolino/status/870701672011517952 For those who aren't aware, the Giant Rubber Duck will be making a visit to Toronto and five other towns in Ontario for Canada's 150th Birthday during the summer. There are some articles here, here and here that might inspire other questions for you to use in your classroom. We will be continuing the challenge all month long, so be sure to check them all out here. See All Questions Act 1: Introduce the Task #Canada1...

## The Great Canadian Flag

Starting a Month of Math to Celebrate Canada's 150th Birthday As you might have heard, 2017 marks Canada's 150th year of Confederation and me and my Canadian friends are pretty excited about it. You can probably imagine how geeked I was when Heidi Horn-Olivito came to me with a math challenge that she and the collaborative inquiry team at Dr. David Suzuki Public School thought up around Canada's 150th Birthday. They originally wanted to challenge our district, Greater Essex County District School Board (GECDSB) to a month of Canada 150 Math during June. However, I've upped the ante and I'm challenging all of Canada. While we'll be providing a math question and/or provocation during the entire month of June via the @Canada150Math T...

## Sticky Note Challenge

Ratio, Rates and Proportional Reasoning With Sticky Notes This is a 3 Act Math Task that focuses on ratio, rate and proportional reasoning related to a video shared with me recently on Twitter from Jerrold Wiebe: https://twitter.com/Jerroldwiebe/status/865176406136942592 In the video by Design Squad Global, a man sets up a Sticky Note Challenge involving the "shear" of the sticky notes to determine how many sticky note "slings" it would take for him to lift his own weight. I immediately thought that could be a fun situation to mathematize in the classroom. Act 1: Introduce the Task Show students the act 1 video. https://youtu.be/nVyhDO5lxaQ Then ask students to do a rapid write of what they notice and ...

## Solar Panels

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 ...

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

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...

## Walk Out

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...

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

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...

## 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...

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

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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