A good friend of mine Brian McBain showed me this construction with two paper rings taped together. I had two of my daughters predict what would be made from cutting down the middle of both rings. Watch below.
They also wanted to make a survey to see what you would predict. Can you do us a favour? Watch the start of this video. Pause the video and make a prediction. Enter your prediction on the google form below. Then watch to see what is created! Have fun.
Last year around this time I shared out a Google Form for classes to record measurements around their pumpkins and make them explode! I shared that form on Twitter so that we could crowd source as many pumpkins as we could to make the sample size large enough. I was pretty shocked at how many schools from North America took on Pumpkin Time-bomb. By the time Halloween was over the spreadsheet had over 90 entries. That’s over 90 pumpkins exploded in the name of math and data collection.
This coming week let’s add to the data and use the it in our classroom to discuss: Scatterplots, Trends, Correlation strong, weak, no-correlation, lines of best fit, correlation coefficient, etc.
Here’s a sample lesson you could use on the day you make your pumpkin explode.
Play this video which shows Jimmy placing rubber bands around his pumpkin.
How many rubber bands will make the pumpkin explode?
Have students write down a guess that is too low. Too high. Then estimate their best guess.
Show the Act 3 Video
Now Bring out your pumpkin for the class to see! Have them predict how many rubber bands it will take before it will explode. Repeat the estimation process. Have them save their guess till the end of class.
Making A Model
Throw out the question: “What measurements of the pumpkin changes how many rubber bands are used?” Let your students brainstorm a list of variables. Have a discussion on variables & relationships. Write all the variables on the board they come up with. Narrow down the list to items that are measurable with the pumpkin we have in the class. What affects the explosion the most? Height, diameter — circumference, thickness of the wall?
Have them choose a variable that they feel should have a relationship with the number of rubber bands. Fill out the prediction part of the handout.
Click here to grab a copy of the prediction handout
As a class measure all variables needed. Write them on the board for all to see.
Give students the link to the spreadsheet of all the pumpkins to date (You should copy and paste the data to your own sheet so you can filter/sort the results and share that sheet out to your students.)
Discuss with your students the lack of consistency in the selection of rubber bands from all over the country. How can we minimize this variable skewing our results? Filter the data with your students(or before hand) showing one type of rubber band (Most common is a rubber band of length 8.65 cm). This will only show all the pumpkins that have been destroyed using that type of band.
Get your students to grab the data that relates to their relationship.
If Kristen chose the relationship Circumference vs. Rubber bands she should copy and paste the circumference column and the rubber bands column into a new sheet side by side. Then copy and paste all that data into the pre-made Desmos File.
She can adjust the scale in Desmos as needed. Have her move the movable point and drop it where she thinks your class’ pumpkin will lie. Or you can have her find the line of best fit to help predict how many rubber bands it will take. Either way we want her to predict with more accuracy.
So Kristen would predict that if her circumference was 90.5 cm then it will take 272 rubber bands to blow up the pumpkin!
Now if Kristen chose a variable that it was clear there is no relationship then you get to have a discussion about correlation vs. no correlation. Have her choose new variables to predict on.
Once everyone in the class has a new prediction start wrapping bands around that pumpkin (You may want to start this as early as possible).
Watch your pumpkin explode and give congratulations to the student who predicted closest to the actual number of rubber bands.
Don’t forget to enter all your data to the sheet by filling out this form (you can also use the form to show the videos to the class).
One of my favourite lessons to do with my grade 9 applied students is the Fast Clapper! I first saw it on Nathan Kraft’s virtual filing cabinet! My main goal here was to solve proportions through algebra.
We started class like this:
ME: Hey guys get ready…..I want you to clap as fast as you can……Ready…..Set……..GO!
Class: They clapped. Some students gave it their all….some not so much.
ME: Ok….That’s enough. Now let’s make a competition out of this! I want you to clap as fast as you can for 10 seconds….count how many claps you make! …Ready —– GO!
Class: This time all of them gave it their all!!
ME (after 1o seconds): STOP! Great job! Quick, write down how many claps you made in those 10 seconds. Who thinks they had the most.
James: I did….I had 37 claps
Josh: Nope, I’ve got that beat……48 claps.
Shylynn: I did 56
ME: OK….now find how many claps you made in 1 second!
They did this pretty easily and we went around the room again….still seeing Shylynn with the highest!
ME: Great job…..now watch this guy….
Hayden: Wow!!! that guy can clap
ME: I know….Let’s watch again. This time watch the video and try to see something you didn’t before.
We watched a few times. Each time students would notice something different. We noticed:
He closes his eyes
The record is 721 claps per minute — “I wonder if he’ll beat the record”
He clapped 58 or 60 times in the video
The video only showed the first few seconds
ME: Let’s take the suggestion to discover if he beats the record. Who thinks he’ll beat the record? Who thinks he’ll tie the record? Who thinks he won’t beat the record?
We took a vote and recorded it.
ME: In order to see if he beats the record we’ll need some of that info from the video…..but we better be exact. Why?
Janice: If we’re off by a clap in the first few seconds….it could be huge after a minute.
ME: Ok, let’s be exact.
Jake: We could pause the video on the last moment to see.
Judy: He claps 63 times in 4.6 seconds.
ME: OK….go for it. Work together to see if he beats the record.
They got going and I needed to work with a few groups to discuss how to get started. “IF you could find how many claps in 1 second how could that help?”
After some time I stopped them and showed some students’ solutions
We then showed the rest of the minute!
We moved into re-solving the problem using ratios and proportions. I went through slides to show how to set up the proportion and how to solve it with algebra.
I’m a strong believer in letting the students struggle and persevere through problems. I want them to use their prior knowledge to solve the problem in any way they can, any way that makes sense to them. I can see their understanding when they have to explain their thinking to me and the class. After they solve the problem in their way…..I take what they have done use it to explain the “math teacher” way.
Today one of my grade 10 academic students was solving a problem and I could see some good thinking on the page….but he also wrote: I don’t know how to start this. I asked him right there why he wrote that when he had almost a full answer on his page. He said “I know that’s not the way you want me to solve it!” I jumped on that quick and said….”I want you to solve problems that make sense to YOU. Just show me your thinking” He went on to solve the problem with in a great way.
We need to build our students confidence up. We need to promote and value their solutions instead of forcing our solutions on them.
So, back to Fast Clapper: I used their solutions to help explain why the math teacher way also makes sense. Here is a silent version of the slides I used.
I knew that I wanted to give this a try for this semester! What I especially love about this activity other than students experiencing rates of change is that this is an activity that can span multi-grades!
Here is what we did,
I found this video on YouTube and asked the class to think of great questions we could ask about what we see!
Great questions from the kids and we all agreed to look at
How does the sucking time affect the radius, circumference, volume, and surface area?
How long will it take until the lollipop is all gone?
Let’s investigate those relationships starting with the easy to measure (circumference) and also estimate how long it will take until the lollipop is no more!
We had guesses : ranging from 10 minutes through to 35 minutes.
I handed out one lollipop per pair of students, along with some dental floss for measuring circumference. We set our timer for 30 seconds and began sucking and capturing data!
We recorded the circumference every 30 seconds up to 7 minutes like Al’s and Janice’s instruct in their lesson Plan.
They also have a great handout for tracking the circumference over the 30 second intervals.
Analyzing the Data
So we first looked at the Time vs. Circumference and Time vs. Radius relationship
We discussed its linearity and why. Students predicted with more accuracy when their lollipop would run out.
Up to this point this task is great for grades 7, 8, 9, or 10!! (Just edit the file to exclude the average and instantaneous rates of change).
Grade 7 & 8: Practice plotting points and reading/interpreting graphs.
Grade 9 & 10: Find lines of best fit and first differences.
We found the average rate of change for each 30 second interval and discussed what this meant. We used the last column to talk about narrowing the interval down to estimate the instantaneous rate of change, and noticed that it’s about the same for all values. Why does this make sense???
We moved on to looking at Time vs. Volume and Time vs. Surface Area
Great talks around how Volume and Surface aren’t deceasing at a constant rate! It changes! Students can see these changes and see in their tables where the volume is changing the fastest.
Overall a great intro activity to get students thinking about narrowing intervals to approximate instantaneous rates of change.
Next up: We’ll relate what we did here with the tables to the graphical interpretation of rates of change (secant and tangent lines) and then on to the algebraic!