Below is a list of resources I have been using in my class and sharing with others lately….
Click here for the full descriptions and examples
Here are just the links in a Google Document….please add to it!
Author: Jon Orr
Using Video/Images to Engage in Math
Below is a link to few examples of how I use Video and/or images to engage students in my math classes.
– Most of the ideas here are not my own. Credit should be given to Dan Meyer, Andrew Stadel and Kyle Pearce.
Solve, Crumple, Toss – Trashketball!
Instead of doing the same old worksheet in class on finding exact values of trigonometric ratios……change it up! I saw the blog post “Solve Crumple Toss” on Kate Nowak’s site and decided to give this a try.
I Took the worksheet and cut up all the questions. I put each question on a half piece of paper.
I called it Trashketball
Rules:
- Take one question at a time and solve/complete it.
- Get it checked by the teacher:
- if correct —put your name on it, crumple it up and put in the basket. Get another!
- if incorrect — try again!
Bonus Shot
- If you were correct on your first attempt ….. then take another slip of paper, put your name on that, crumple that up and shoot! If it goes in…..it stays in the basket. Otherwise it goes in the recycle bin.
At the end of the time the teacher randomly selects one crumpled “ball” the name chosen is the winner!
Just a little different that doing the same old worksheet!
Instantaneously Awesome!
So check this out!
Our lesson in Advanced Functions is “I should be able to determine the instantaneous rate of change of a function at a particular instant.”
Here’s what went down….
We began by grabbing an Explain Everything file from our Google Drive.
We watched Dan run!
After watching his run I asked… “Draw a prediction in the file of his Elevation Vs. time”
We used AppleTV to share our graphs…..brave students shot their graph up for display and for everyone to judge! Students were asked to support their prediction.
We then moved to the next slide….. And saw a Desmos graph of mimicking most of the student predictions.
Students were then asked to use the secant line on the desmos graph to:
1. Find the average rate of change between 2 seconds and 10 seconds.
2. Estimate the instantaneous rate at exactly 2 seconds….by manipulating the points.
