The Final Product

This 2011 “Maggie + Math Toy Project” was a great success on many levels! I am thankful for the support of others who stepped up to help my students complete the project.  Special thanks go to Mr. Brodt and the Senior Woodworking students, Mr. Gibson for donating the paint and brushes from the art department, Mr. Becker for being supportive and Mrs. Searcy for her positive encouragement and enthusiasm throughout the process and for helping to film and then doing all of the editing. As I reflect on the entire process wherein students achieved the prescribed learning outcomes for this unit while doing something commendable for others and the traditional classroom extended into the community, I cannot help but smile!  We proudly presented the toys, candy canes and food hamper to the Women’s Shelter on December 15, 2011.  It has been one of those memorable times as a teacher!  Congratulations students – well done!

(For a detailed explanation of the project see the blog posted on November 24, 2011)

Finishing Up

Measuring Surface Area

At this point in the project the general shapes of the toys have been carved out of the blocks of wood by the senior woodshop students. The Math 9 students are now using the skills learned in class to measure the surface area of their toys.

Math 9: Toy Project (The Woodshop)

This is just a short video of the senior wood shop students working with the plans drawn up by the grade 9 math students. The senior students are using the designs given to them by Melissa's kids and then actually cutting and shaping the wood blocks into the toys.

Manipulatives with Quiz

Recently I gave my Math 9 students an option to use linking cubes to help them write a surface area quiz (one designed by my colleague CB). Immediately some students knew they would want to use the manipulatives and collected the cubes prior to the start of the test while others waited to preview the quiz first. In the end, all of the students used the cubes to help them complete the quiz. Interesting that when given the choice, the students utilized the manipulatives!

P.S. K.T. specifically selected all pink cubes … seemed to work well for her. Great results from J.B. in this unit (10/12 on quiz; 10/10 on an assignment).
One of my top students, C.D., made a gun with his cubes but I’m pretty sure that was after he aced the quiz!

Math 9 Toy Project

Special Christmas Project

Goal of Project:

• To teach a mathematical concept through the design and construction of unique wooden toys to be given to families with young children for Christmas.
• To make a real-life connection for the math students; learn surface area while doing something nice for someone else.

Who is involved?

• It is a collaborative project that involves Mrs. Berrisford’s Math 9 students and some of Mr. Brodt’s senior Woodworking students.

Background information about the project:

• I came up with the idea while I was planning the chapter one math unit. My initial goal was to incorporate an interesting, meaningful project tying in the concept of surface area. I used a mind map to explore possible project ideas. Then it came to me - the timing was perfect to tie in Christmas – my favourite holiday! Yippee. The project evolved from there…

The “math” involved (brief description):

• Students used grid paper to design and label measurements (either to scale or using a scale factor). We also discussed imperial versus metric system.
• Once the toys were made, the math students measured the actual dimensions using rulers and/or calipers.
• The students then calculated the surface area of the composite figure (the toy). They also determined the cost of painting the toys.

Our class will also be adding dry food items and goodies to the Christmas baskets! I am excited for the completion of this special Christmas math project!

Math 9: Rational Numbers

As an alternative to individual work, the students were put into groups of four for a game. Each student was given a piece of paper and asked to divide it into 8 sections (they could choose to fold the paper however they wanted). Then a problem was put on the overhead and every student wrote the problem down on their paper individually but they were all expected to collaborate in how they solved it. The whole group then had to agree on a final answer at which point one appointed student would raise their answer in the air and ask the teacher to check it. If the answer was correct the group would be allowed to advance to the next problem (the students worked through a total of 8 problems).

The whole thing is a competition (to see which group can successfully complete the 8 problems) and it engages students who like to compete but it also takes the risk away from less confident students as they are allowed to work through their answers with other students, and they don’t have to hold up their answers by themselves. This same game format could be used for various topics.