Live Board Game

Live Board Game

November 2, 2012

Melissa Berrisford

As a chapter review exercise on rational numbers, I decided to have the students play a game -a live simulation of a board game.  Prior to the day of the activity, I informed the students that they would be playing a “live board game” and they would be representing the game pieces (I suggested that they could come in a costume – it was only 2 days after Halloween so I think they were “costumed-out”.  Perhaps if I had a tickle-trunk like Naryn, I would have had some takers!).  I also asked them to bring their small whiteboards and markers.  I prepared all the questions prior to the class as I planned to use the LCD projector to display the questions during the game.

Game Day

Students played the game in pairs.  The partners were selected randomly (students drew numbers).  Each team had a designated starting point and separate path to reach the common finishing spot. Teams moved around the classroom, jumping ahead one space for every correct response however we definitely could have used more room.  Only final answers were looked at so it was very important for the students to double-check their steps.  Students seemed shocked at how easily small slips in their work would affect the final answer.  No half marks were awarded in this game!  I hope the game play reinforced the importance of more practice before the chapter test next week!  At the end of the game, I distributed a paper copy of all the questions for the students to review at home to help them further prepare for the chapter test. 

Things I would do differently:

1.     Plan it on a day that I can get into the classroom prior to the class to set it up (instead of asking students to help set up it up) OR use the library where there would be more space.

2.     Make “fun” squares – similar to snakes and ladders.

3.     Allocate 10 more minutes to the game or do one less question. 

Edible Rational Numbers

Math Fun in A Rational Numbers Foods Lab!

M.Berrisford

I had thought about doing a foods lab before, but it never came to fruition until this year.  With Naryn on my side to make it possible, I was excited to try this math lab.  We decided to make Rice Krispies squares because it is a simple recipe and the cost of the ingredients were not too expensive.  Naryn purchased all the ingredients, pre-made the icing (two different colours to represent positive and negative rational numbers) and pre-cut the butter into tablespoon blocks.  This advance preparation was very helpful!  Thanks Naryn!!

The concepts that were explored in the lab:

Positive and negative rational numbers

Adding and subtracting rational numbers

Doubling a rational number

Dividing a rational number in half

Placing rational numbers on one large number line

Students were placed in groups of 4 in order to participate in the lab.  Each group was responsible for representing one positive and one negative rational number.  Teams were given one square 9”x9” pan and one similar sized circular pan to use to represent each of the groups’ assigned rational numbers. 

Basically there are 5 components to this lab:  1. Paper Assignment   2.  Making the Rice Krispies and dividing the product evenly into one square pan and one circular pan 3. Dividing each pan into the appropriate parts to represent the two different rational numbers.  4.  Each group then placed the two rational number representations on the large class number line in the appropriate location.  5.  The exercise concluded with a class discussion and review of the final number line.

I asked the students to reflect on, and provide feedback about the lab during the following math class.  Here are some of their thoughts/feedback they provided:

“I liked it because it showed how it (rational numbers) relates to real life”.

“I liked the foods lab because it was a learning hands-on activity.  It was cool to see the big number line and where all the Rice Krispies squares fit on it.  It was a nice break from the textbook, and it was helpful to visualize”.

“It was yummy and fun! It was a good way to work with other students”.

“It is fun to learn in different ways instead of from a textbook.  It’s a really nice break and I wish we did them more often.  I actually did learn from placing them on the number line.  It was a really good idea!”

“I think having a foods lab is a wonderful idea for us to get a delicious hands-on math lesson!  Two thumbs up!”

My conclusions: The food lab was a worthwhile departure from a regular lesson because it engaged students in learning about rational numbers in a dynamic and meaningful way. The exercise fostered communication within groups and between groups resulting in as deeper understanding of the concepts. Since most (if not all) of the students enjoyed the lesson I would definitely try the food lab again.

Whiteboards in Class

Linear Equations Business Proposal

Student example: "Monkeys Ahoy" (video explanation)

These students chose a non-computer option for their explanation

These students created their company assignment on the computer

Linear Relations Activity

Create Your Own Taxi or Phone Company!

Please complete all tasks from #1 to #10.  As you complete a task, place a check mark in the box provided on the left-hand side.

Task #1) Create a name for your taxi or phone company.

Task #2) Select a “fee for service” that your company will charge for a certain amount of time (or kilometres for a taxi company).  For example, a taxi company:  $1 for every 2 km   OR $1 for every 5 minutes

Task #3) Decide upon a flat fee (boarding rate for taxi company and set up charges for a phone company). For example, the flat fee is a small charge that is automatically billed to the customer upon stepping into the taxi. Often, the flat fee is about $2. Similarly, phone companies may have a minimum charge (connection fee) for the set up. 

Task #4)  Organize the data in a table of values.  Identify the independent and dependent variable.  Then write the equation that represents the rate of your company! 

Task #5)  Graph the linear relation using either the computer or graph paper.  Make sure you label the axes.

Task#6) Write a brief summary to explain what your company will charge for the flat fee as well as the ongoing rate. Explain why it is a linear relation. 

Task #7)  Make up two questions that will accompany your table of values and graph for other students to answer.  Answer the questions yourself as well but record them on the back of the page.

                    1) One  question that students will use interpolation to answer (students will use the graph to estimate values between points that are ON your graph).

                     2) One question that students will use extrapolation to answer (students will use the graph to predict values that do NOT lie on the graph). 

Task #8) Display your table, graph, written summary and two questions neatly on poster paper. 

Task #9) Share your poster with the teacher and either a partner, small group, or the entire class. 

      
       Task #10) Create either a logo, slogan or picture for your company and add it to your poster. 

Linear Equations With Playdough

Playdough Partner Activity

Be creative with play dough!

• Students are to use playdough to create their own patterns to demonstrate a linear relation. Example:

• Each student designs 3 separate figures to show the pattern of his or her design.

• Then the partners exchange seats and determine their partner’s pattern.

• Collaboratively, they are to represent the relationship in a table of values and determine an equation for each pattern.

• Playdough adds a 3-dimensional element extending students’ practice beyond traditional paper and pencil method.

• This activity was completed on day three during the linear relations chapter as a review and “check for understanding” of the first two lessons of this unit.

• Interesting observation: some students found it more difficult to come up with their own creative pattern from scratch than when provided the first part of a pattern and asked to continue that pattern (as in the textbook). I wonder if I asked the students to repeat this playdough activity another day, would they feel differently once they had this experience under their belt? I may try that…