Survey + Project Completion

Today, we will begin in the Satellite Lab so you can each give me feedback about the year.

End of the Year Survey (Click the link!) - I really appreciate your input on this survey. It is anonymous so please answer as honestly and fully as you can. As I hope that I have provided you with feedback to help you improve over the year, I need your feedback to improve for next year. Thanks.

Feltron Project - Over the last few months, you have collected data about yourself. Today, you will bring all of your data together into one visually stimulating poster. As you do this, please follow these guidelines:

• Use three different types of charts/data displays.

• Tell the story of your data. How can you best let us know about your life over the last three months in terms of these items?

Finishing up with programming

Scratch has recently released a new version of their programming adventure. This new version is online so you do not need to download to your computer. The goal of the next few classes is to get inspired by seeing what others are doing with Scratch, pick-up a few pointers about the program and launch off into the summer ready to create.

The image below shows the Scratch project screen which you will begin using today.

Start with seeing what is out there!

1. Go to the Scratch Explore Page (If you have used Scratch in the past and have a project, please send us the link!)
2. Try out different projects. What are people doing with this program?

We'll group back together in 30 minutes or so to work on a quick project.

Sprite - Can you get your sprite to move across the screen? 

Think of any game you have played on a screen. You click and things happen. Now, it is your turn to decide what will happen when clicked. Today, your goal is to experiment with motion. Can you get your sprite to cruise around the screen? We'll look at the coordinate system used in Scratch/programming.

Student created problems (unedited...)

1. It Leo's monthly pay (m) increases by $25 each month, what is the expression for it?

2. My friend and I are out on the porch the sun has set and we are are chatting into the night when a question rises. There's a light bulb above us attracting big flies, we want to know the estimated number of flies there is going to be in 9 minutes. We have been out here for 2 minutes and when we first came there were 0 flies now their are 6. If this pattern continues how many flies are there going to be?

3. The new sponge factory sold 10 sponges in each box. In the first month, They sold 20 boxes. Each sponge cost 1 dollar. 10% of the profit was used to pay a major sponsoring company. During the next few months they sold 100 sponges more of the last month. How much profit did they accumulate in the 10 months?

4. Tetsu ride her bike everyday, the first day she ride 10 mile, she increase 3 miles everyday. how many miles do she ride in the nth day?

5. The first day, Teteu read x pages of the book, second day read half of x pages of the book, the third day she read 2 times x pages of the book, how many does she read?

6. The droids are attacking the Wookie village! If each one of the Jedi's ships can hold 15 Jedi, and each ship takes 1 hour to launch, calculate the amount of Jedi in the Wookie village in 5 hours.

7. Frank wants to drive from New York to Utah, first day he drive 80 miles, second day he dive 60 miles, third day he drive 80 miles, forth day he drive 60 miles, how many miles will he drive on the fifth day?

8. 1 floor = 2 meter  A tower is 24 m high. But they are still building X floor every year. 8 year later the building crush and remain only 64 meter left.

Ratings

1. Please rate each one on an originality scale (1-5 with 5=Awesome! A text book company would want this question.)

2. Please rate each one as a math problem that models repeating patterns. (1-5 with 5 being an intricate pattern)

3. Please rate each one on its ease to be understood. (1-5 with 5 taking no effort to understand the writing and what is expected.)

Solve the problems

Looking for Mistakes

Please check Edline for current progress reports!

Today, each student should enter class with expressions that are both right and wrong. Your fellow students will use your work to explore expressions.


Working with Perimeter and Area:
You have written equations for the perimeter of the following shapes. For Tuesday, please write equations to determine the area of each shape.

Thanks to Don Steward for ideas

 Have a great weekend!

Writing Expressions & Mistakes

Today, we'll begin with a quick check-in on writing expressions. Everyone is doing a great job getting familiar with English words for mathematical operations.

Mistake Game:
You will each obtain a sheet that has the following information filled out:

• Write four (4) equivalent expressions (three correct and one wrong)
• Solve the expression, but put in a mistake
• Create three routes to get from the start to the end. One is wrong.

Your task:
1. Divide your whiteboard into three equal sections.
2. To the three tasks - one in each section of the whiteboard.
3. Check your work with me.
4. When people are finished, you will begin working on finding their mistakes.

Student sheet:

Traffic Jam

Image courtesy of Fawn Nguyen

What do you notice about the diagram above?

What could be rules of movement? 

What could be the minimum amount of moves for any group?

Interested - want to try applets?

• Frogs

Check-In + Sugar Packets

Welcome back from the weekend. I hope you all stayed dry!

A quick problem to get your minds working. Please pay attention to moving between English phrases and mathematical symbols.

For the following sentences, please create and solve an equation. As you create your equation, please make sure that you identify what any variable stands for:

Al's father is 45. He is 15 years older than twice Al's age. How old is Al?


Check-in on identifying patterns and expressing them in multiple ways + writing algebraic expressions and equations.

Sugar Packet Problem...

Thanks to Dan Meyer

Domino Sugar Packet Information

Coca-Cola Product Information


Just wondering...Do you think that the amount of sugar is constant in every size Coke? Show me (in as many ways as possible) what you find out!

You all are awesome!

I said it yesterday and want to say it again. I am impressed at the level of perseverance that has developed in this classroom. At the beginning of the year you would work on a problem for a few moments and then stop. Now, you can work for an hour. Great work!

Today, we will go back through some of the work that you have recently completed since I was not here on Tuesday. Then, with a few hints, I will turn you back on the Painted Cube problem.

Let's get started! How many different solutions can you come with that satisfies the following:

a * (b + c) = a + b * c

(A way to think about it - what are values for a, b, and c that make the equation true?)

Painted Cubes

What would the next cube look like? What is happening in this pattern? 

Can you describe the pattern using both a table and a graph?

Can you write an equation the examines the relationship between:

• the cube # and the total number of cubes with two faces painted?

and

• the cube # and the total number of cubes that are not painted?

Can you write an equation that combines painted and non-painted faces?

More variables

Vocabulary! What are the words associated with sum, difference, product and quotient? How can you transfer a word phrase into an algebraic expression? This is a big focus of today.

We will play some games associated with vocabulary but please let me know if you are not sure about words by the end of class.

Another graph to equation to pattern...

The Variable Dilemma

Each letter in the equations below stands for a different number (0 through 9). Look at each equation carefully. Think about the knowledge you have of how numbers work.

Find the values of each letter (A through J).

G + G + G = D
J + E = J
G2 = D
B + G = D
F - B = C
A * C = A
I / H = A, H > A

Please keep track of your steps and explain your reasoning. Maybe there are some more obvious mathematical ideas that you want to write about.
Steps          ||          Reasoning

From Graph to Pattern to Equation

For Friday, please complete problems 1-6 on p. 64 

Current Tracking Sheet

For next class:
Today, each student worked on the Super Hex problem. Then, in groups of 4, students successfully worked the problem. For Wednesday, please do the following:

1. Check your work and give yourself a score for letters b, c, g and h.

2. Explain why you are at that current level. (For example, you decide that you are almost at a level 3 and you give yourself a 2.5. You then describe what was wrong with your work. Why didn't you fully show that standard?)

3. Update your work (redo the problem) in a way that you think would be a max score.

Please let me know if there are any questions!

Super Hex Table

Round 2 of Job Applications - Congratulations! Your work has gotten you to the final level. In some occasions, the Super Hex Table design is used. It is shown below. Additional tables are added on one end so that a line is formed.

The task:

1. How many people can be seated if there are 1, 2, 3, 4, 5, or 21 tables?

Please present this information in a table and a graph.

2. How many tables are needed for 452 people?

3. What equation could be used to determine the number of tables needed for any group of people?

4. Please describe your process of determining this equation. In your explanation, describe the connection between your equation and the physical tables. Let us know your thoughts! How did you figure out the pattern and the equation?

Using Patterns to plan events

It was fun getting started on patterns with you all last class. The following items are our initial objectives:
1. Identify a repeating pattern
2. Sketch additional figures in a repeating pattern.
3. Create a table to collect data from patterns.
4. Plot data.
5. Create an expression that best describes the pattern.
6. Use the expression to determine additional information.

Language objectives included:
1. Being able to describe a pattern using complete sentences.
2. Being able to describe your thought processes when solving a problem.


As you get settled in today, please do the following:

1. Sketch figures 4 and 5 and then figure 0.
2. How many tiles would be used in figure 13? Sketch.
3. How many tiles would be used in figure 26?

4. Create a table that has your data. Please list figures 0, 1, 2, 3, 4, 5, 13, 26 and for any "n".

5. Graph the data.

6. Using your expression for n, determine how many tiles would be used for figure 71.

7. If you had 122 tiles, what figure would you be on?

Job Announcement!

Super Banquets has heard about the wonderful TAIMUN event that takes place at your school and want to offer you the opportunity to work for our company. From small parties to large galas involving hundreds of people, we plan events. You have been highly recommended yet we would like for you to complete our standard planning questions so that we have a record of your amazing abilities (you know, just getting the paper-work done).

Our two basic table designs are described below:

The Standard (sits six people comfortably and extra tables can be added on the short side)

Close & Comfy (sits three along a side of an equilateral triangle. Extra tables added to any end.

The task: Come up with a way for us to quickly determine the number of tables needed for an event using either table set-up.

From the Boss: Please show me your information in as many different ways as possible. I have all sorts of different clients and each one likes to see information in different ways. Thanks!

Looking at Patterns

Welcome back from spring break! I hope that you kept up with your personal data tracking throughout the break. We will start by talking about any challenges from the break.

Today, we are going to begin looking into patterns.


Please tape/glue the following pattern into your math notebook.



1. In words, describe the pattern that is shown above.

2. How many tiles do you think are in the 4th step? Draw the 4th step.

3. Draw the 13th step.

World's Biggest Coffee?

I hope that everyone has decided upon the four "data" areas that you will track during the final quarter. So far, I've found it interesting to keep an idea on my habits. I'm curious to see what my results will end up being. I am also curious to hear about your ideas. Today, we will set up your notebooks to track information. Please continue this through Spring Break. Remember, you should only have to spend 3-5 minutes a day keeping track of your habits.

Time was not on our side last class so we'll find time to watch the Mathemagic video below.

World's Largest Hot Coffee Challenge

Thanks to Dan Meyer

In 2010, the Gourmet Gift Baskets team wanted to break the  world record of 911.5 gallons set in 2007. Will their cup be big enough to break it? 

Finishing Graphing Stories / Starting Feltron

Opening: What do you think about the TED talk below?

Today, our last graphing story will be presented. We will then take some time to agree upon the criteria for assessing the graphs. A few questions to think about:

• What are the basics? (What are the items that need to be on every graph?)
• How can someone "capture" the story of your graph?
• How does it look if someone has mastered your graph?
• How can you give someone the best possible feedback?

Feltron Report Project - starting now through the end of the school year

Arthur Benjamin does "Mathemagic"

TED Talk video

Sliding!

Up & Down Stairs

Monkey Bars

Graphing Stories Due

Last class you worked on making graphing stories. The goal of this project is for you to take a closer look at what graphs can represent and how graphs can be used to model action in the real world. Today, I am looking forward to viewing your graphs. If possible, I would like to link them on this blog.


Each group will present their Graphing Story. Please provide the audience with the maximum amount (height, etc.) of your story. As you present, the rest of the class will graph. (Yes, we will likely have to play it several times.)

After each group is finished, partners will get together to assess the graphs of the other classmates.

Final Graphing Story

Graphing Stories continued

Take a few moments to review your work from last class. We looked at the air pressure graphing story and you graphed it. Then, you saw the solution. Your task was to explain your thoughts, why you graphed it the way you did and how this differs from the solution. Each student will present their thought process.

Height of Waist off of Ground


Today's task - plan out your graphing story. 15 seconds!

Questions -

• What is your theme?
• What will change?
• How will you show the change?

Graphing Stories

Welcome back from your adventures flying dragons! Today, we are going to begin by making estimations before we get into our next project.

Estimation Fishbowl
In groups of 4, you will each have an opportunity to work with others to provide an estimation and get the chance to observe others working on an estimation.

Expectations if I am “inside the fishbowl”

1. Focus on the math and what you are thinking.
2. Talk
3. Ignore those hanging outside of the bowl.

Expectations if I am “outside the fishbowl”

1. Focus on the process of doing math
2. Listen and observe
3. Create a SPIDER web of the conversation. 
1. Who is talking? 
2. Who moves the problem forward? 
3. Who makes sure that the ideas of other people are being heard?

Estimation #1:

How many juju hearts come in the package?

Estimation #2:

How many measuring tapes are in the jar?

Graphing Stories

Your group will create a graphing story. What is a graphing story? Here are a couple of examples...

Elevation

Source:  Graphing Stories

Air Pressure

Source:  Graphing Stories

Task: Design and produce a 15 second Graphing Story for the class.

More information will be coming but your current task is to come up with a working idea and figure out the details so that it can be filmed next class.

For next class -
1. Compare your "air pressure" graph with the solution. Where are the differences? Why is the solution different from what you graphed? What do the "flat" (horizontal) lines mean?
2. Come in with an idea. What could you do as a graphing story? Have details!

Dragon Celebration on Wednesday!

Please remind you parents to come at 3:00. See you then.