What a great lesson and great way for students to get to know about cities
across the globe while honing their computer skills. I also like the
integration of excel and photoshop. They could also create a power point
presentation of the cities they visited. What grade(s) will do this lesson?
Initially, it will take about a week for the corn sprout before any
measuring can take place. However, the activities are a day each and can be
started in the interim. So about 5 days in all.
The Mathematics Teacher is the Journal of NCTM for secondary school
teachers. Teaching in the Middle is the Journal for middle school teachers.
I'm contemplating the next lesson plan for Unit 4.
Are you on break this week?
----- Original Message -----
From: "O'Hares" <firstname.lastname@example.org>
To: "Discussion list for TEACHING MATH, GRADES 9-12"
Sent: Monday, April 18, 2005 3:56 PM
Subject: Re: Discussion Question 2 - [Channel-talkmathhs] Teaching
> Hi Janet,
> I'm currently a computer tech teacher, but I have
> experience with teaching math from 6-12 grade.
> The math lessons below look great. What is "the
> Mathematics Teacher?" Do you tie/string these lessons
> together? Or are they separately distributed? I like
> the flaming Function and M&M problems the best!
> A computer tech lesson I have put together that
> integrates math and geography is below It should take
> the students about 2-3 weeks to complete. Tell me what
> you think? How many days do you think your kids would
> take to do this project - say in a 45 minute day.
> 'Round the World in 80 Days
> Mathematics and Geography integration to teach
> students about the world is to have them plan an
> 80-day plane trip around it.
> Planning a round the world trip by air seemed simple
> at first but they soon find they have to know
> something about world cities and how to keep records.
> Teams of 2 plan a trip around the world, by air,
> beginning from our home base. They had to touch down
> in at least six major cities, roughly plotted around
> the planet. They used a classroom globe/map to choose
> the, major cities they would visit before we sat at
> the computers.
> The students are provided web sites to identify and
> learn about cities around the world; Internet Travel
> Network (http://www.itn.net), to learn about air
> travel; and Mapquest.com, to learn about in car travel
> and driving directions. Students learn to identify the
> names of destination cities and the dates and times of
> Students record their destination and travel times on
> a chart - column one became travel time, while column
> two became connections of "down" time. Some students
> will have success getting half way across the globe,
> then have to change their destination cities when they
> found there were no connections available. Eventually
> every one makes it back home and tallies their times.
> Objectives 1:
> Find and identify each at least 1 city from at least 6
> countries from an approved book or online source.
> Using Microsoft Word, write 1 original paragraph (3-7
> sentences) describing what and where your travels will
> take you to visit - for a total of at least 6
> paragraphs. Name this file in the following format:
> first initial, last name-, ane.doc (for example:
> Objectives 2:
> Figure out which cities/towns you will visit and
> method of travel (car, train, plane).
> Visit www.itn.net and/or mapquest.com with teacher and
> plan itinerary.
> Objectives 3:
> Map the best route using the least miles and time to
> complete your trip back home to Merrimack, New
> List your route's itinerary in an Excel spreadsheet
> and calculate cost, miles, and time subtotals for each
> leg in trip and total trip. Name this file in the
> following format: first initial, last name-, ane.xls
> (for example: eohare-ane.xls).
> Objectives 4:
> Link Excel spreadsheet file into Word document (from
> Objective 1) with an appropriate introduction to the
> Create and link 2 graphics to Word document, created
> in Adobe Photoshop. Images can be captured from web or
> original art scanned in to computer. Image suggestions
> include map of the cities of travel, travel method,
> site details (beach, boat, skis, animals). Name this
> file in the following format: first initial, last
> name-, ane#.doc (for example: eohare-ane1.jpg and
> --- Janet von Stein <email@example.com> wrote:
>> Hi Liz:
>> I completed session 3 and have been thinking about
>> problem lessons.
>> I don't think we talked about what grades we teach
>> but I teach 9th grade in
>> NY. Currently this is called Math A. It is an
>> integrated course of
>> primarily algebra, with geometry, discrete, and
>> A nice problem based lesson around this time of year
>> is having students
>> identify what type of function most closely
>> resembles the data collected and
>> Activity 1 How Does Your Corn GROW?
>> Students plant corn. After seeds sprout the plants
>> are measured each day
>> for a week and growth is recorded, entered into
>> graphing calculators and
>> graphed as scatterplots. Students must decide on
>> domain and range
>> (independent and dependent variable) so all points
>> appear in window.
>> Students then analyze data and decide what type of
>> function the data most
>> closely represent and write and equation to fit the
>> Students should be encouraged to make predictions
>> about future growth of
>> Activity 2 ELIM&MINATION
>> Pour a 1/2 pound bag of M&Ms onto a paper plate in a
>> single layer. Remove
>> M&Ms with the M showing on one side. Count and
>> record the number of M&Ms
>> removed and pout the ones remaining into a
>> container. Shake the container
>> and pour these M&Ms back onto the plat and again
>> remove all M&Ms with the M
>> showing. Record the number removed and the number
>> remaining . Continue to
>> repeat process until all M&M's are removed. Use the
>> following chart to
>> record information. dd additional trial numbers as
>> the experiment
>> Trial Number
>> Number Removed
>> Number Remaining
>> Let x be the trial number and let y be the number of
>> pieces remaining. Plot
>> all point (x,y) and analyze data. Make a
>> scateerplot of each set of data on
>> calculator and decide which type of funciton best
>> represents the data.
>> Write an equation that fits the data as closely
>> possible. Test equations by
>> drawing the function over the scatterplot on the
>> graphing caluculator.
>> Record the type of function you chose, the equation
>> Activity 3
>> Flaming Function
>> Use smallest sized candles available and don't place
>> the ruler too close to
>> the flame.
>> Let x be time in seconds and y be height in
>> centimeters. Let the initial
>> value of x be zero and the initial value of y be the
>> height of a birthday
>> candles. Stand the candles on a heat-resistant tile
>> of plate by lighting
>> another candle and ripping some wax onto the plate
>> and then setting the
>> candles in the wax. Light the candles and measure
>> its height every twenty
>> seconds. Extinguish the candles before it burns all
>> the way down. Plot the
>> ordered pairs (x,y) and analyze the data.
>> Activty 4 All Boxed In
>> Take a 20cm x 20cm piece of grid paper and cut
>> congruent squares form each
>> corener. FOld up the sides to form a rectangular
>> shaped box with no lid.
>> Determine the volume of the box and complete the
>> folowing chart. Repeat
>> this process on another 20cm by 20cm piece of
>> gridpaper for several
>> different sized cut square.
>> Height (cm)
>> Length Width Volume
>> Let x be the height of the box and let y be the
>> volume ofthe box. Plot the
>> ordered airs (x,y) and anlayze the data.
>> Activity 5 Weather It's a Function
>> Most years have 365 days. Day 1 is Jan. 1, Jan 15
>> is day 15, Feb. 1 is day
>> 32 etc. Determine whether a relationship exists
>> between the number o the
>> day of the year and the normal high temperature for
>> that day for the first
>> and fifteeenth days of each month. Use weather data
>> from your locl area.
>> Let x be the number o the day of the year and y be
>> the normal high
>> temperature on that day. Plot all ordered pairs
>> (x,y) and analyze the data.
>> The following chart format can be used.
>> Activity 6 Water Level
>> Fill a gallong jug with a spigot with water.
>> Measure the depth of the water
>> in millimeters. Open the spigot for 15 seconds and
>> measure the depth of the
>> water again. Repeat this process until the water is
>> at the level of the
>> spigot. Let x be the total time the spigot was
>> turned on in seconds (s) and
>> let y be the depth of the water in millimeters.
>> Plot the ordered pairs
>> (x,y) and analyze the data using the following chart
>> Time (s)
>> Depth (mm)
>> Activity 1 linear
>> Activity 2 Exponential Decay
>> Activity 3 Linear
>> Activity 4 Quadratic
>> Activity 5 Trigonometric
>> Activity 6 Quadratic
>> This comes from the Mathematics Teacher. Algebrai 1
>> students don't see
>> Trigonometric functions at this point but if you
>> teach Algebra 2/Trig. or
>> Precalc it would be appropriate to include.
>> ----- Original Message -----
>> From: "O'Hares" <firstname.lastname@example.org>
>> To: "Discussion list for TEACHING MATH, GRADES 9-12"
>> Sent: Sunday, April 10, 2005 8:26 PM
>> Subject: Re: Discussion Question 2 -
>> [Channel-talkmathhs] Teaching
>> Mathgrades 9-12
>> > Janet,
>> > How are you? Would you like to work on a
>> > lesson plan effort for assignment 3-E? Or at least
>> > evaluate each others? Whatever you think...
>> > Liz
>> > --- O'Hares <email@example.com> wrote:
>> >> Janet,
>> >> It sounds like you offer your students a great
>> >> amount
>> >> of self-learning and self-disciplining
>> techniques. I
>> >> always use a reflective journal. Sometimes I have
> === message truncated ===
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Received on Tue Apr 19 14:02:51 2005