#thinkingclassroom — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #thinkingclassroom, aggregated by home.social.
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A fuerza de ser pesadas, volvemos a recomendar que os paséis por 🦋 para alucinar con las actividades matemáticas de nuestro compañero @chussiabaleston en un aula de 4° de Primaria.
https://bsky.app/profile/chussiabaleston.bsky.social/post/3mj2w34yplk2q
Ahora trabajando con este recurso
https://notes.mathforge.org/notes/published/HomePage#aulaspararesolverproblemas #ComEdu #MatEdu #thinkingClassRoom
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A fuerza de ser pesadas, volvemos a recomendar que os paséis por 🦋 para alucinar con las actividades matemáticas de nuestro compañero @chussiabaleston en un aula de 4° de Primaria.
https://bsky.app/profile/chussiabaleston.bsky.social/post/3mj2w34yplk2q
Ahora trabajando con este recurso
https://notes.mathforge.org/notes/published/HomePage#aulaspararesolverproblemas #ComEdu #MatEdu #thinkingClassRoom
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A fuerza de ser pesadas, volvemos a recomendar que os paséis por 🦋 para alucinar con las actividades matemáticas de nuestro compañero @chussiabaleston en un aula de 4° de Primaria.
https://bsky.app/profile/chussiabaleston.bsky.social/post/3mj2w34yplk2q
Ahora trabajando con este recurso
https://notes.mathforge.org/notes/published/HomePage#aulaspararesolverproblemas #ComEdu #MatEdu #thinkingClassRoom
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⚠️ Si os podéis pasar por 🦋 vais a disfrutar de este🧵 de nuestro compañero @chussiabaleston
🔥 Un aula de 2° Ciclo de Ed. Primaria investiga a partir de esta premisa: “Dos rectángulos del mismo perímetro siempre tienen la misma área.”
😜 Spoiler: Buscad otras prácticas compartidas por él. Fliparéis.
https://bsky.app/profile/chussiabaleston.bsky.social/post/3mhbcchcvgs2y
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⚠️ Si os podéis pasar por 🦋 vais a disfrutar de este🧵 de nuestro compañero @chussiabaleston
🔥 Un aula de 2° Ciclo de Ed. Primaria investiga a partir de esta premisa: “Dos rectángulos del mismo perímetro siempre tienen la misma área.”
😜 Spoiler: Buscad otras prácticas compartidas por él. Fliparéis.
https://bsky.app/profile/chussiabaleston.bsky.social/post/3mhbcchcvgs2y
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⚠️ Si os podéis pasar por 🦋 vais a disfrutar de este🧵 de nuestro compañero @chussiabaleston
🔥 Un aula de 2° Ciclo de Ed. Primaria investiga a partir de esta premisa: “Dos rectángulos del mismo perímetro siempre tienen la misma área.”
😜 Spoiler: Buscad otras prácticas compartidas por él. Fliparéis.
https://bsky.app/profile/chussiabaleston.bsky.social/post/3mhbcchcvgs2y
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⚠️ Si os podéis pasar por 🦋 vais a disfrutar de este🧵 de nuestro compañero @chussiabaleston
🔥 Un aula de 2° Ciclo de Ed. Primaria investiga a partir de esta premisa: “Dos rectángulos del mismo perímetro siempre tienen la misma área.”
😜 Spoiler: Buscad otras prácticas compartidas por él. Fliparéis.
https://bsky.app/profile/chussiabaleston.bsky.social/post/3mhbcchcvgs2y
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⚠️ Si os podéis pasar por 🦋 vais a disfrutar de este🧵 de nuestro compañero @chussiabaleston
🔥 Un aula de 2° Ciclo de Ed. Primaria investiga a partir de esta premisa: “Dos rectángulos del mismo perímetro siempre tienen la misma área.”
😜 Spoiler: Buscad otras prácticas compartidas por él. Fliparéis.
https://bsky.app/profile/chussiabaleston.bsky.social/post/3mhbcchcvgs2y
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#BlueLZ #FediLZ #MathematikEdu #Mathematik #Mathe #Denksport #BTC
Ich habe jetzt mal eine #TaskCard erstellt, in der wir kollaborativ Infos, Tipps, Tricks rund um die Methode #ThinkingClassroom bzw. #denkendeKlassenzimmer und die konkrete Umsetzung im #Unterricht in der #Schule sammeln können. Außerdem hoffe ich auf zahlreiche Ideen und Anregungen für Aufgaben in unterschiedlichen Altersstufen.
Bitte hier entlang: https://kmz-rt.taskcards.app/#/board/741a8f41-513b-4fda-95ce-16726ef886df?token=2d0cc16d-bf36-4420-a92e-5d2f03512e9c (1/2)
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#BlueLZ #FediLZ #MathematikEdu #Mathematik #Mathe #Denksport #BTC
Ich habe jetzt mal eine #TaskCard erstellt, in der wir kollaborativ Infos, Tipps, Tricks rund um die Methode #ThinkingClassroom bzw. #denkendeKlassenzimmer und die konkrete Umsetzung im #Unterricht in der #Schule sammeln können. Außerdem hoffe ich auf zahlreiche Ideen und Anregungen für Aufgaben in unterschiedlichen Altersstufen.
Bitte hier entlang: https://kmz-rt.taskcards.app/#/board/741a8f41-513b-4fda-95ce-16726ef886df?token=2d0cc16d-bf36-4420-a92e-5d2f03512e9c (1/2)
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#BlueLZ #FediLZ #MathematikEdu #Mathematik #Mathe #Denksport #BTC
Ich habe jetzt mal eine #TaskCard erstellt, in der wir kollaborativ Infos, Tipps, Tricks rund um die Methode #ThinkingClassroom bzw. #denkendeKlassenzimmer und die konkrete Umsetzung im #Unterricht in der #Schule sammeln können. Außerdem hoffe ich auf zahlreiche Ideen und Anregungen für Aufgaben in unterschiedlichen Altersstufen.
Bitte hier entlang: https://kmz-rt.taskcards.app/#/board/741a8f41-513b-4fda-95ce-16726ef886df?token=2d0cc16d-bf36-4420-a92e-5d2f03512e9c (1/2)
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#BlueLZ #FediLZ #MathematikEdu #Mathematik #Mathe #Denksport #BTC
Ich habe jetzt mal eine #TaskCard erstellt, in der wir kollaborativ Infos, Tipps, Tricks rund um die Methode #ThinkingClassroom bzw. #denkendeKlassenzimmer und die konkrete Umsetzung im #Unterricht in der #Schule sammeln können. Außerdem hoffe ich auf zahlreiche Ideen und Anregungen für Aufgaben in unterschiedlichen Altersstufen.
Bitte hier entlang: https://kmz-rt.taskcards.app/#/board/741a8f41-513b-4fda-95ce-16726ef886df?token=2d0cc16d-bf36-4420-a92e-5d2f03512e9c (1/2)
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#BlueLZ #FediLZ #MathematikEdu #Mathematik #Mathe #Denksport #BTC
Ich habe jetzt mal eine #TaskCard erstellt, in der wir kollaborativ Infos, Tipps, Tricks rund um die Methode #ThinkingClassroom bzw. #denkendeKlassenzimmer und die konkrete Umsetzung im #Unterricht in der #Schule sammeln können. Außerdem hoffe ich auf zahlreiche Ideen und Anregungen für Aufgaben in unterschiedlichen Altersstufen.
Bitte hier entlang: https://kmz-rt.taskcards.app/#/board/741a8f41-513b-4fda-95ce-16726ef886df?token=2d0cc16d-bf36-4420-a92e-5d2f03512e9c (1/2)
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#BlueLZ #FediL Z #MathematikEdu #Mathematik #Mathe
Ok, ich kann mal eine TaskCard einrichten, um Aufgaben für das #denkendeKlassenzimmer oder #ThinkingClassroom zu sammeln.
Da komme ich aber voraussichtlich erst morgen dazu.
Einstweilen könnt ihr ja an folgender Aufgabe knobeln…
;-)
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Si tenéis oportunidad, pasaos por 🦋 para conocer como @chussiabaleston trabaja las matemáticas con su alumnado.
#MatEdu
#ComEdu
#aulasparapensar
#ThinkingClassRoom
https://bsky.app/profile/chussiabaleston.bsky.social/post/3m3333nkras26 -
Si tenéis oportunidad, pasaos por 🦋 para conocer como @chussiabaleston trabaja las matemáticas con su alumnado.
#MatEdu
#ComEdu
#aulasparapensar
#ThinkingClassRoom
https://bsky.app/profile/chussiabaleston.bsky.social/post/3m3333nkras26 -
#FediLZ #BlueLZ #MathematikEdu #MatheEdu
Mein #wowdw waren die erste Versuche mit der Methode des #ThinkingClassroom #denkendesKlassenzimmer im #Mathematik #Unterricht
Die SuS stehen in kleinen Zufallsgruppen an Whiteboards und lösen Probleme.
Viel Kommunikation, viel Diskussion, eine spannende Atmosphäre und eine willkommene Abwechslung.
Das Ganze macht Lust auf mehr. Sogar die SuS fragten am Ende, ob wir das nicht häufiger machen könnten…
;-)
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#FediLZ #BlueLZ #MathematikEdu #MatheEdu
Mein #wowdw waren die erste Versuche mit der Methode des #ThinkingClassroom #denkendesKlassenzimmer im #Mathematik #Unterricht
Die SuS stehen in kleinen Zufallsgruppen an Whiteboards und lösen Probleme.
Viel Kommunikation, viel Diskussion, eine spannende Atmosphäre und eine willkommene Abwechslung.
Das Ganze macht Lust auf mehr. Sogar die SuS fragten am Ende, ob wir das nicht häufiger machen könnten…
;-)
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#FediLZ #BlueLZ #MathematikEdu #MatheEdu
Mein #wowdw waren die erste Versuche mit der Methode des #ThinkingClassroom #denkendesKlassenzimmer im #Mathematik #Unterricht
Die SuS stehen in kleinen Zufallsgruppen an Whiteboards und lösen Probleme.
Viel Kommunikation, viel Diskussion, eine spannende Atmosphäre und eine willkommene Abwechslung.
Das Ganze macht Lust auf mehr. Sogar die SuS fragten am Ende, ob wir das nicht häufiger machen könnten…
;-)
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#FediLZ #BlueLZ #MathematikEdu #MatheEdu
Mein #wowdw waren die erste Versuche mit der Methode des #ThinkingClassroom #denkendesKlassenzimmer im #Mathematik #Unterricht
Die SuS stehen in kleinen Zufallsgruppen an Whiteboards und lösen Probleme.
Viel Kommunikation, viel Diskussion, eine spannende Atmosphäre und eine willkommene Abwechslung.
Das Ganze macht Lust auf mehr. Sogar die SuS fragten am Ende, ob wir das nicht häufiger machen könnten…
;-)
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#FediLZ #BlueLZ #MathematikEdu #MatheEdu
Mein #wowdw waren die erste Versuche mit der Methode des #ThinkingClassroom #denkendesKlassenzimmer im #Mathematik #Unterricht
Die SuS stehen in kleinen Zufallsgruppen an Whiteboards und lösen Probleme.
Viel Kommunikation, viel Diskussion, eine spannende Atmosphäre und eine willkommene Abwechslung.
Das Ganze macht Lust auf mehr. Sogar die SuS fragten am Ende, ob wir das nicht häufiger machen könnten…
;-)
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@lutz_ Beim Podcast „Dreisatz“ geht es in Folge 2 und 8 um das Denkende Klassenzimmer. #ThinkingClassroom
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@lutz_ Beim Podcast „Dreisatz“ geht es in Folge 2 und 8 um das Denkende Klassenzimmer. #ThinkingClassroom
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@lutz_ Beim Podcast „Dreisatz“ geht es in Folge 2 und 8 um das Denkende Klassenzimmer. #ThinkingClassroom
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@lutz_ Beim Podcast „Dreisatz“ geht es in Folge 2 und 8 um das Denkende Klassenzimmer. #ThinkingClassroom
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@lutz_ Beim Podcast „Dreisatz“ geht es in Folge 2 und 8 um das Denkende Klassenzimmer. #ThinkingClassroom
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#Podcast zum Thema #Mathematik- #Unterricht und - #Didaktik
Dreisatz - Der Mathematikcast
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#Podcast zum Thema #Mathematik- #Unterricht und - #Didaktik
Dreisatz - Der Mathematikcast
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#Podcast zum Thema #Mathematik- #Unterricht und - #Didaktik
Dreisatz - Der Mathematikcast
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#Podcast zum Thema #Mathematik- #Unterricht und - #Didaktik
Dreisatz - Der Mathematikcast
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#Podcast zum Thema #Mathematik- #Unterricht und - #Didaktik
Dreisatz - Der Mathematikcast
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Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
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Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
-
Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
-
Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
-
Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
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It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
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It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
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It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
-
It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
-
It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
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Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
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Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
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Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
-
Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
-
Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
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Needed an extra lesson on lines in #Algebra2 since one class met an extra period this week for some unknown reason. Bouncing ping pong balls to the rescue! Students dropped ping pong balls from different heights and measured the rebound height, plotted the data and found a linear model. We haven't learned about regressions yet (soon though!) so they used a ruler to eyeball the best line.
Challenge time. I took all the balls away and told them to use their model to calculate the proper drop height for the ball to rebound to 78 cm. I rigged up a small hoop I had lying around at just that height so everyone in the class could tell whether the rebound was to the right height. Hilarity ensued when several groups realized their drop height predictions were below the rebound height. Turns out they plugged in for x when they should have plugged in for y. A good learning moment.
It was a pretty basic, last minute lesson, but I think it went ok. It was nice having everyone's data, graph, and model on the whiteboards around the room for all to see. I have whiteboards on all 4 walls (no windows though!).
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Needed an extra lesson on lines in #Algebra2 since one class met an extra period this week for some unknown reason. Bouncing ping pong balls to the rescue! Students dropped ping pong balls from different heights and measured the rebound height, plotted the data and found a linear model. We haven't learned about regressions yet (soon though!) so they used a ruler to eyeball the best line.
Challenge time. I took all the balls away and told them to use their model to calculate the proper drop height for the ball to rebound to 78 cm. I rigged up a small hoop I had lying around at just that height so everyone in the class could tell whether the rebound was to the right height. Hilarity ensued when several groups realized their drop height predictions were below the rebound height. Turns out they plugged in for x when they should have plugged in for y. A good learning moment.
It was a pretty basic, last minute lesson, but I think it went ok. It was nice having everyone's data, graph, and model on the whiteboards around the room for all to see. I have whiteboards on all 4 walls (no windows though!).
-
Needed an extra lesson on lines in #Algebra2 since one class met an extra period this week for some unknown reason. Bouncing ping pong balls to the rescue! Students dropped ping pong balls from different heights and measured the rebound height, plotted the data and found a linear model. We haven't learned about regressions yet (soon though!) so they used a ruler to eyeball the best line.
Challenge time. I took all the balls away and told them to use their model to calculate the proper drop height for the ball to rebound to 78 cm. I rigged up a small hoop I had lying around at just that height so everyone in the class could tell whether the rebound was to the right height. Hilarity ensued when several groups realized their drop height predictions were below the rebound height. Turns out they plugged in for x when they should have plugged in for y. A good learning moment.
It was a pretty basic, last minute lesson, but I think it went ok. It was nice having everyone's data, graph, and model on the whiteboards around the room for all to see. I have whiteboards on all 4 walls (no windows though!).
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Needed an extra lesson on lines in #Algebra2 since one class met an extra period this week for some unknown reason. Bouncing ping pong balls to the rescue! Students dropped ping pong balls from different heights and measured the rebound height, plotted the data and found a linear model. We haven't learned about regressions yet (soon though!) so they used a ruler to eyeball the best line.
Challenge time. I took all the balls away and told them to use their model to calculate the proper drop height for the ball to rebound to 78 cm. I rigged up a small hoop I had lying around at just that height so everyone in the class could tell whether the rebound was to the right height. Hilarity ensued when several groups realized their drop height predictions were below the rebound height. Turns out they plugged in for x when they should have plugged in for y. A good learning moment.
It was a pretty basic, last minute lesson, but I think it went ok. It was nice having everyone's data, graph, and model on the whiteboards around the room for all to see. I have whiteboards on all 4 walls (no windows though!).