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RE: Discussion Question 2 - [Channel-talkmathhs] Teaching Mathgrades9-12

From: Betty Hosta <BHosta@GreeneCCC.com>
Date: Wed Apr 20 2005 - 08:58:50 EDT

Hi, I'm taking this course like you and have been receiving your
E-mails. My name is Betty and am presently teaching 11th grade Pre
Algebra at a Vocational School. I spend a great deal of my class time
preparing students for the Proficiency and the OGT. These students have
not passed their prescribed tests and are weak in all areas of math. We
cover the entire gamut of basic math skill, measurements, statistics,
geometry and algebra. I have all levels of students and 25% are on
IEP's. I like to give my students creative projects to work on which
include the use video and the internet. My father has just recently had
a stroke and has been in the hospital going on two weeks. It has been a
strain to keep up with everything so I apologize for my absence and the
sudden hello. I am presently on part three and have been thinking about
a lesson plan as well. I really enjoyed your very enriching lesson on
sflying the globe. I appreciate your sharing of information and
websites. I too have created a lesson which incorporates travel, the
internet and summarization. We have tried this for three years now and
is a great end of the year lesson. I have my students plan a weeks
vacation. The destination I have tried to keep in the US, but some
students have special reasons for wanting it top expand beyond that so I
am careful to question them why they wish to choose a certain location.
The students must first arrive at the destination which in some
instances changes due to the impracticality but for the most part they
are very creative. They must come up with the way in which they will
travel and where they will stay. I emphasize to them that the trips
they are planning are what their parents do when traveling for a
vacation they may have taken. I try to relate the point that this could
be a trip that actually take someday and that this should be as real to
life as possible. Their objective is to come up with the costs of the
vacation from start to finish, which also includes an expense allowance
for meals per day which I allow each student to make their own
"reasonable" assessment of what that might be. Once they have their
destination, they must make their flight arrangements using Expedia.com
or Travelocity.com as examples of where they can go on the internet to
set up travel arrangements since this is the way this is done now. Then
they must find a hotel , print out a itinerary of the accommodations and
get pricing for the amount of time they will stay there. In order for
this to work they must have a specific time frame in mind. In addition
they need to provide one source of amusement or activity they would like
to do while there and give the source and its costs. When we are
finished with this they are to summarize in paragraph form the outline
of their trip why they chose this destination, what the costs are as
including cost perday of food and include the activity planned. I know
my students enjoy doing this and it is great for the last few weeks of
school when the only thing on their minds is summer break. I hope you
can include in future discussions. Hi, I'm taking this course like you
and have been receiving your E-mails. My name is Betty and am presently
teaching 11th grade Pre Algebra at a Vocational School. I spend a great
deal of my class time preparing students for the Proficiency and the
OGT. These students have not passed their prescribed tests and are weak
in all areas of math. We cover the entire gamut of basic math skill,
measurements, statistics, geometry and algebra. I have all levels of
students and 25% are on IEP's. I like to give my students creative
projects to work on which include the use video and the internet. My
father has just recently had a stroke and has been in the hospital going
on two weeks. It has been a strain to keep up with everything so I
apologize for my absence and the sudden hello. I am presently on part
three and have been thinking about a lesson plan as well. I really
enjoyed your very enriching lesson on sflying the globe. I appreciate
your sharing of information and websites. I too have created a lesson
which incorporates travel, the internet and summarization. We have
tried this for three years now and is a great end of the year lesson. I
have my students plan a weeks vacation. The destination I have tried to
keep in the US, but some students have special reasons for wanting it
top expand beyond that so I am careful to question them why they wish to
choose a certain location. The students must first arrive at the
destination which in some instances changes due to the impracticality
but for the most part they are very creative. They must come up with
the way in which they will travel and where they will stay. I emphasize
to them that the trips they are planning are what their parents do when
traveling for a vacation they may have taken. I try to relate the point
that this could be a trip that actually take someday and that this
should be as real to life as possible. Their objective is to come up
with the costs of the vacation from start to finish, which also includes
an expense allowance for meals per day which I allow each student to
make their own "reasonable" assessment of what that might be. Once they
have their destination, they must make their flight arrangements using
Expedia.com or Travelocity.com as examples of where they can go on the
internet to set up travel arrangements since this is the way this is
done now. Then they must find a hotel , print out a itinerary of the
accommodations and get pricing for the amount of time they will stay
there. In order for this to work they must have a specific time frame
in mind. In addition they need to provide one source of amusement or
activity they would like to do while there and give the source and its
costs. When we are finished with this they are to summarize in
paragraph form the outline of their trip why they chose this
destination, what the costs are as including cost per day of food and
include the activity planned. I know my students enjoy doing this and
it is great for the last few weeks of school when the only thing on
their minds is summer break. I hope you can include in future
discussions. Betty from Xenia, Ohio.
-----Original Message-----
From: O'Hares [mailto:ohares3@yahoo.com]
Sent: Monday, April 18, 2005 3:57 PM
To: Discussion list for TEACHING MATH,GRADES 9-12
Subject: Re: Discussion Question 2 - [Channel-talkmathhs] Teaching
Mathgrades9-12

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
departure.

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:
eohare-ane.doc).

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
Hampshire.

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
spreadsheet.

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
eohare-ane2.jpg).
____________________________________

--- Janet von Stein <tristar5@optonline.net> 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
> logic.
> 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
> graphed.
>
> 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
> data.
>
> Students should be encouraged to make predictions
> about future growth of
> plants.
>
> 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
> progresses.
> Trial Number
> Number Removed
> Number Remaining
> 1.
> 2.
> 3.
> etc.
>
> 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
> (cm^3)
>
> 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.
> Day
> Temperature
>
> 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
> format.
> 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.
>
> Jan
>
>
>
>
>
>
>
>
> ----- Original Message -----
> From: "O'Hares" <ohares3@yahoo.com>
> To: "Discussion list for TEACHING MATH, GRADES 9-12"
>
> <channel-talkmathhs@learner.org>
> 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
> collaborative
> > lesson plan effort for assignment 3-E? Or at least
> > evaluate each others? Whatever you think...
> >
> > Liz
> >
> >
> > --- O'Hares <ohares3@yahoo.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 Wed Apr 20 09:31:12 2005

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