tag:blogger.com,1999:blog-8399389267815059112.post2345518061597172734..comments2021-07-01T08:52:29.938-05:00Comments on Algebra's Friend: #MakeOverMonday Week 2 Checkerboard BordersAlgebra's Friendhttp://www.blogger.com/profile/04729315514507170702noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-8399389267815059112.post-80175862366014843852013-06-24T13:14:26.769-05:002013-06-24T13:14:26.769-05:00I agree that the context of the cafeteria is not g...I agree that the context of the cafeteria is not going to light the fire of any of my high schoolers. And changing the location of the checkerboard pattern isn’t going to help. <br /><br />I included the trip to our school’s cafeteria not so much as a motivating factor, but because in our curriculum we have standards that require gathering and recording data.<br /><br />• Algebra 1: Gather and record data and use data sets to determine functional relationship between quantities<br />• Algebra 2: Collect and organize data, make and interpret scatterplots, fit the graph of a function to the data, interpret the results, and proceed to model, predict, and make decisions and critical judgments.<br /><br />In each of our units of study we spend one class period collecting/organizing/interpreting data … shooting rubber band cannons, measuring the wing span of our classmates, determining the height of a dropped bouncy ball, measuring Barbie’s descent, etc. Collecting data does take time – and there were times last year when I thought how much easier it would be if I gave students nice, neat, clean data to use. <br /><br />In my proposed change I sent teams to the cafeteria to collect information that would be helpful to them. I intentionally left this open ended. Would they simply measure the perimeter? Would their team form a human square and create a table of values (walking outward from one square in the center or starting from a larger square walking inward). While in the cafeteria, I might direct students to look for a pattern in successive squares to push them in the right direction. And then, since I’m fairly certain our cafeteria is not square, how might they use that information in their patterning?<br /><br />I agree with Dan that we are going to lose class time by going to the cafeteria. So if this isn’t one of our purposeful data collection activities, then it would be better to work in the classroom with graph paper.<br /><br />As I ponder this problem today, I wonder about using it as a first day activity since no specific high school mathematics is needed to solve it. Watching how teams might work through this problem would be insightful and helpful to me – especially if I had a strong observational tool for noticing leaders, problem solvers, those who are persistent in the work, those who assist even if they appear somewhat lost, and those that simply hang back.<br /><br />This discussion around revising textbook problems is intriguing. I almost want to lurk instead of participate. I am very curious about how others view the chosen problem. I look forward to the next challenge!<br />Algebra's Friendhttps://www.blogger.com/profile/04729315514507170702noreply@blogger.com