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Project Implementation into the Mathematics Classroom. By: April Anderson. Whose Line is it Anyway Project. Grade Level Advanced Math and Algebra 2 Objective Calculate Slope Write Equations in Slope-Intercept Form Determine Parallel and Perpendicular Lines.
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Project Implementation into the Mathematics Classroom By: April Anderson
Whose Line is it Anyway Project • Grade Level • Advanced Math and Algebra 2 • Objective • Calculate Slope • Write Equations in Slope-Intercept Form • Determine Parallel and Perpendicular Lines
Whose Line is it Anyway Project • Grade Level • Alegebra 1 • Objective • Calculate Slope • Write Equations in Slope-Intercept Form
Whose Line Is It Anyway Level: Algebra I Part I: Draw a picture that represents you on the graph paper that is included. All line segments must have vertices with integer coordinates. Color your picture. Part II: Choose and label 3 shaded regions to write linear equation systems. Somewhere in these 3 regions there must be the following: • at least 3 segments with positive slope • at least 3 segments with negative slope • at least 1 horizontal segment • at least 1 vertical segment Label each line segment that you will be using above using L1, L2, L3, etc.
Matrix Project • Grade Level • Advanced Math and Algebra 2 • Objective • Add, Subtract, and Multiply Matrices
Matrix Project Part 1: Choose a cartoon character, or some other figure. Part 2: Sketch it in position on the coordinate plane. To do this make a grid on the figure and pick points to copy onto graph paper. This is your original figure. Identify at least six “nice” points on your figure and label them 1, 2, 3,…. List the ordered pairs as coordinates and list the ordered pairs as a matrix on a separate sheet of paper. Part 3: Perform a size change on your original. The size change is up to you, but it must be graphable. Show your matrix multiplication work you used to get your new matrix. Sketch the size change on a new sheet of graph paper. List the new ordered pairs on a separate sheet of paper. (Matrix Scalar Multiplication).
Matrix Project Part 4: Perform translation on your original. The size change is up to you, but it must be graphable. Show your matrix addition work you used to get your new matrix. Sketch the translation on a new sheet of graph paper. List the new ordered pairs on a separate sheet of paper. (Matrix Addition). Part 5: Apply a reflection to your original. Show your matrix multiplication work you used to get your new matrix. Sketch the reflection on a new sheet of graph paper. List the new ordered pairs on a separate sheet of paper. (Matrix Multiplication). REFLECTION MATRICES
Matrix Project Part 6: Apply a rotation to your original. Show your matrix multiplication work you used to get your new matrix. Sketch the reflection on a new sheet of graph paper. List the new ordered pairs on your graph. (Matrix Multiplication). ROTATION MATRICES Part 7: Project is done in a neat manner, all cartoon pictures are colored and your name is included on your project.
Geobug Project • Grade Level • Geometry • Objectives • Understand the relationship between geometry and insects
Geobug Project • Students had to research insects to understand the important role that geometry plays for insects • Provided students with a worksheet of questions to answer while researching • Students had to create their own bug using their research of how insects are geometrically structured • Students had to write story about their geobug
Graphing Inequalities & Solving Systems of Equations Choose one project from this list.
Graphing Inequalities & Solving Systems of Equations • Graphing Inequalities: • 1. Difference between graphing < and > versus ≤ and ≥. • (Type of line) • 2. Difference between graphing < and ≤ versus > and ≥. (Shading) • 3. Difference between inequality shading for a vertical line versus a horizontal line. • Solving Systems of Inequalities. • 1. Includes 2 of the 3 methods: Graphing, Elimination, and Substitution. • 2. Includes all three cases: one solution, no solution, or infinitely many solutions. • Explanation of all three cases • (What is means for one, no, or infinitely many solutions)
Grade Level I implemented into my College Algebra but could be used grades 9-12 Students were paired up and had to write eight different poems Each student had to write 2 on their own and as a pair they could write 4 poems together Poem Types Alliteration Cinquain Couplet Diamante` Haiku Tercet Noun Verse Limerick Poetry
A Few Poetry Examples Tercet Algebra is the easiest part of math, Once the teacher leads you down the right path, Then you will have to face Geometry’s wrath. -Michael Anderson Limerick Three numbers were out to dine Then seven ate nine What seven did was strange He fled home to the range Without a trace nor sine - Brendan Tarang and Chris Tofsrud
A Few Poetry Examples Couplet You only add and subtract when you first start, Then you can buy a calculator at Kmart. The graphing gets so hard it makes you want to flee, So you go out and buy a TI-83. -Michael Anderson Alliteration Cory calculated common problems She can complete complicated calculus Cory classifies circles as conics Completing cube roots can cause her a crisis Cory craves creating complex problems - Lindsay Anderson and Ali Strand
A Few Poetry Examples Haiku Pi is a symbol A.k.a. three point one four Found circumference -Brendan Tarang and Chris Tofsrud Tercet One side of a right triangle is the Sine, That side is actually a line. It was in the homework that the teacher assigned. - Collin Boyles and Reid Haagenson
I would like to thank all of my instructors and colleagues for their project ideas in which I have adapted to meet my teaching styles and student levels. If you would like more information on any of the projects feel free to email me. april.r.anderson.1@sendit.nodak.edu
