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(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

Standards for Mathematical Practices (MP)

*Model with mathematics.

*Use appropriate tools strategically.

*Attend to precision.

*Look for and make use of structure.

Standards

Science and Engineering Practices (a dimension of the Arizona Science Standards)

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions

Science: Any that you can tie to a problem within the scope of the escape room

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Objectives:

Students will be able to

demonstrate knowledge of solving problems using right triangle trigonometry
demonstrate understanding of similar triangles

Key Vocabulary: Sine, Cosine, Tangent, trig ratios, similarity

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Agenda

Day 1:

Bellwork (5 minutes)

Put something on board to open the class thinking and so I could do attendance:

Classwork (5-40 minutes)

Give the instructions for creating an escape challenge and then rest of time in class for creating

Closure/Cleanup (5 minutes)

Day 2:

Classwork (5-15 minutes)

Give groups time to finish escape challenge

Escape Challenge (10-35 minutes)

Each group randomly given another groups challenge to complete in given time.

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Intro/Driving Question/Opening

Can you escape your classmates math challenges?

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Hands-on Activity Instructions

Put students in groups of 3-4 students (can be random, I allowed mine to pick the group).
Note: when I create the escape room, I would pick the groups randomly
Each group had to have a box with a lock and a decoder within their challenges.
Groups had to have at least TWO but no more than three challenges for the students to complete (can vary depending on the time you have).
Groups had to use any concept that we learned this year.
This was a high level group of students for me so I allowed them to set the locks as long as they provided me with the new “code”.
Students had about 40 minutes day 1 and 15 minutes on day 2 to create the challenges.

Groups could use any materials on hand in the classroom in addition to the required components (locked box and decoder)
Groups had to provide an answer key for me (for future reference, I would have keys write up the whole plan in detail, but would need at least one more day for this expectation)
On day 2, each group was assigned a number, then groups randomly chose a number and that is which groups’ escape challenge they would complete.
The GREAT part of the escape room challenges is it can be on ANY standard you cover during the year. My students mostly picked concepts we had covered during the 4th quarter (most recent).

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Samples

Here are two of the groups decoding challenges - one using the decoder ring and the other the Egyptian Cipher wheel

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Samples

Here is one of the groups lock challenges - Had to find the missing angle using trigonometry

Combination to lock was actually Sin48

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Samples

Here is one of the groups answer keys for me to reference

This is an example of one of the diversion book safes that were used.

The post it note has the code for my reference (not inside the book during the actual challenge).

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Samples of an Escape Room Starter Kit from a MEAD (Mathematic Educators Appreciation Day) workshop in January at the University of Arizona

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Assessment

The nice part of the escape room is if the group is able to open all parts of the escape room challenge, then they are naturally being assessed on the concepts within the challenges.

Students will solve the challenges for practice for a final assessment.

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Differentiation

Math Escapes article

Remediation

Extension/Enrichment

Teachers pay teachers have a variety of FREE (and for a price) already prepped escape rooms.

Some are just worksheets where you crack a code.

Some are a digital file that once they complete the challenge, the students enter the code to see if they have done it correctly.