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TO SHOWCASE YOUR LEARNING AT THE END OF THE COURSE,

USE THE CHOICEBOARD TO SELECT TASKS TO COMPLETE & ADD TO YOUR PORTFOLIO

SLIDESMANIA.COM

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Choose 4 total -- one from each row, max. 2 from each column
STRAND	Create your own Warm Up Task¹	Build Your Own Math Creation		Someone was Away²	Make It Hotter³	Mathematical Modelling
Numbers	Create a Warm Up	Number System		Someone was Away	SPICY problems
Algebra	Create a Warm Up	Desmos Art		Someone was Away	SPICY problems	Mathematical Models
Data	Create a Warm Up	Code for Geometric Art		Someone was Away	SPICY problems	Mathematical Models
Geometry & Measurement	Create a Warm Up	Code for Geometric Art	Design Pitch	Someone was Away	SPICY problems	Mathematical Models
Financial Literacy	Create a Warm Up		Design Pitch	Someone was Away	SPICY problems	Mathematical Models

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CREATE A WARM UP - INSTRUCTIONS

From the strand that you’ve chosen, choose a concept/topic that you’d like to work with.
Use the table to select the type of Warm Up that you will create.
Use the Success Criteria below to help you develop a helpful tool AND complete a reflection on the activity.

REFLECTION	REFLECTING: I include a reflection (written or recorded) on my process:�What are the key math concepts I wanted to highlight?�What are some of the choices I needed to make in my design?	OPTION: Have a conversation with your teacher about your thinking.
SUCCESS CRITERIA	COMMUNICATING: I clearly identify the math concept I have chosen. COMMUNICATING: I use math language, symbols and form appropriately. REPRESENTING: I choose appropriate representations (tables, graphs, equations, visuals) to show my understanding; I explain anything I need to so that it is clear. REASONING AND PROVING: My reasoning shows my understanding of concepts and includes sufficient detail (e.g., why statements are true or lies, why a mistake is incorrect, why each element doesn’t belong to the WODB).

2 Truths & A Lie	My Favourite Wrong Answer	WODB (Which One Doesn’t Belong?)
Create a math “item” for your concept (graph/equation/diagram/table etc) Create 3 statements for your item: 2 of those statements must be TRUE 1 statement must be a well phrased LIE (that might fool someone) Explain WHY the statement is a lie and how you know (ie what should it say?)	Create a problem for your topic/concept On the LEFT side of your slide/page: create your problem including a mistake that someone could learn from On the RIGHT side of your slide/page: rewrite the problem HIGHLIGHTING the mistake. Explain what the mistake is and why it might have happened.	Create your own WODB (one image/item in each of 4 quadrants) based on your topic Explain your reasoning for why you chose the 4 images/items that you have Give at least one reason why each image/item doesn’t belong.

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CREATE YOUR OWN NUMBER SYSTEM -- INSTRUCTIONS*

The number system we use today is known as the Hindu-Arabic number system and has its roots in ancient Indian texts. It is a base 10 (decimal) system, which can represent any number using 10 unique glyphs (symbols): 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. In our number system, meaning is given both by the symbol for the digit and the position in which it’s located.

For YOUR number system, consider the following prompts:

What will you base your number system on? (i.e., not base 10)
What symbols will you use and why have you chosen them?
Is place value (position) important or will the order of the symbols not matter?
How does your number system convert to a base 10 number?
How do you represent operations in your system? (addition/subtraction/multiplication/division/exponents)
Write a reflection on how this activity went for you, keep the prompts in the success criteria in mind while doing so.

Check out this TED-ED video “A brief history of numerical systems” for more ideas and information!

REFLECTION	REFLECTING: I include a reflection (written or recorded) on my process:�What did I think about when I was making my number system?�What would someone who uses this number system need to be aware of and when this system might be useful?	OPTION: Have a conversation with your teacher about your thinking.
SUCCESS CRITERIA	COMMUNICATING: I give enough detail to make my number system clear and easy to follow (symbols, base, use of position/order) COMMUNICATING: I use math language, symbols and form appropriately. COMMUNICATING: I include clear instructions (and examples) on how to convert from my number system to a base 10 number system. REPRESENTING: I use appropriate representations (visuals, tables, etc.) to display my number system.

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CREATE DESMOS ART -- INSTRUCTIONS

The Desmos Graphing Calculator may be used in our class to graph points, lines or curves during our work BUT it can also be used to create amazing drawings & artwork. There are many ways to get started on this project, including a Desmos Activity that may be assigned by your teacher.

Create a piece of art that involves lines and inequalities, concepts that you’ve learned in this class.

Choose an original image, import it into Desmos, and then use equations to create the image using lines.

Check out these links for more information & tips and submit your art to this contest!

Learn Desmos : Graphing
examples & award winners -- Desmos Global Math Art Contest
a step-by-step video: “Starting the Desmos Art Project” [there are many concepts here - restrictions etc]

REFLECTION	REFLECTING: I include a reflection (written or recorded) on my process:�What aspects of math from our course did I use in this project? �What connections can I make to what we’ve talked about in class? What did I find challenging? Easy? What did I learn by creating my artwork?	OPTION: Have a conversation with your teacher about your thinking.
SUCCESS CRITERIA	REPRESENTING: I include a link to my Desmos graph where I clearly represent and organize my equations. CONNECTING: My reflection includes specific examples of how I connected concepts in my artwork to concepts I learned in class. SELECTING TOOLS AND STRATEGIES: My reflection describes the strategies and the tools I used to help me create my artwork.

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CODE GEOMETRIC ART -- INSTRUCTIONS

Designs, logos & artwork often incorporate geometric shapes into their design.

Identify a personal interest or a community/society interest or concern and use your knowledge of geometry to create a 2D or 3D geometric piece to represent it visually.

For your design make sure to include the following:

multiple shapes/figures
the code you used to create your design (e.g., in Scratch)
explanations/discussion for why you choose the shapes/figures that you did and what the meaning/interpretation is for each individual item, as well as the overall interpretation of your design

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REFLECTION	REFLECTING: I include a reflection (written or recorded) on my process:�What aspects of math from our course did I use in this project? �What connections can I make to what we’ve talked about in class? What did I find challenging? Easy? What did I learn by creating my artwork?	OPTION: Have a conversation with your teacher about your thinking.
SUCCESS CRITERIA	COMMUNICATING: The connections between the figures in the design and the identified interest/concern is clearly communicated in the explanations & discussions of the design. COMMUNICATING: Mathematical form and language are well chosen and used appropriately COMMUNICATING: Formulas, properties and specifications are communicated clearly, in an organized way.

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DESIGN PITCH -- INSTRUCTIONS

Companies ship packages of products around the world all the time. Landscapers make decisions about the shapes of outdoor spaces. Construction workers work within a budget to try to meet customers’ needs. All of these decisions impact costs and/or an overall budget. A “pitch” is like a proposal that you make to suggest a possible plan a client can choose.

Come up with a problem / situation that interests you. Do any necessary research. Explore a few solutions to your problem / situation. You may choose to create a program or code a spreadsheet to explore the problem. Show all your thinking and fully explain the decision you make about what the end product should look like.

REFLECTION	REFLECTING: I include a reflection (written or recorded) on my process:�What recommendation(s) can I make based on my calculations and research?�How do I know that my calculations and recommendations are reasonable?	OPTION: Have a conversation with your teacher about your thinking.
SUCCESS CRITERIA	REPRESENTING: I include visuals of my design options that are clear and help my “client” understand the options. CONNECTING: My problem makes connections to my own life or a real-life situation I’m familiar with. SELECTING TOOLS AND STRATEGIES: I select appropriate tools to represent my thinking and strategies to solve my problem (including cT technology).

EXAMPLE 1:	EXAMPLE 2:
You have a budget of $100 per movie night. Research the cost of cardboard, and design a container for popcorn. You decide what makes a good container and how to spend the budget.	Your school has $300 to spend on setting up a vegetable garden: edging, soil, compost, etc. Propose several designs and their respective costs, based on the research that you do.

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SOMEONE WAS AWAY -- INSTRUCTIONS

From the strand that you’ve chosen, choose a concept/topic that you’d like to work with.�You may want to choose something that you want to improve upon.

Create a tool (a sketchnote/diagram/document/slideshow/tutorial video, etc.) that will help someone in your class who was away understand what they missed. You are encouraged to create an ORIGINAL tool, but if you use outside sources, be sure to reference them.

Use the success criteria below to help you develop a useful tool.

REFLECTION	REFLECTING: I include a reflection (written or recorded) on my process:�Why did I choose this concept?�Why will my tool be helpful for someone who is away?	OPTION: Have a conversation with your teacher about your thinking.
SUCCESS CRITERIA	COMMUNICATING: I clearly identify the concept I have chosen. COMMUNICATING: I use math language, symbols and form appropriately. COMMUNICATING: My tool makes sense for a classmate to understand. REPRESENTING: I use different and appropriate representations to help someone understand the concept (examples with full solutions, clearly labelled diagrams or graphs as needed, etc.). REASONING AND PROVING: I include lots of mathematical reasoning (algebraic, statistical, spatial, proportional) to explain the concept in a way that makes sense. SELECTING TOOLS AND STRATEGIES: I select helpful tools (e.g., technology) and strategies (math ideas) to help someone understand the concept.

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MAKE IT HOTTER -- INSTRUCTIONS

From the strand that you’ve chosen, choose a concept/topic that you’d like to work with. Look at your past work from the course to see what kinds of problems you’ve chosen to answer for the topic.

Create a “hotter” problem - (something “hotter” than what you’ve done in the past).

Build your full solution to the problem. Use the success criteria below to help you assess your solution.

🔥 🔥🔥 🔥🔥🔥

REFLECTION	REFLECTING: I include a reflection (written or recorded) on my process:�How has my understanding of the concept changed over time?�What decisions did I make to design the problem to be hotter than I tried before?	OPTION: Have a conversation with your teacher about your thinking.
SUCCESS CRITERIA	COMMUNICATING: I clearly identify the concept I have chosen. COMMUNICATING: I use math language, symbols and form appropriately. REPRESENTING: I choose representations in the design and solution of my problem that are appropriate. REASONING AND PROVING: My “hotter” problem is designed well at the heat level I have selected. SELECTING TOOLS AND STRATEGIES: I select helpful tools (e.g., technology) and strategies (math ideas) that are appropriate to solve my problem.

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MATHEMATICAL MODELLING

GENERAL INSTRUCTIONS

For this task, focus on the process of mathematical modelling. Create your own “question of interest” that you want to investigate (see examples on the next slide) and build the plan you need to do the investigation & analysis:

Understand the problem
Analyze the situation
Create a plan
Create a mathematical model
Analyze and assess the model.

REFLECTION	REFLECTING: I include a reflection (written or recorded) on my process:�What made you choose your question? What changed about your process while answering the question? What would you do differently if you investigated this question again? Did anything surprise you? What question(s) do you have now?	OPTION: Have a conversation with your teacher about your thinking.
SUCCESS CRITERIA	COMMUNICATING: I clearly identify my question of interest and organize my process for answering it. COMMUNICATING: I use math language, symbols and form appropriately. CONNECTING: I make clear connections between my life and the mathematics, between mathematical ideas, especially between strands. REPRESENTING: I choose appropriate representations to model my information that are helpful in analysis. REPRESENTING: I change representations when needed to get a clearer picture of the situation. SELECTING TOOLS AND STRATEGIES: I select helpful tools (e.g., technology) and strategies (math ideas) to help someone understand the concept.

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MATHEMATICAL MODELLING -- EXAMPLE QUESTIONS OF INTEREST

EXAMPLE QUESTIONS OF INTEREST	NUMBER	ALGEBRA	DATA	GEOMETRY + MEASUREMENT	FINANCIAL LITERACY
What is the best _____ plan for me? My family? When I leave high school? (e.g., cellphone, cable tv, streaming service)	x	x			x
Is a membership at ____ (e.g., Costco, Netflix, gym) worth it? Under what circumstances is it worthwhile?	x	x			x
How does ____ affect ____? Is there a relationship? vehicle engine displacement & fuel economy climate/environment questions (Global temp & Arctic ice changes, Global temp & CO2) sports statistics (team salary & win % etc) society level questions (Big Mac Index & country GDP, literacy rate vs GDP, infant mortality & vaccinations) socioeconomic status & geography, socioeconomic status & health, etc		x	x
How can I improve on the design of ____? How might it affect the associated costs? (e.g., packaging, building, decor, school area, etc.)				x	x
Which ____ is a better choice for me? (e.g., credit card, investment, car lease or purchase, loan vs line of credit, etc.)		x			x

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CREDITS

Slide template by SlidesMania

Icons sourced from Flaticon

Arranged by Grade 9 Destreamed Math Writing Team, 2021