|Timestamp||Math objective.||Names||Title||Describe act one.||Student questions.||Our question.||Needed info.||Validation.||Sequels|
Repeated Addition or Multiplication
Division (coins / 4 = amount of money)
|Maggie, Angelica, Liz||Measure My Money||A gallon size jar filled with quarters.||What kind of coins are those? Whose is that? How long did it take to fill? Where did they come from? How much does it weigh? How many are there? How much money is that? Can I have that? Can I touch it/hold it? Do you have it here/where is it?||Main Question: How much money is in this jar?|
Supplemental Questions: What is a guess that is too low?
What is a guess that is too high?
What's your best guess?
What options do you have for counting this money and what are the advantages and disadvantages to each method?
How important is it to check for accuracy?
|How tall is the jar? 11.2 inches|
How big around is the jar (circumference 18.84)
What is the diameter (show a picture with diameter labeled from the top perspective)? 6 inches
Are they all the same coin? Yes, quarters
How big is that coin? 15/16th of an inch or 1 inch for simplicity.
|Show a video of the owner telling them how much money she saved/put in the jar. (in a perfect world, we would have her count in out in a time lapse video but I think she has spent it)||What if there were 9 dollar coins in there?|
What if the jar was filled with equal amounts of pennies, quarters, dimes, and nickels?xt
If you bought something for x dollars, how much would you have left?
Using advertisements/catalog, try to spend all of this money.
|6/26/2014 15:10:35||-- Proportional reasoning|
-- Scaling linear and volumetric units
-- Unit conversion (maybe)
We were thinking about 7.RP.2 and 7.G.1
|Alison Ellsworth, Alicia Trujillo, Claire Potter||Giant Lego Man||Show video: tiny lego man walking along, a shadow comes over him, looks up to see giant lego man! Surprise tiny lego man face.|
Or a photo from www.mocpages.com/moc.php/311283
|How big is the giant lego man? How tall is the the giant lego man?|
How many legos are in giant lego man?
How did you get so many legos?
How long did it take to make giant lego man?
What would it cost for all those legos?
How many of the little guy would fit in the big guy?
How much would the big guy weigh?
How many legos of each color?
|How many legos would it take to build the giant lego man?||-- Dimensions of basic lego brick (2x4 thick brick) (and other bricks?)|
-- Dimensions of regular lego person or lego people if available
-- Height of the giant lego guy (picture of the two lego guys together for students to measure/estimate)
|Share website information: 80,000|
|-- How many legos would it take to make the giant lego man who washed up in Florida? |
-- What does he weigh? (need bricks, scale, etc)
-- If you had a million bricks, how big a lego man could you make?
|6/26/2014 15:11:18||Adding and multiplying, using and making a table, possibly graphing and making an equation||Dawn A, Sarah C., Sarah C., Tiffany C.||I want an iPhone!||There are 2 people looking longingly into the apple store. Cut to 2 piggy banks named Phoebe and Renaldo (or whatever.) Shake the piggy banks to show one is empty and one has money in it. 2 hands appear depositing money at different rates. The empty bank has a faster rate than the full bank.||How much money do they start with?|
Who has more money?
How much are they putting in? How often?
Are they ever taking money out to spend as they’re saving?
|Who will be able to buy the iPhone first?||Cost of iPhone|
How much they start with
How much they save and how often they put it in the bank
|Video of 2 banks again, counters at the top tally the amount of money in the banks (running total), at the bottom of the screen is the number of weeks go by. Cut to a picture of the winner coming out of the Apple store with a bag.||How long did it take the winner to buy the phone? How long for the loser? How much more would the loser have had to save to beat the winner?|
Our main sequel will happen after instruction to lead them to graphing and writing an equation. We will have a picture of a car with a price sticker… How long would it take the winner to buy the car if they save at the same rate. What if they save an extra $100 more per month?
|6/26/2014 15:11:51||Students will need to be able to find the volume of a rectangular prism. They will also need to have estimation/reasoning skills to have a conversation/understanding of the fact that a school bus is not in fact a perfect rectangular prism. They would have to be able to take into account the space taken up by the seats and wheel wells, etc., in the bus. (If given the time and a bus, they could measure the dimensions of said seats and wheel wells.)||Amy Wiese, Joy Cooper||Bus Money||A kid walks onto an empty school bus with a bag (bank money bag) of pennies. She empties the pennies onto the floor. She leaves the bus then returns with another bag of pennies and pours those onto the floor. She repeats the process one more time. The video ends.||Why did she do that? How many pennies were in a bag? Where did she get all those pennies? Does she have more bags? How many bags of pennies will it take to fill the bus? How many pennies will it take to fill the bus? How big is a bus? How big is a penny?||How many pennies will it take to fill the bus?||The dimensions of a penny. The dimensions of a school bus.||Show students this website:|
One school bus with dimensions 9 x 11 x 41 ft = 200,003,635.2 pennies.
|How many pennies would it take to fill our classroom? How many pennies would fill the bus if we had to include all our classmates on the bus also? How many quarters would it take to fill the bus?|
|6/26/2014 15:16:52||unit rates, and proportions?|
area of circles to approximate cross section slices?
|Jesse Ragent||Orangina Anyone?||Student will see a 15 second video consisting of a bottle of Orangina, a straw being inserted, and then the level in the bottle going down (approximately 1/3 of the height of the bottle).|
Hopefully interest will be peaked to a fevered pitch
|Do we get some Orangina? |
How long before it will be all gone?
Could anyone sip it all up in one big sip?(I'm trying to avoid the word 'suck' but it's unavoidable.)
How much is in there to start out?
How fast is he sipping?
Is he sipping consistently?
The shape of the bottle is weird-- how does that affect things?
|How long will it take for the bottle to be emptied?||What is the height of the bottle? (10 cm)|
Is the sipping consistent? (yes)
Does the shape of the bottle affect the rate that the level goes down? (yes)
(Maybe)-- How fat is the bottle at the fattest and the skinniest?
|We could play the entire video showing the bottle emptying and tracking the time.||How big bottle could be emptied in a minute ?|
How long would it take to empty a 2 liter bottle at this rate?
How many times faster would you need to suck to empty a pint bottle in in 5 seconds?
|6/26/2014 15:18:50||Students will need to see that 1/4 of an apple is 1 serving and that 1 apple is 4 servings.||Jean, Ellen, and Manda||Apples for All||The students will see one apple on a cutting board cut into fourths. The cut pieces will be passed out equally to 4 people. Then, the student will see a basket of apples and room full of people and then back to the basket.||How many apples are there?|
How many people are there in the room?
Are there enough for everyone to get 1/4 of the apple?
Which apple tastes better, red or green?
Can I have an extra one for my little sister/little brother?
Which apples are bigger?
|Are there enough apples for everyone to get 1/4 of an apple? |
If not, predict how many more apples would we need or how many extra apples do we have left over?
How many apples do you think are in the basket? Make a guess, give your gut answer and an extreme answer.
|Tell the students the number of people there are in the room and the amount of apples there are in the basket.||Show the counting of apples, cutting of the apples, and count the number of servings presented.||-How many more people will we need to use all the apples?|
-What fraction of an apple would everyone get if we use all of the apples, exactly? No leftovers!
-How many apples will we need to feed the crowd next door of 257?
-How many people will 71 3/4 apples feed?
|6/26/2014 22:52:23||Students will need to be well versed in graphing and writing equations for single linear situations. By this time they will be able to use a graph and or a table and be able to write an equation in y=mx+b form from the information given in that table or graph. Students will be graphing two negatively sloped lines so they will need to understand where the y-int is and why it doesn’t start at zero. Also, that m stands for a rate over time and in this case slope represents the water flowing out of the containers and the change in water height. Students do not have to understand systems at this point but they will be graphing two lines onto one graph and will notice that the two lines intersect at some point. Then a discussion can be done as to what is happening at that point in time.||Charles Johnson||Dueling Drains||At the beginning of the video the students will see two clear identical containers filled with water. One container is completely filled with water and the other is 75% filled with water. Near the bottom of each container is a drain with a plug or cap on it. The caps are removed at the same time allowing the water to drain. After 15 seconds the video ends. Students should notice that the completely filled container is draining faster than the 75% filled container.||Which container will end up draining first?|
How long will it take each container to drain?
Will they both drain at the same time?
Why is one container draining faster?
Is the rate the water is draining change?
Is there a point where each container will have the same amount of water?
Where is that point in time?
How much water does each container have at this point?
How much water does each container have at the start?
Is that water or vodka in the container? – (possible wacky question)
|At which point will both containers have the same amount of water? Find the time and how much water each container has in it at that point.||This three act question was inspired from the MVP Math 1 Honors Book problem at the start of Module 5.4 and involves draining two different pools at a water park. In the problem Dayne’s pool has 24,000 gal and drains at a rate of 1,000 gal/min and takes 24 min to drain. Aly’s pool has 28,000 gal and drains at a rate of 1,400 gal/min and takes 20 min to drain. So this situation can be graphed as a system of equations. Where the lines of the graph intersect is where the two pools would have the same amount of water. Students will need to know how much water is in each container at the start. They also can measure the distance from the top or the bottom and just go by water height. The video needs to have a timer running while the water is draining. Students may need graph paper and a blank chart to record data during the lesson.||Students will use their measurements and graphs to predict a time when the water has the same amount of liquid in each container. The video will be shown till all the water runs out of the containers. Then the video will be shown again in slow motion and will stop or pause when the water heights are the same. Students will check the timer on the video to see how close their calculations were.||Students will use their measurements and graphs to predict a time when the water has the same amount of liquid in each container. The video will be shown till all the water runs out of the containers. Then the video will be shown again in slow motion and will stop or pause when the water heights are the same. Students will check the timer on the video to see how close their calculations were.|
Counting, addition, or multiplication
Concept of what an equal part of a whole looks like-fractions
How to multiply a fraction by a whole
The concept of equality
|JR Alice Kowalsky||Cupcake Calamity|
Configuration of 5 picnic tables set up like the five on a die
Outer 4 picnic tables with 5 students on each side of each table
Center picnic table with lunch leftovers and an adult opening up 3 bakery boxes of giant, scrumptious, cupcakes. (Cupcakes are in an array of 3X4)
Children chatting and smiling as they point to the cupcakes
Seagull over the picnic table.
Bird poop splashing down over one of the opened boxes.
Children's voices turn into complaints and howls, faces turn into
frowns of disgust
Did all the cupcakes get ruined?
How many cupcakes are left?
Are there enough cupcakes for everyone?
How many people are there?
Do they all want cupcakes?
How many people can have cupcakes?
Does the teacher count?
What kind of cupcakes are they?
Is there away to decide who will or will not get a cupcake?
Can they play Row Row Shambow?
Would that be fair?
Is there any ice cream?
Is there a way to share the cupcakes?
Is there a way they can equally share what is left of the cupcakes?
How many people in all
How many untainted cupcakes
Use paper cupcake manipulatives followed by real cupcakes to divide
What could they do with the leftover cupcakes?
Students need to recall the formula of the area of rectangle and triangles. Teacher emphasize that the symbols are not include in the computation.
|Jeffrey Juico||Flagging the Area|
The students will see the national flag of Nepal.
Which country represents that flag?
What are the symbols mean?
Why is the shape different than other flags?
How big is the actual shape of the flag?
What are its dimensions?
|What is the total area of the flag?|
Teacher will ask, highest and lowest guesses on the total area.
Students will ask for the dimensions of the flag.
Students compare their answer and check their solutions if they are the same. Go back to the hi-lo guesses and acknowledge who has the nearest correct answer to the problem. Teacher ask methods students used in solving the total area, how did they figure it out.
The tri-color flag of Czech Republic is shown, calculate the area of each of the tri-color shape of the flag.
Students will need to know how to find the average size of a rock and how to find the circumference. They will also need to be proficient at guessing and estimating.
The students will see a photo of a rock labyrinth that is located on Land's End in SF. Then they will see a video of me beginning to create one in the school yard and a quick view of a pile of rocks.
How long will it take to walk the rock circle?
How long will it take to make the rock circle?
How many rocks?
What is it?
Why are you making it?
I will ask what questions come to mind. I will then pose the question, how many rocks to make it? I will have them guess too high, too low.
Students will need the approximate average size of the rocks (diameter). I could show them a picture of about ten rocks in the row.
They may need the number of concentric circles and/or the diameter of the labyrinth.
I will either count each rock in the circle in the existing labyrinth (fast forward) or I will make my own labyrinth and film it in fast forward.
What if you only had ____ rocks, what would be the diameter? Or how far apart would the lanes be?
Design your own labryinth. How many rocks do you need?
Students need to know the angle the ball is hit into the wall will be the same angle it reflects out, though in a different direction. This actually is a great opportunity for a discussion of reflection, as the standard I based the lesson around is CCSS 8.G.A: Understand congruence and similarity using physical models, transparencies, or geometry software. They also need to understand similar triangles and proportional relationships, as well as have an understanding of scale and unit conversion.
While eyeballing might work in the bar, for math class I’d like their answer to be more specific. The students should be able to measure the scale copy of the pool table to find the exact spot along the rail at which to aim, and give that distance in their answer.
|Eden Kennedy-Hoffmann||Aiming to Beat a Pool Shark|
The first act is a video of a pool game in progress. Ideally, I was imagining this as a game between my roommate and myself, as students always seem to love to see anything about your “real” life. One player breaks, and then the game occurs on fast forward until we can see the final two shots on the table- one solid ball and the eight ball. The solid ball is located in such a way that in order to hit it into the pocket either the cue ball or the solid ball must bounce off the edge of the table in order to make it into a pocket.
An image similar to the one I pictured is here: http://www.billiardsthegame.com/spot-kicking-system-one-rail-kicks-56
What questions do you think students might ask about it?
Where are they?
How do you play pool?
Is there a way to hit in the ball without hitting an edge?
What is the easiest shot to make?
Are they playing for money? What will he/she get if she wins?
What is the coolest shot to make?
Are you/he/she a pool shark?
What angle should they hit the ball?
Does it matter how hard or soft they hit the ball
|Where should the player hit the ball?|
The students will need to know how large the table is, and the distance between each of the white dots and pockets on the table.
I planned on giving each student/group a copy of a blank pool table, with the balls drawn on, along with a ruler and protractor.
While obviously you would never actually bust out a ruler on the pool table, in order to precisely confirm the answer our video pool table protagonist would pull out a yard stick or tape measurer, mark the spot to aim at and then shoot, allowing the camera to see if the ball went in. They would do this for all possible solutions, showing the measurements each time.
What other solutions could you find to this problem?
What would have been the most difficult place for the previous player to leave the cue ball to make the shot from?
How would the game change if the table were square rather than rectangular?
Students will need to be able to identify the growth in the number of re-posts Joseph has as repeated addition and the growth in the number of re-posts that Maria has as repeated multiplication.
|Melissa Lee||Post Popularity|
1) Show him posting to Facebook on Saturday night.
2) Show a day passing; he has 5 re-posts.
3) Monday: 5 more re-posts.
4) Tuesday: 5 more re-posts.
1) Show her posting to Facebook on Saturday night.
2) Show a day passing; she has 2 re-posts.
3) Monday: 4 more re-posts.
4) Tuesday: 8 more re-posts.
Who has more re-posts?
Will there be the same number of re-posts every day for Joseph’s post?
Why is Maria’s post being re-posted like that?
Who is still on Facebook?
What were they posting?
Who's posting is more popular?
Who will have more re-posts at the end of the week? How many more?
Students will need to know if the same pattern is being followed each day.
Through video or animation, the growth of the number of Joseph and Maria’s re-posts will be shown side by side. Students will see that Maria’s number of re-posts surpasses Joseph’s after 1 day and continues to widen the difference between the two through day 7.
How many days would need to pass before each person had 100 re-posts?
If Joseph were a celebrity, do you think that people would re-post exactly the same way or would his post reach people like Maria’s post did?