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Activity that can be used either as an introduction to the unit or can be used later in the unit to informally assess student thinking.
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
This is my activity sequence from Unit 0. I've "borrowed" heavily from:
Constance Bowen (a2i Teacher)
Jo Boaler (See https://www.youcubed.org/)
a2i (for Mindset and Instructional Activities)
This classroom task gives students the opportunity to prove a surprising fact about quadrilaterals: that if we join the midpoints of an arbitrary quadrilateral to form a new quadrilateral, then the new quadrilateral is a parallelogram, even if the original quadrilateral was not.
The last construction lesson in the series is for the Angle Bisector. I struggled with the scaffold to get students to make the first arc on the page. After they made the arc, the rest of the page was achievable by all. I was especially impressed with how easy it was to transition from the first construction to the second for students.
This resource is a Dan Meyer's 3 Acts. The information about the Apple Mothership is provided to elicit student curiousity around how many people per square foot can fit in the space. Students will request information they need to apply volume, density and proportional reasoning in order to answer the questions that are generated.
Students generate questions based on a short clip of a giant nickel monument. They are given the opportunity to ask for information they would need in order to answer the question of interest generated by the group. This is something that can be used to connect back to Right Triangle Trigonometry. This activity follows the structure of Dan Meyer's Three Acts.
Interpreting functions conversion from Celsius to Fahrenheit and Kelvin to Celsius. Then create functions converting Kelvin to Celsius and it's inverse as well as explain what variables represent.
Note the wording might be easier for students to understand if "conversion" or "convert" were used. It might be useful to mention that the USA uses Fahrenheit, but most other countries use Celsius, and scientists use Kelvins.
This Dan Meyer's 3 Acts lesson elicits student curiosity around how many toy cars are in the given image. Students generate the information they will need in order to answer this question based on the ideas that students have for answering this question.
This interactive graph from Desmos allows you (or a student) to change the parameters of a sine function to determine how those parameters impact the equation itself. One way to use this is to have a pair of students come up to the front of the room to work on determining which parameter does what, while other students watch the changing parameters and attempt to come up with their own conclusions.
Students solve for missing interior angles in triangles. Triangles are on individual cards. Students determine appropriate "angle" and "side" terms (acute, obtuse, right, scalene, isosceles, equilateral) and place the triangle cards into the table. Opportunity to address why certain descriptions are impossible (such as an equilateral right triangle) and why it's impossible to have a triangle with more than 1 obtuse angle.
Can entail discussion about the equivalence of radicals and exponents.
This website has a sequence of construction challenges that are done in an online platform using only two tools, constructing a circle and drawing (or extending) a line segment. This could be an excellent supplemental or homework resource. The challenges are addictive and quickly lead to fluency with constructions.