project implementation into the mathematics classroom by: april anderson
TRANSCRIPT
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 Examples
Whose Line is it Anyway Examples
Whose Line is it Anyway Examples
Whose Line is it Anyway Examples
Whose Line is it Anyway Examples
Whose Line is it Anyway Project
• Grade Level– Alegebra 1
• Objective– Calculate Slope– Write Equations in Slope-Intercept Form
Whose Line Is It AnywayLevel: Algebra IPart 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.
Part II: Fill in the Whose Line Is It Anyway Table
Examples of Whose Line Is It Anyway Projects
Matrix Project
• Grade Level– Advanced Math and Algebra 2
• Objective– Add, Subtract, and Multiply Matrices
Matrix ProjectPart 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 ProjectPart 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
For reflection over the: x-axis y-axis line y = xMultiply original
matrix by: 1 0
0 1
1 0
0 1
0 1
1 0
Matrix ProjectPart 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.
For counterclockwise rotation about the
origin:
900 1800 2700
For clockwise rotation about the origin:
0 1
1 0
1 0
0 1
0 1
1 0
Matrix Project Example
Matrix Project Example
Matrix Project Example
Matrix Project Example
Matrix Project Example
Matrix Project Example
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
Geobug Project Pictures
Geobug Project Pictures
Geobug Project Pictures
Choose one project from this list. #1
Create an educational book
on graphing inequalities or
solving systems of equations.
#2Create a
humorous/cartoon book based on adventures of
characters that encounter real-life
inequalities or system of equations
situations.
#3Create a comic strip
about inequalities/solving
systems of equations.
#4Write a story line or
script for a TV show about inequalities or
solving systems of equations.
#5Create an education
video on inequalities or solving systems
or equations.
#6Write one song, poem,
or rap about solving systems of equations
and one about graphing
inequalities.
Graphing Inequalities & Solving Systems of Equations
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.3. Explanation of all three cases
(What is means for one, no, or infinitely many solutions)
Example: Graphing InequalitiesEducational Book
Example: Graphing InequalitiesEducational Book
Example: Graphing InequalitiesEducational Book
Tessellations Examples
Poetry• 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
A Few Poetry ExamplesTercet
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 ExamplesCouplet
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 ExamplesHaiku
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.