This week we
got to observe mini lessons on topics that could be used at in grade 11 classes. I definitely appreciated the different
approaches that my peers took and can definitely think of ways to integrate these
new methods into my future teaching!
The first
presentation was created for a grade 11 mixed class and focus on the concept of
exponential functions. Most
presentations seen thus far have all focused on the action portion or the
actual teaching of the lesson, however, this presenter chose to focus on the
consolidation. To consolidate student
learning, we created math concept review booklets/folders/notes. I’m not sure what you would technically call
them but they’re really cool! So once we
had learned our topic, we each received three rectangle shaped papers. We would fold the first one about a third of
the way. The next paper was folded a bit
more than the previous rectangle, and the final paper was folded a little bit
further than the second, but the same distance as between the first and
second. Once folded, we placed the
folded rectangles inside of each other and stapled the sheets together so that
it was like a flip chart with multiple tabs.
For each tab there was a different subject. So for this case, the first tab was the title
and topic. The second tab was the domain
and range, third was asymptotes, then x and y intercepts, exponential growth,
and exponential decay. When you would
open the tab, space to fill in information about the topic was available right
above the title. I thought this was a
great study tool for students! Most
reviews consist of students simply writing the information on a boring sheet of
paper that is filled with a million other things to study. In this case, everything about exponential
functions can all be found on one sheet of paper. I feel like students would really like the
approach as it makes the concept less overwhelming and more appealing to
study. I can definitely see myself using
this idea in the future! If I were to
change anything about it, I would have made the rectangles a tad bit bigger, just
so that students have more room to write.
As well, I would have to think of a way to store these, as they’re the
perfect size to get squished in the bottom of binders, bags, or lockers.
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The second
presentation was created for a grade 11 university level class. This presentation focused on the concept of
creating triangles when only certain sides and angles are provided (SSS, SAS,
SSA). To help demonstrate this concept
he made custom cut-outs of different side lengths on construction paper. To indicate that we knew the length of the
side, the line would end in a flat surface and to indicate that a side could be
any length, it ended in a point. As
well, to indicate that we knew an angle, two lines were stapled together so
that we could not change it. To indicate
that we didn’t know what the angle was, lines were held together by a paper
fastener so that we could change the angle.
I really enjoyed this strategy!
In my experience, students have a difficult time understanding angles
and lines, especially when they can’t physically manipulate the triangle. By using this really simple manipulative,
students can better grasp how a triangle can be made when only given SSS, SAS,
or SSA. I can definitely see myself
using this in the future!
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The final
presentation also focused on a grade 11 university level class, however, this
presenter focused on the topic of exponentials.
Three stations were set up, each providing a real world example of
exponentials. The first station was
about zombies infecting the Hamilton population. Each zombie was represented by a red tile and
could infect four other people a day.
The second station was about the infamous ice bucket challenge. Each challenger was represented by a blue
tile and could challenge three other people a day. The third station had a piece of paper and
students were to record how many sections a paper would be divided into after continuously
folding it in half. Again, I really
enjoyed this activity! As you get into
higher years of mathematics, I find it gets harder and harder to find real
world examples for students to relate to.
When thinking of exponentials, students might not think that a virus or
an internet sensation can actually be represented by math – which is why I
really appreciated this presentation! It
definitely gave me some real world application ideas that I will definitely use
again the future! If I were to change
anything, the only precaution I would take is with the wording of instructions at
each station. In the third station, the
instructions said to estimate after explaining what to do so our group forgot
to estimate until halfway through folding.
In other stations, we were not quite sure what zombies/challengers were
included in our daily counts. By slightly
changing these wordings, I think this activity would go off without a hitch!
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Overall, I really enjoyed the topics
this week! I can definitely see myself
using these ideas in the future!
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