Eighth graders in Mrs. Harold's Algebra 1a class have been reading a mystery that poses a math question at the end of every chapter. When students calculate those various problems it gets them one step closer to finding the answer to the mystery. Some of the skills they have used involve describing patterns relating to length, area and volume, order of operations, solving equations, graphing lines and using slopes to find rate of change, square roots, scientific notation, solving proportions, finding areas and circumferences of circles and venn diagrams. We will complete this unit by writing a paper summarizing the solution to the mystery with supporting evidence and by doing a forensics lab.
Mr. Burleigh’s Probability & Statistic’s class visited both local cemeteries just before the winter break. The students walked to Prospect Cemetery on one day and Oakwood Cemetery on another. Each student recorded the date of birth, date of death, and the gender on one hundred tombstones from each cemetery. Once finished, they had data from 200 stones. Students then worked in pairs and had a combined 400 pieces of data.
The students’ project included an introduction, a one-page analysis, 3 graphs, and a conclusion. The introduction described their sampling technique and why they were collecting the data. The students wanted answers to the age old question of which gender lives longer. Each one-page analysis listed the minimum age, maximum age, range, mean, median, mode, and standard deviation for just males, just females, and then both genders combined. The graphics included a box-and-whisker plot for each gender so students could not only see the quartiles but how the data centered about the median. The conclusions were interesting as the students summarized, analyzed, and interpreted the data. Epitaphs were also included along with interesting observations. The cemeteries are alive with lots of history and the students enjoyed the experience.
The end of the year is approaching fast. I feel the Math Lab has been a big help in getting more topics covered before the PSSA tests. I was able to get over Geometry and Probability during Math Lab while
continuing on with the regular lessons in Math 7. Next year we need to be following Common Core Standards which is less topics in more depth. I think the Math Lab will help with this transition.
This year in Algebra 2 9th grade, I have begun flipping the class. I create videos of the lessons and the students watch the lessons at home and do some problems. When they come to class I ask them what questions they have on the lesson they watched and then I ask them summaring questions about the lesson. Next we start working on word problems and practice problems in class so they have their support buddy and me to ask questions when they have questions. After the practice they start their homework and check each problem with their support buddy to make sure they are doing them correctly. I feel the students are getting a better understanding of how to do the problems because they have help while they are doing them. This method is also helping me to get farther with the class work
In Consumer Math the students are learning about probability and looking at different examples used out in the real world as consumers. They still need to cover simple and compound interest and will be building a home and selling it for their final.
Overall it has been a good year. The students have worked hard and will be ready for their new courses next year.