‘Engaging students in dynamic and collaborative - PowerPoint Presentation

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‘Engaging students in dynamic and collaborative maths & statistics’

A workshop of activities and ideas, for a differentiated teaching approach, that develops the statistical confidence of Year 9 & Year 10 students. A scheme will be presented that provides for individual and group learning at different curriculum levels within one class.Slide2

The world our students will work in relies on teams of people

developing ideas, communication and collaboration.

As a Maths teacher we can offer them that experience.Slide3
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Student engagement Stats 1

‘Investigate the throwing of a paper dart’

PPDAC cycle process complete, relaxed overview

Use of a summative question.

Based on ‘Harrier dart ‘ from Peter Newell workshop AMA Sat morning Slide5

WORKSHOP PARTICIPANTSForm groups of about 4. All make some darts.

Harrier dart instruction sheets available.

Go fly them in your groups – trials

Back into room and develop up your dart investigation using PPDAC enquiry cycle. Discussion – notes on A3 sheetSlide6
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Pose a question; How high can a paper dart fly? How far can a paper dart go? How long can a paper dart stay in the air? Into groups decide on question, start planning –

groups decide and plan what their data collection and recording will be.

Plan

:

Teacher adds in aspects on board to help groups who are a bit stuck. Metres – rough estimates - tape measure – nearest half metre - (removes reading scale as an issue) If sky ward, use trees/buildings as guide. Stop watches - phones.

Data

collected by groups

Analysis

:

Make a Dot plot on A3 & ‘I notice’ thoughts.

Conclusion: Discussion in groupsGroups present to class.  [Formal option: Presentation by Poster, members of group allocate the PPDAC parts to write up. Have examples of different investigation statements, graphs on other posters for them to check against.]

CLASS of STUDENTS: Teaching processSlide10

Low entry – high ceilingCheck out our mind-set about ourselves as teachers. We can ask ourselves when looking at a problem, situation or an investigation - ask ‘who is doing the maths’? The structure within a classroom in routines, seating norms, group work set ups, Do Now’s and Exit cards etc. are essential but when we structure the problem we are taking the maths out of it. Maths and stats knowledge and methods are both extremely important. BUT our classrooms need to be places where people actually do Maths. Problem solve, plan, find the question to ask, explore, give it a go, get it wrong, alter, decide what knowledge is needed, what method would be useful, discuss ideas with each other, explain their methods, hear other ideas and methods. Just as in music if we practice writing the notes and never play or hear an instrument, where is the joy and wonder in that?Slide11

Harrier Dart specs & performance

Write a report for the leader of a ‘dart throwing’

competition

Do a draft of every part you are responsible for in your exercise books – sketches of

the dart and

writing, headings for the poster

Present paper & dart diagrams, specifications and written methods as a poster (three or fours)

Summarise your findings verbally to the rest of the class –all members need to be familiar with all aspects, in order to answer questionsSlide12

INVESTIGATION PROCESS (Measurement focus)

STAGE 1

Draw a diagram with dimensions and area of the paper required to produce the harrier dart

Make the harrier darts – one each. Fly them in the classroom to check out which one to use

Draw diagrams that show the side view and the plan view of the chosen dart

Provide dimensions of the dart on the diagrams and include the wing span and the length of the dart’s fuselage

Find and show working for the area of the wings and the area of the body of the dartSlide13

INVESTIGATION PROCESS

STAGE 2

Discuss what you want to find out about your dart in flight, what your dart does

Think how you will do this - organise yourselves

-

equipment – recording – trials – tasks – responsibilities - …………..

Collect your information

Ponder the connections between Harrier dart shape, dimensions and flight – provide jottings & diagrams of your ideas – what could you change & what do you think will be different in the flight

Complete your A3 poster and check all group members are up to speed with all findings

Prepare as a group for your class presentationSlide14

INVESTIGATION PROCESS

STAGE 3

http://www.paperaeroplanes.com/

Make a new dart of a different size or type, note some differences – shape, dimensions, area …..

Fly the darts outside and take note of their different aspects and performance - flight paths, distance travelled, height reached ….

Ponder and explore the connections between dart shape, dimensions and differences in flight – provide jottings & diagrams of your ideas

Complete your A3 poster and check all group members are up to speed with all findings

Prepare as a group for your class presentationSlide15

FURTHER EXPLORATION

https://www.google.co.nz/search?q=The+Best+Paper+Airplane:&

rlz=1C1VFKB_enNZ630NZ632&espv=2&biw=1008&bih=595&tbm=isch&tbo=u&source=univ&sa=X&ei=fIMkVZ-lAtOC8gWC3IDgCQ&ved=0CCwQsAQ&dpr=1Slide16
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Student understanding - probability

Stats 2

Exploring probability through a game. Saving the whales as part of the Probability matrix of TASKS.

A pod of whales has stranded on sandbanks at Farewell Spit. Save them as quickly as you can

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Based on ‘Wallowing Whales’ Figure it Out booklets Statistics Book 1 Level 4. Adapted by Barb Wallis

Task 4: Wallowing Whales’ – initial strategy written

- game played for 3 rounds

Task 5: Experimental change of strategy, as game was played, written up.

Homework.

Day 6

[7 marks]

Task 1: Wallowing Whales’ – further rounds, best strategy – collected from whole class

Task 2: Wallowing Whales’ – theoretical probabilities – array of values

- class discussion of connection

Task 3: Theoretical strategy written.

Homework.Slide20

Student engagement Stats 3‘Investigate the effect of rotor blade length on helicopter flight by ….’

PPDAC cycle

process to replicate the design process in a real student context. Use

of a comparative question.

Plan – sources of variation, number of trials decided, prediction. Calculator for stats measures. Box & Whisker graphs. Full conclusion.

Based

on ‘Helicopter rotor

blades – long & short‘

from Gillian

Frankcom

& Alan SantosSlide21

A statistical investigation

HelicoptersSlide22

‘Helicopter rotor blade length’The structured worksheet is adapted to a PPDAC investigation in a similar way to the ‘paper dart’ and ‘reaction time by ruler’ activities. It is a more advanced use of the PPDAC cycle,

planning aspect expanded -sources

of variation sorted in

planning, number of trials, method of release, timing method,

expanded to whole class data collection and leads to source of ‘box & whisker’ plots -including graphics calculators if available - use of statistical measures for ‘I notice…’ and conclusions.

Also can be used as a basis of discussion of sample results; – same scale boxes placed on the wall & then can look at the median variation by forming lines as a border (also upper and lower quartiles). Compare to combining the samples for stats information.Slide23

Helicopter Rotor blade length investigation

Workshop participants make their rotors and fly them in pairs

Discuss sources of variation – begin the planning stage of a full investigation. How it could be organised.

Worksheet & power point resource.Slide24
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Structured assignments for the reinforcement of aspects of the statistical enquiry cycle.

Fundraising : Selling chocolates or Doing odd jobs

All

Blacks

Team:

2015 Men’s Rugby World cup

winners

Contributed by Jen Triggs, Barb Wallis & Christine Kiernan @ Massey High SchoolSlide26
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Collecting Data in the Classroom

Simple activities to engage students

Amy

Cornelisen

Garin College

amycornelisen@cloud.garincollege.ac.nzSlide28

I wonder how far an origami frog can jump.

Does the type of paper matter?

Does the size of the paper square matter?

Will a party favour frog jump farther?

How will I measure? From the “nose” or the “tail”?

What accuracy will I use?Slide29

Done by: Sally

ZaatitiSlide30

Creating a Frog Origami

In this presentation you are given step by step instructions to make a frog origami and if it is made correctly it

acts like it is really jumping.Slide31

POWERPOINTS

Harrier Dart Investigations

Barb Wallis (based on Peter Newell workshop)

Helicopter investigation

Alan Santos/Gillian

Frankcom

All Blacks investigation/ Fundraising

Jen Triggs, Christine Kiernan, Barb Wallis

Origami leap frog

Amy Cornelisen (construction by Sally Zaatiti)Contact facilitator: bwallis@masseyhigh.school.nz