Who knew Facebook actually could be inspiring?
A friend recently posted this video…
And then the wheels started to turn when I saw this picture…
How many lifejackets are there? What area is taken up by life jackets? Ooohhhh…I see rectangles, trapezoids, and triangles. I can connect what we have been studying in geometry to what we are moving on to next: ratios and unit rates. Not only is there math, but we can write, do some design thinking, and develop a greater understanding of the greater world. Here is the lesson. Please feel free to comment. All ideas are welcome.
Before doing the math lesson, I might have students read one of the two articles and notice and wonder about some images.
I would then show students this image, asking what they notice and wonder. We might record their noticings and wonderings using Poll Everywhere or Pear Deck, or I might chart their ideas on chart paper. I like using technology because then everyone is able to share at once, but I also like when students share ideas orally because it tends to generate even more and creates excitement in the classroom.
We would then zoom in and add new noticings and wonderings.
and zoom in even more to finally see what is actually there.
Now enters math… I would start our math class telling students it is time to think like a mathematician and have them ask some mathematical questions.
From the list we generated I would hope that these two would arise.
Then I would ask what information do you need to answer those questions. We would create a list of information that is needed and then give them the following information.
Now comes the fun…planning, persevering, and solving. After students have been working for a bit, if I notice a lot of struggling, I might stop them and ask them…
If students are still struggling, or for those students that need additional supports, I might share with them the shapes I saw and let them work form that.
After students were given time to solve for the two questions, we would share out strategies and engage in Mathematical Practice #3: Critiquing and Justifying.
I would then share with them the data that was in the article:
At another time, I would then ask students…
Lastly, here are a few extensions…
Here is the Ratio and area lesson Refugee if you would like to use it.
As I write this all down, it feels long. I wonder what I might change. What do you think?