Math Made Fun (Quadratic Functions through Angry Birds)

Quadratic Functions represented through “Angry Birds”

 Students are to recreate a level from the game “Angry Birds”.  In addition, students must provide the quadratic function for each bird used in the level.

A Brief Explanation:

On each level, the pigs are sheltered by structures made of various materials such as wood, ice and stone, and the objective of the game is to eliminate all the pigs in the level. Using a slingshot, players launch the birds with the intent of either hitting the pigs directly or damaging the structures, causing them to collapse and eliminate the pigs. In various stages of the game, additional objects such as explosive crates and rocks are found in the structures, and may be used in conjunction with the birds to destroy hard-to-reach pigs.

Materials Needed:

Standard Poster board
Graph Paper
Ruler
Colored Pencils/Markers or Crayons
Pencil

Requirements:
Birds Allowed in the project, all others birds (Green Birds and Eagles are not allowed)

A minimum of 3 birds are required and a maximum of 5.

Structures:

The starting structure must be at least 4 tiers.  After each bird hits the structure and destroys parts of the structure and hitting pigs, the structure on the next phase should look according to the damage dealt from the previous Angry Bird.

Math:
Every phase must have a quadratic function correlated to the scenario.  The parabola created from the bird in the slingshot to its final destination passes through a series of coordinates.  The coordinates of a series of quadratic functions will be given choose 3-5 out of the 10 functions. All work must be shown and correct to receive maximum credit on the project.

For further information, students can view Angry Birds online or download a free trial to get ideas. Please be original in your designs. Be CREATIVE!!!!!!!

Flipped Classroom Model

A New Student Centered Approach

(The Flipped Classroom Model)

Students prepare at home and come to class to practice. Students will be responsible for learning the material through various forms of multi-media platforms. The practice and the application of the material will be done in school, an original idea for great learner.  Homework is limited to learning material and exploratory homework

Expectations of Educator using the Flipped Classroom Model:

1.    Create short video or use educational videos

2.   Provide lecture guides or guided notes.

3.   Educators will need to be very educated in technology use & dangers.

4.   Have Wi-Fi enabled storage to give students access to video files at school.

5.     Communication between students will need to be prompt and through the Internet.

The Necessary Tools to be an Effective Teacher using the Flipped Classroom Model:

1.    WebPages (Google Sites, Wikispaces, Wordpress, Edmodo, Teacherweb, etc)
Classroom management systems (Moodle, Blackboard, etc)

2.   Software: Camtasia, Snag It, & Jing

3.   Hardware: Webcamera; Professional Microphone; & Tablet

The Flipped Classroom Model fosters all levels of learning: comprehension, understanding, application, analysis, and evaluation. Meanwhile, catering to the diverse learning styles, while still pushing eclecticism.  In addition student will be able to voice their choice in their own education. The differentiation of tasks, interests, and levels accommodates to students with special needs. 

The Flipped Classroom Model will inspire students to create their own content and discover things to inquiry.  The classroom will be an engaging and motivating environment and students will be active in cooperative learning that will lead to long-term retention.  There will be more time for individualized student-teaching conversations for misunderstandings and confusions on material.  Furthermore, there will be more time for classroom discussions and explorations that go beyond the topic.

Weekly Mini-Lessons

Weekly Mini-Lessons

Weekly Mini Lessons are appropriate for all grade levels.

Materials needed:

· Dry Erase Board/or Chart Paper

· Dry Erase Markers

Structure

The Mini-Lesson will be presented at the beginning of the week and will include the following:

· Instructions/Steps

· Examples

· Provide additional resources and examples correlated to the Mini Lesson on the Teacher’s webpage.

Description/Method of the Weekly Mini Lesson

· The Mini Lesson will consist of FCAT/EOC based strands that may or may not supplement the Teacher’s pacing guide for that week.(It is under the teachers jurisdiction)

· Student will be instructed at the beginning of the week.

· It will be presented at the first 15-20 minutes of class.

· The Mini-Lesson will be on the board/chart paper for the entire week as a reference for students.

· Students should have a section in their binder labeled “FCAT Mini Lessons”.

· At the end of the week or bi-weekly; when students are evaluated through an assessment. The weekly Mini Lesson will be embedded with the other curriculum.

Differential Instruction

The “Weekly Mini Lesson” provides an outlet to teachers that have different grade level of students in the same classroom. In addition, it will allow students to stay fresh on strands that they have not seen in a while. Also, allow students who are weak in certain strands to build some confidence and foundation. Moreover, teacher can tailor their mini lessons from data collected from the assessments, focusing on the strands that their students are struggling on.

 

Tips on Lecturing with Differentiated Instruction

· Provide different methods on how to solve the same problem.

· Use a different color marker for each new step or substitution made.

· Have a simplified set of directions on how to process certain questions.

· Try to use Acronyms or “Catch Phrases” constantly.

· Provide a progressive system in your examples.  From Confidence Builders to Challengers.

· Repetition, Repetition and more Repetition!!

· Provide world problems for every unit that is covered. Dedicate one class to engaging world problems and creating real life world problems.

 

Getting Students Ready for an End-Of Course Assessment in Algebra I

The lesson plan and strategy is built for a block scheduling mathematics course.  Throughout the school year students are given baseline and quarterly assessments. I will identify the questions that students scored the lowest on the assessments and allow students to work on one question for the first 10-15 minutes of each class period.  The bell ringer will be labeled as the Problem of the Day (P.O.D).  Students will have a section in their binder labeled P.O.D, where the questions will be stored and used as a reference prior to the end of course assessment.  Due to the correlation between the Florida Comprehensive Achievement Test (FCAT) and the district assessments, the questions used in the P.O.D will be a phenomenal resource for the students and teachers.  While students work on the P.O.D., I will have a data chat with a group individuals each class period. The data chat will open a line of communication and act a source of motivation between the teacher and their students.  Students’ will view their progression or digression through the school year.  Identifying their own strengths and deficiencies allows students’ to become accountable for their performance.

After the P.O.D. is completed and reviewed, I will play a video correlating what is going to be taught that day to a real life situation or supplemental learning video.  All type of learning styles will appreciate the video.  Then I will start the topic lecture, using multi-color markers, smart board, and examples that will engage the novice, intermediate and mastery students.  In addition, I will provide students opportunities to complete more rigorous mathematical problems and the appropriate test taking strategies to answer those questions. Students will also be given additional instruction in writing, interpreting, using mathematical expressions, equations, and inductive reasoning strategies that include discovery learning activities.  The learning activities develop students’ understanding of rationales, radicals, quadratics and linear equations arithmetically and graphically.  The lecture will not be more than 20-30 minutes, allowing for flexible grouping to be introduced.

I would introduce a math manipulative to strengthen all levels of learners.  When students manipulate objects, they are taking the first steps toward understanding math processes and procedures.  With the use of manipulatives, I will definitely use a flexible grouping to assist me in promoting a positive and productive learning environment. The group setting will allow students to learn how to collaborate to solve problems. Not to mention, the interaction the students will have with each other enhancing their social interaction skills.  The most important step, in my opinion in any lesson plan is closure.  I will recap and go over any doubts a student may have before we leave the class. Also, I will make the connection to what we practiced to the video, manipulative or class work done that day.