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Something fun that the Math education students have to take is a Math Programs class. GeoGebra was one of my favorites to use. This site allowed you to move shapes easily, to graph functions, and to reflect objects with a click of a button. It was easy to see relationships when you could move things with a click of a mouse.

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GeoGebra - the world's favorite, free math tools used by over 100 million students and teachers

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Free digital tools for class activities, graphing, geometry, collaborative whiteboard and more

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I can see reciprocal teaching used when learning different functions and how they graph. When drawing graphs students are often able to see where the function is going but sometimes they can't. I would love to have them get in groups and predict where each function is going and then make statements of what will happen with functions that look the similar.

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So this teacher at this website might have used a little bite of imagination (she used Santa's elves) but I think the concept would go well for another company. This is geometry based and the students and doing a layout and designing where they elves need to go. The students are solving the elves problems using the shapes that they have learned in class the previous day. I like this one because it is simple but it is different then a lecture.

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Do you ever have those days or even weeks when you feel like you're just going through the motions? You're still doing your job, but that zip and excitement was missing. Whenever I feel that way, I know that it's time for something new. I 100% believe that there is no point in reinventing the wheel year after year. I find what works and use and reuse those lessons. I make tweaks, modifications, and additions as needed, but I don't teach all new lessons every year. But when I feel restless and even bored (even though I'm always bust), I know it's time to change things up a bit. That's why this year I decided to add a Christmas Geometry Project into my December routine.

It begins with a letter from Santa Claus. He needs help drawing pictures of the buildings in Christmas Village in the North Pole. The catch is that all of the buildings are geometric figures (quadrilateral, parallelogram, square, rectangle, rhombus, trapezoid, pentagon, hexagon, octagon, and irregular polygons).

Students must first prove that they can draw the geometry figures in Christmas Village by drawing a series of shapes on grid paper. Then it's time for Part 2! Students use two pieces of grid paper (taped together) to draw all of the figures on Santa's direction sheet.

The first two parts of the activity took approximately two math lessons to complete. The first day I introduced the activity, and students completed the first part where they proved they were ready for the task! (I would definitely not recommend this for the START of a geometry unit). Then students taped their grid paper and prepared for Part 2. It took students our whole math time the following day to add their layout and drawings on grid paper. I strongly encouraged them to go slow and to give their best effort. Otherwise, I'd have some finish in about 10 minutes.

After students finished Part 2, I let them work with a partner to complete Part 3. I used grid chart paper, so the final products were really big. If I had used 12×18 construction paper, I probably would have preferred students work independently.

This part can take as long as you want. If you have the time, give students the opportunity to go all out and draw and color each building. If you're in a hurry, students could just color in the buildings a solid color. It took about one math lesson to complete the drawings, and students colored in about half of the pictures in another math lesson.

It's been a long time since I was this excited about a new math lesson. I honestly don't know who was more excited me or my students. They were motivated and on task, while applying what they learned in our geometry unit. This one is definitely a keeper!

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Christmas Geometry Project - Ashleigh's Education Journey

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Do you ever have those days or even weeks when you feel like you're just going through the motions? You're still doing your job, but that zip and excitement was missing. Whenever I feel that way, I know that it's time for something new.

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In this website, the teacher finds cooperative learning so helpful that she used it almost in every lesson-which I also found easy when she explained how. The caution that she gives though is students need to learn how to do things on their own so it isn't healthy to do this learning all the time. The fun thing is with math, this can be done with the worksheets that are often handed out. Having students learn together is easy on the teacher and great for the student.

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Today, I am trading blogs with Laura Candler of Corkboard Connections! You can read her insightful post about cooperative math problem solving right here and then hop on over to Corkboard Connections to read my post about task cards.

Cooperative learning can transform a classroom, but it does take a bit of trial and error to be successful. When I was first trained, I used cooperative learning every day, in every subject, and my students and I were having a terrific time! But then came the big state test! Oops! I discovered that as a result of working together all the time, my students lacked confidence in their ability to work on their own. It was an eye-opening experience for me, and I had to step back and reevaluate my teaching methods.

I realized that the missing piece of the puzzle was providing time for students to work alone before working with a partner. This step was especially critical in math, because the process of struggling with a problem and trying different strategies can lead to new insights and understandings. If we ask students to immediately turn and talk to a partner, we're depriving them of the chance to figure it out on their own.

To address this need, I developed the Cooperative Problem Solving (CPS) strategy, which has four important steps. If you use CPS more than once on a given day, then it occurs in a cycle.

1. Teacher Presents the Problem: Display a math problem on the board, hand out a worksheet, or ask students to turn to a problem in the math book. Read the problem aloud or ask them to read it silently. You'll find free Daily Math Puzzler worksheets on my Problem Solving page that would work well for this activity. Have students begin with the first problem on the worksheet.

2. Students Work Alone: Ask students to work the problem alone, preferably on dry erase boards so they can easily erase their work and try different strategies. They turn their boards face down when they have a preliminary answer or you tell them that time is up.

3. Students Work Together: Students compare and discuss answers with a partner or with a team. I generally prefer partner work in math, but if the problem is really challenging, then I allow the entire team to talk it over and work it out together. If students realize that their answer was wrong, they may change it, but they must show the work to go with their new solution. They don't all have to agree, but each person should be prepared to explain his or her answer.

4. Class Discusses Solutions: Reveal the answer to the class and call on students to share how they solved the problem. Instead of focusing on a single "right" way, challenge your class to come up with as many ways to solve it as possible. Allow different students to hold up their dry erase boards or place them under a document camera as they explain their solutions. If students are required to record an answer in a journal or on a worksheet, allow time to do this now, without talking to anyone.

5. Repeat steps 1-4: If time allows, complete the entire sequence with another math word problem.

Even if your students record the answers on a worksheet, the answers are not a true assessment of their skills. You still need to assign independent math problems on a regular basis. Doing so holds students accountable, not only for completing the work but also for learning the skill. For more problem solving strategies and information, read my blog post on this topic on Corkboard Connections. You'll find a link there to a free webinar on Daily Math Problem Solving.

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Cooperative Math Problem Solving - Minds in Bloom

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Today, I am trading blogs with Laura Candler of Corkboard Connections! You can read her insightful post about cooperative math problem solving right here and then hop on over to Corkboard Connections to read my post about task cards. Cooperative learning can transform a classroom, but it does take a bit of trial and error to be successful.

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Something that I believe would be fun and memorable to do in math is to help construct. During my time here at UVU I was able to go to a neighborhood and help build a playground that would accommodate special needs children. During a measuring unit or when calculating areas this process is the same when helping build something. By having my students help the community with creating something such as a playground, it will also help them learn the concepts of the class.

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I have attached a website that is has multiple ideas for project-based learning in math. An idea that I really liked was having the students, in a geometry class, use the shapes that they have learned to design and create a multipurpose arena. From doing projects like this my students will understand how geometry is used in real life.

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by Janet Pinto, Chief Academic Officer at Curriki

I wish geometry was taught in this way when I was in school.

Curriki's new Project-based Learning (PBL) high school Geometry course is now available. For so many students, it's difficult to make a real-life connection between math and their everyday lives. By adopting a Project-Based Learning (PBL) approach, students learn that geometry is not only theoretical, but practical and necessary. Students will move beyond a basic understanding of concepts to an enjoyment of discovery.

This free Geometry course not only leverages the popular PBL "active" approach but is also aligned to Common Core State Standards. Thom Markham, Ph.D., President of PBL International, is the designer of the course. He notes that Project-Based Learning points us toward the future of education. "It's a proven method for integrating the 21st century skills of communication and teamwork into the delivery of core subjects."

Available online at the Curriki site, Curriki Geometry is designed to meet the needs of students raised in a global, interactive, digitally-connected world through the use of real-world examples, engaging projects, interactive technologies, videos and targeted feedback. Developed with funding from AT&T, the Curriki Geometry course is modular, so can be used as the foundation for students' Geometry 1 curriculum, as a supplementary resource, in an after-school program, or in a homeschool environment.

The course units have been designed with carefully selected Curriki instructional materials, interactive content, videos and other materials that students can explore and use as they solve the series of challenges in each unit. The course structure is based on the six Common Core High School Geometry topics, organized in six projects:
Project-Based Learning in Math: 6 Examples
1. Selling Geometry

This project introduces students to a brief history of geometry, geometric terms, geometric shapes, and transformation and manipulation of shapes through reflections, tessellations, and dilations. Students will form marketing teams to "sell" geometry by explaining key terms, demonstrating key shapes, and describing the significance of geometry to an audience

2. Designing a Winner

This project allows students to apply the geometric principles of triangles, volume, and coordinates to the mapping and design of a multi-purpose arena in a limited area. The arena must serve as a venue that can be easily converted for use by two sports, plus serve as a concert venue if needed. Students will form design teams to create a map showing how the arena can be converted for the two sports. The map will be accompanied by a hand-built model or a digital design using Google SketchUp or other tool. In the final presentations, the map and design ideas will be presented to the local City Council.

3. What's Your Angle, Pythagoras?

One real-world task students must learn is the ability to explain what you know to others. The challenge in this project is for older students to find common examples of right-angle geometry and use their geometric knowledge to create a lesson that explains Pythagorean principles to younger students in a way that is engaging, understandable, meaningful, and relevant.

4. TED Talk: House of the Future

The challenge in this project is for students to examine trends in housing, extrapolate that information to predict the future, and use their geometric modeling skills to design a house that supports their predictions. Students will create a floor plan and basic model of a house of the future that reflects four trends and then deliver their design and give evidence of their thinking in the form of a 10 minute presentation about why their house will be necessary and useful in the future. The format for the talk can vary, but it is suggested that the presentation follow the guidelines for a TED-like talk in which presenters give short presentations that focus on the future and innovation

5. The Art of Triangles

This project teaches students the basics of triangles, such as types, congruence, proofs, and similarity, by asking each student to create a poster, drawing, or personal adornment such as a fingernail design, piece of jewelry, or tattoo that uses at least two different triangular shapes. The product must meet the criteria for 'beautiful'-that is, it must display symmetry or other design elements that make it attractive.

6. How Random is My Life?

This project is designed to have students work through and master basic problems in probability, and then apply that knowledge to authentic issues in which statistics and probability play large roles. The topics should apply to teen interests and concerns. Students will be given the opportunity to research and choose their topic. However, topics may also be assigned by the teacher in one of four areas:

1. Driving and cell phone use
2. Diet and health
3. Professional athletics
4. Costs associated with a college education

After researching the issue, students are expected to explain how probability affects their lives in each of these areas, and to make recommendations to other teens on actions that can improve their chances of making good decisions on each issue

The Common Core Math Practice Standards are woven through each unit, with projects and explorations designed to develop students' mathematical "habits of mind", problem-solving and reasoning skills, and abilities to use mathematical models and technology tools strategically.
Project-Based Learning in Math: 6 Examples; image attribution flickr user vancouverfilmschool Project-Based Learning in Math: 6 Examples
by Janet Pinto, Chief Academic Officer at Curriki

I wish geometry was taught in this way when I was in school.

Curriki's new Project-based Learning (PBL) high school Geometry course is now available. For so many students, it's difficult to make a real-life connection between math and their everyday lives. By adopting a Project-Based Learning (PBL) approach, students learn that geometry is not only theoretical, but practical and necessary. Students will move beyond a basic understanding of concepts to an enjoyment of discovery.

This free Geometry course not only leverages the popular PBL "active" approach but is also aligned to Common Core State Standards. Thom Markham, Ph.D., President of PBL International, is the designer of the course. He notes that Project-Based Learning points us toward the future of education. "It's a proven method for integrating the 21st century skills of communication and teamwork into the delivery of core subjects."

Available online at the Curriki site, Curriki Geometry is designed to meet the needs of students raised in a global, interactive, digitally-connected world through the use of real-world examples, engaging projects, interactive technologies, videos and targeted feedback. Developed with funding from AT&T, the Curriki Geometry course is modular, so can be used as the foundation for students' Geometry 1 curriculum, as a supplementary resource, in an after-school program, or in a homeschool environment.
Project-Based Learning in Math: 6 Examples
The course units have been designed with carefully selected Curriki instructional materials, interactive content, videos and other materials that students can explore and use as they solve the series of challenges in each unit. The course structure is based on the six Common Core High School Geometry topics, organized in six projects:

1. Selling Geometry

This project introduces students to a brief history of geometry, geometric terms, geometric shapes, and transformation and manipulation of shapes through reflections, tessellations, and dilations. Students will form marketing teams to "sell" geometry by explaining key terms, demonstrating key shapes, and describing the significance of geometry to an audience

2. Designing a Winner

This project allows students to apply the geometric principles of triangles, volume, and coordinates to the mapping and design of a multi-purpose arena in a limited area. The arena must serve as a venue that can be easily converted for use by two sports, plus serve as a concert venue if needed. Students will form design teams to create a map showing how the arena can be converted for the two sports. The map will be accompanied by a hand-built model or a digital design using Google SketchUp or other tool. In the final presentations, the map and design ideas will be presented to the local City Council.

3. What's Your Angle, Pythagoras?

One real-world task students must learn is the ability to explain what you know to others. The challenge in this project is for older students to find common examples of right-angle geometry and use their geometric knowledge to create a lesson that explains Pythagorean principles to younger students in a way that is engaging, understandable, meaningful, and relevant.

4. TED Talk: House of the Future

The challenge in this project is for students to examine trends in housing, extrapolate that information to predict the future, and use their geometric modeling skills to design a house that supports their predictions. Students will create a floor plan and basic model of a house of the future that reflects four trends and then deliver their design and give evidence of their thinking in the form of a 10 minute presentation about why their house will be necessary and useful in the future. The format for the talk can vary, but it is suggested that the presentation follow the guidelines for a TED-like talk in which presenters give short presentations that focus on the future and innovation

5. The Art of Triangles

This project teaches students the basics of triangles, such as types, congruence, proofs, and similarity, by asking each student to create a poster, drawing, or personal adornment such as a fingernail design, piece of jewelry, or tattoo that uses at least two different triangular shapes. The product must meet the criteria for 'beautiful'-that is, it must display symmetry or other design elements that make it attractive.

6. How Random is My Life?

This project is designed to have students work through and master basic problems in probability, and then apply that knowledge to authentic issues in which statistics and probability play large roles. The topics should apply to teen interests and concerns. Students will be given the opportunity to research and choose their topic. However, topics may also be assigned by the teacher in one of four areas:

1. Driving and cell phone use
2. Diet and health
3. Professional athletics
4. Costs associated with a college education

After researching the issue, students are expected to explain how probability affects their lives in each of these areas, and to make recommendations to other teens on actions that can improve their chances of making good decisions on each issue
Project-Based Learning in Math: 6 Examples; image attribution flickr user vancouverfilmschool
The Common Core Math Practice Standards are woven through each unit, with projects and explorations designed to develop students' mathematical "habits of mind", problem-solving and reasoning skills, and abilities to use mathematical models and technology tools strategically.

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Project-Based Learning in Math: 6 Examples

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by Janet Pinto, Chief Academic Officer at Curriki I wish geometry was taught in this way when I was in school. Curriki's new Project-based Learning (PBL) high school Geometry course is now available. For so many students, it's difficult to make a real-life connection between math and their everyday lives.