Project Based Learning in the Math HS Classroom

Roger Dausman

Isaias Hernandez

Salvador Venegas

Daniel Zummo

AgendaI. Introduction

II.Sample Projects (15 min)

III.Activity (30 min)

A. Building Clinometer

B. Measuring Height of object

C. Development of project ideas

IV. Percents (15 min)

V.Question/Answer (10 min)

Percents shown visually

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INFINITY MATH, SCIENCE AND TECH HS400 students

95% Attendance Rate

90% Graduation Rate

Math Course Offerings

beyond required core:

1. College Algebra

2. Dual Credit Pre-Calculus

3. AP Calculus

4. AP Statistics

Algebra Sample Project

The Rocket Project!!!Concepts:Quadratic FunctionsFactorization to find rootsInterpretation of Vertex of a ParabolaExtension: Solving Systems of Linear and Quadratic Functions. Assessment: QuizzesGroup RocketFinal Project Typed Report.

Geometry Sample Project -A new approach to Vocabulary

1. The Common Core requires that students be able to…

a. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

b. Vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.

2. The remaining Common Core Geometry standards - specifically the congruent standards - build off of these precise definitions.

The DilemmaHow do I ensure that students have a strong understanding of vocabulary?

How can have students search for and identify Geometry terms and ideas in their everyday life?

How do I as a teacher authentically build a positive classroom environment, that fosters creativity and teamwork with a group of 30+ BRAND NEW students whom are seemingly unfamiliar with one another?

How can I integrate my students’ natural love for technology?

Geometry Sample ProjectEuclid, the “Father of Geometry,” decided to start a teen club for interested geometry students. Euclid needs a marketing campaign to explain the importance of geometry and the basic principles. This won’t be enough, however. He needs a clever name for the club and an engaging marketing message to appeal to an audience who may not know how geometry is used in the real world, or why it’s critical to so many areas of modern life. His goal is to market the club to teenagers. To do this, he has invited several teams of young experts to compete for the prize of best presentation. Euclid will accept a webpage, a slide show, an eye- catching poster, or a flyer to get his message out. The presentation is up to you; it just needs to be engaging and informative and a minimum of 5 minutes long.

Benefits of the Project1. Gave students an opportunity to connect the IMMENSE amount of vocabulary

that is required of them to know to be successful in Geometry in a personal, open-ended way.

2. All students seem to really enjoy the freedom of the project

3. Students began to get to know their classmates while working through the project

4. Students acquiring English as a Second Language are given a time to sit with the vocabulary outside of a school and in a personal way.

5. Presentation skills were polished

A Couple of Sample Student Slides

Advanced Algebra Sample Project

Exponential growth and decay functions

Rules of Logarithms

Advanced Algebra Car ProjectRUBRIC:

STUDENT CREATED ARTIFACTS:

EXCEL SPREADSHEETS

EXPONENTIAL DECAY GRAPH

WRITTEN PAPER

Calculus Project: Design a Roller Coaster

Concepts● Continuity & Differentiability

● Transformations

● Function Families & Behavior

● Real-world practicalities

Objective: Apply knowledge of continuity and differentiability to various function families to create a piecewise function that models a rollercoaster track

Calculus Project: Design a Roller CoasterProject Criteria:

1. Graph composed of 5 or more pieces (from 4 or more function families)

2. Graph must be continuous and differentiable everywhere (wrap-around)

3. Create graph on Nspire (or other graphing technology)

4. Write a report that includes:

a. All function rules and domain restrictions

b. Mathematical work supporting how these function rules were arrived at

c. Calculations that show that the graph is continuous and differentiable at all

Trigonometry and Building Construction

In July 1990, the United States passed the Americans

with Disabilities Act (ADA), which provides regulations

designed to make public buildings accessible to all.

The ADA states that for “every ____ inches along the

base of the ramp, the height cannot rise more than___

inches.”

Building Clinometer

PROJECT BRAINSTORM SESSION

HOW COULD YOU IMPLEMENT THE USE OF A CLINOMETER INTO A MATH PROJECT?

Percents1. According to nutritional label,

the daily sodium consumption

should not exceed how many milligrams?

2. Suppose you eat 3,500mg of sodium daily. What is the % daily value of sodium

consumption?