Thanks Asiya! Good unit plan, with lots of interest and variety, and I am glad that you are incorporating the FNESC Indigenous math activities, along with math history and much more. Good work!
My main suggestion is to give a more detailed account of what you are planning -- and to make sure that you have thought it out in detail! For example, I would love to see some diagrams or illustrations that show the cool DIY floor tiling patterns that might result as part of the major unit project! I am also having difficulty visualizing how algebra tiles might relate to the plan for building a traditional Longhouse. (Do be sure as well to keep the Longhouse activity contextualized in the Indigenous cultures the class will be learning about, as outlined in the FNESC booklet, and avoid it becoming just a pretext for working with algebra tiles!) I really like the idea of introducing Grade 9 students to polynomial functions of degree >2 (which happens all too rarely, unfortunately!), and the roller coaster design activity can be a great way to do that. I wonder whether some students might want to introduce loop-the-loops or other non-function shapes in their roller coasters! You might want to think out how you would respond if they do...
Thanks Asiya! Good unit plan, with lots of interest and variety, and I am glad that you are incorporating the FNESC Indigenous math activities, along with math history and much more. Good work!
ReplyDeleteMy main suggestion is to give a more detailed account of what you are planning -- and to make sure that you have thought it out in detail! For example, I would love to see some diagrams or illustrations that show the cool DIY floor tiling patterns that might result as part of the major unit project! I am also having difficulty visualizing how algebra tiles might relate to the plan for building a traditional Longhouse. (Do be sure as well to keep the Longhouse activity contextualized in the Indigenous cultures the class will be learning about, as outlined in the FNESC booklet, and avoid it becoming just a pretext for working with algebra tiles!) I really like the idea of introducing Grade 9 students to polynomial functions of degree >2 (which happens all too rarely, unfortunately!), and the roller coaster design activity can be a great way to do that. I wonder whether some students might want to introduce loop-the-loops or other non-function shapes in their roller coasters! You might want to think out how you would respond if they do...