Final Reflection

    I love the idea of integrating math and arts throughout the course. I always know the beauty of math but I did not know how to express it. Now, I gained the tools and more importantly, have a deeper understanding of math and arts. I also appreciate strategies we learned in this course such as “thinking classroom”, puzzles and activities etc. Thanks to Susan, Erica and my classmate, my horizon in math teaching is broadened. 

    I truly enjoyed the activities we have at the end of term. I am thinking that it would be great to have one in the middle of the course (for instance, after the short practicum) in future years.

    Thank you, Susan, Erica and all my classmates! It has been a great pleasure to be with you in this course! Happy holiday and see you in 2022!

Math Puzzle for Math Party

 A puzzle from Sunzi Suanjing:

    "今有雉、兔同笼，上有三十五头，下九十四足。问雉、兔各几何？"

Now we have chickens and rabbits in the same cage. There are 35 heads and 94 feet in total. How many chickens and rabbits do we have?

The solution from the book:

    "上置三十五头，下置九十四足。半其足，得四十七。以少减多。"

Wurzelschnecke

 

I could be a fashion designer!😉

Revised: Unit Plan + 3 Lesson Plans: Relations and Functions

Unit Plan & Lesson Plans Yiwei Liu

Materials needed

Open Up Closed Math Questions

 I would like to change my thinking classroom questions. My original questions are: 

    Do x=a and y=b represent a linear relation? 

    Are they linear functions?

    Any real-world situation can be represented by them?

These are not very open since two of them are yes/no questions. I will still keep them, but I will move them to the section of inquiry-based learning.

I got inspiration from Open Middle Math, Menu Math and the strategy of Additional Conditions from Thinkers. 

The new thinking classroom questions are the following:

    Using the digits 1 to 9, fill in the boxes to create a table of values that represent a linear function.

    Adaptation: Using the digits 1 to 4 at most one time each, fill in the four boxes to create a table of values that represent a linear function. (PuntMat)

    Enrichment: Using the digits 1 to 9 at most one time each, fill in the boxes to create a table of values that represent a linear function. (Linear Function from Table of Values)

The Market Scales Problem

 

Extensions:

What pattern can you find from the solutions?

What happens if we want to measure whole-number amounts from 1 to 41 grams? Do we need to have more weights? 

DRAFT Unit Plan + 3 Lesson Plans: Relations and Functions

Relations and Functions Unit Plan + 3 Lesson Plans