Group Learning through Activities in the Classroom (Week 10 Reflection)

In class this week, we participated in a learning activity for a grade 10 applied mathematics class, involving linear systems. The technological tool, Visual Basic, was used to demonstrate graphing the linear equation y = mx + b and the changes in the slope and y-intercept were explored. After the review of linear equations, we were divided into groups in a way that would be very fun and engaging for students. Each student randomly selected a paper with a letter on it, and was asked to call out a food that starts with the letter they were given. The groups were then created by grouping the students who called out foods starting with the same letter. A simple exercise like this is a great opportunity to get the students interested and excited before participating in the activity.

In the group activity, each student was assigned a word problem that involved the process of first figuring out the linear system, and then using either substitution or elimination to solve for the unknown variables. This was a great activity because each group member had to work together and write their final answer on a chart paper, that was later presented to the class. Collaborative learning is very beneficial for all students because they learn how to work with others, obtain knowledge from their peers, and they are able to help those who are having difficulty. Group work often allows students to feel more comfortable and less anxious when working on a problem they do not fully understand, which creates an effective and positive classroom environment.  

A solution to a group's assigned word problem

After completing the activity and sharing the results with our peers, it was interesting to discover that everyone used the substitution method to solve for the unknown variables, opposed to elimination method. This was particularly interesting because the linear systems were simple enough that using elimination would have been easier and more efficient. Through discussion with the class, we came to the conclusion that we all chose to use substitution because we all felt more comfortable with it, since we were taught that method first as young students, and it was the most practiced method. It would be interesting to discover if we all would have used elimination if we were taught that method first in school.

Another solution a group's assigned word problem

Another activity that we did in class involved conceptualizing and representing linear relationships. In pairs, we had to analyze the given dot pattern and find the general formula to predict the number of dots at any given minute of the sequence. The purpose of this activity was to see how people visualize the sequence of dots differently, and it was interesting to hear everyone’s thought process once we presented our ideas on a chart paper. In pairs, we came up with various ideas to explain the sequence. Some students visualized the sequence in stages, while others imagined the sequence changing all in one step. Some examples used to describe the sequence were Bacteria growth, Cell division, and 1 petal being added to each stem like a growing flower. It is very important to encourage students to conceptualize math problems in different ways because it allows students to think more abstractly, and view questions from different perspectives.

The photos above are from the conceptualizing and representing dots problem