Trigonometry Group learning Activity (Week 11 Reflection)

In class this week, I lead a learning activity for a grade 11 University level mathematics class, for a unit in Trigonometry that involved Trigonometric ratios, and the Sine and Cosine Laws. The students were arranged into groups of 2-3 since we have a smaller class size, however with a regular class size, it would be best to have larger groups of 3-4 students. The instructions of the activity were explained to the class verbally, and the written instructions were displayed on the board to accommodate all students. In this activity, the students were given a worksheet and were asked to work together to solve the 4 questions provided. This activity also involved a word scramble, where the students were able to unlock some of the letters to the mystery word after answering each question on their worksheet correctly. In addition, each group was given a HELP card, where they had the option to call on another member from a different group for assistance if they were struggling with a question. The HELP card could only be used once, and it was added into the activity to limit teacher intervention and encourage the students to work together. The last question on the worksheet was a word problem that was to be written on chart paper and presented to the class. Each group received a different word problem on their handout, and their presentation needed to include a diagram, calculations, and their mathematical thought process. In a real class setting, after completing the activity, the students can be given the opportunity to walk around to view each groups work on the word problems, copy them down into their notes, and make sure they have a good understand of how to solve each problem.

First page of the worksheet

Some of the key points in this activity are that it is important to strategically place students into groups, ensuring that each group consists of students with a range of abilities. This will create a positive learning environment, and encourage peer tutoring and collaboration. This activity caters to both instrumental and relational understanding and it is best utilized as a review, after the students have learned these concepts in class. Thus, the teacher should refrain from quickly assisting the students, and wait until they have used their HELP card (assistance from another group) before stepping in to assist struggling students. The teacher should also be circulating the room to ensure the students are on track, working together, and that everyone is participating in the activity. Additionally, it would be beneficial for the teacher to keep anecdotal records or to use a checklist to track student progress. Another important note is that the teacher should ensure that the students have enough time to work through the worksheet before presenting their problem to the class. Lastly, the word scramble portion of the activity promotes literacy, and it was a great way to get the students interested and keep them on track, since they wanted to keep unlocking letters to solve the final puzzle.

This activity can also be structured as a competition, however the teacher should make that decision based on the students maturity level. It is important to ensure that the students aren’t rushing to win, and that they are all participating and learning through the activity. Another option would be to give each group a prize after everyone has answered all four activity questions and completed the word scramble. In this way, everyone will be able to enjoy a reward!

                                           

                                     Above is the second page of the worksheet for each group