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| Coin Flipper Technological Tool |
In
class this week, we participated in three effective learning activities that
were structured in such a way that they were very entertaining and enjoyable
for the class. The first activity was
for a grade 12 University mathematics class, involving Empirical vs.
Theoretical Probability. The technological tool used in the activity was a
virtual coin flipper, and it allowed us to generate empirical data for a
specific number of coin tosses.
After collecting all of
the data, we compared our findings to the theoretical data in our small groups,
and then all together as a class. Further, the discussion questions listed on
the worksheet were discussed as a class, which promoted group learning and
collaboration. This was a great activity for a probability lesson because often
students feel more challenged by probability, and working in groups created a
positive classroom environment that enabled students to feel more comfortable
to try and work together with their peers.
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| Exponential Growth Activity Worksheet |
The next activity presented was also for a grade 12
University mathematics class, involving Exponential Growth. This activity was
set up as a game where a virus broke loose and the “infected” students could
infect other students by answering a posed question correctly before the other
student. If the “non-infected student
wins, then they do not contract the virus, however the “infected” person must
move on to another opponent until they infect someone. As the game progresses
students are to be recording the number of infected people per day. At the end
of the activity, after everyone was infected the students answered a series of
questions on their worksheet based on the data collected. This game was very
exciting for the students and everyone was engaged and motivated to
participate. This is a great way to get the students involved in the lesson,
and it situates them directly in the problem presented, by participating in the
activity. Being involved in the game allows the students to have a better understanding
of the material, since they were able to see the exponential growth from a
hands-on perspective. In addition, the students were out of their seats and
moving around the classroom, instead of remaining seated for the entire class.
Overall, this is definitely an activity that I would like to use in my
classroom, however my only concern is that it has potential to disrupt the
classroom environment, if a student becomes embarrassed in front of their peers
in an instance where they cannot infect another person due to continuously
losing in the competitions.
The last activity presented this week was for a grade 12
University Advanced Functions class, involving Polynomial Functions. This
activity was an individual task for the students and it involved matching the
presented polynomials to their respective graphs that were displayed on the
handout. The polynomials were presented in a variety of ways and the students
needed so use different methods in order to be able to match them to their
appropriate graphs. Each graph was matched with different letters that were to
be written in the space provided on the worksheet. Each worksheet had a
different word puzzle on it, where they were to write the boxed letters from
their worksheets on the board. At the end of the activity, everyone worked
together to unscramble the letters written on the board from each worksheet.
This activity was very enjoyable and all students were on track because they
were interested in figuring out the word scramble, and they didn't want to let
their fellow classmates down. 
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