MFM2P

Overall Expectation Description:

MFM2P – Foundations of Mathematics

This course enables students to consolidate their understanding of linear relations and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and hands-on activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems, using real-life examples; and explore and interpret graphs of quadratic relations. Students will investigate similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Tile Circle

How many square tiles does it take to wrap the circle?

Shared By:
Kyle Pearce

Math Topic:
Discover Pi through the relationship between the circumference of a circle and diameter; Area of a circle through inquiry.

Ontario Curriculum Alignment:

Common Core State Standard Alignment:

Tech Weigh In Sequel

How much does each weigh?

Shared By:
Kyle Pearce

Math Topic:
Solving systems of linear equations, point of intersection, elimination, substitution

Ontario Curriculum Alignment:

Common Core State Standard Alignment:

Hot Coffee

How many gallons fit into that coffee cup?

Shared By:
Dan Meyer

Math Topic:
Understand ratio concepts and use ratio reasoning to solve problems.
Apply geometric concepts in modeling situations.
Explain volume formulas and use them to solve problems.

Ontario Curriculum Alignment:

Common Core State Standard Alignment:

Tech Weigh In

How much does one device weigh?

Shared By:
Justin Levack
Kyle Pearce

Math Topic:
Direct and partial variation, initial value and the rate of change of linear relations, equations of lines.

Ontario Curriculum Alignment:

Common Core State Standard Alignment:

Gas Guzzler

What is the cost of gasoline per litre?

Shared By:
Kyle Pearce

Math Topic:
Ratios and Rates, Rates of Change, Slope, Direct Variation of a Linear Relation, Proportional Reasoning

Ontario Curriculum Alignment:

Common Core State Standard Alignment:

There is so much great stuff out there and sometimes it can be overwhelming. There is no point in reinventing the wheel (maybe just tweaking it to better suit your style, chrome wheels, etc.). Most of my activities come from Alex’s site. Someone had asked me whether it was easier to find curriculum expectations and then find an activity that covers them, or, find an activity and then pull as many curriculum expectations as you can out of that activity. I prefer the latter and it seems to be the one most teachers use.

Recently, we came up with a new activity. A big thing at my school is “Spark.” This comes from a book written by Harvard professor John Ratey. The philosophy is that your brain is more likely to be active if your body is active.

We currently have a skipping challenge  going on in our library (not the one where you miss class, although when I mentioned we were gonna skip, there was a bit of excitement). How many skips can you do in a minute? This got me thinking. I can turn this into an activity! I chatted with Mr. Corrigan and we came up with a great 2 day activity to review ratios, linear relations, and some quadratic relations.

Introduction: Students watch the following YouTube video of the world record for skipping.

I stopped the video at 17 seconds and 93 skips and asked the students to determine the number of skips she would make in 30 seconds. Students completed the ratio table. Then we watched the rest of the video. I can’t believe how shocked the students were that the math actually worked!

Action: Then we got in groups of 3. Each person was to skip for 30 seconds, 5 times and record their number of skips. It was a nice day outside so we skipped out there. We returned to the class and everyone found their average rate for 30 seconds. We completed the handout and they graphed their relations. I asked the students to plot their points, find the slope and initial value. We discussed what each of those meant in the context of the problem. Then students made an equation to represent their skipping. Quite a few students were shocked about how long it would take them to break the world record that the girl broke in 30 seconds. I’m not the best skipper so I believe it would take me 8 minutes…

Since I am teaching 10P, I wanted to throw in some quadratic relations. If you have an hour to spend in Microsoft Paint, you can come up with yourself and a jump-rope parabola. This part still needs some work, but there is always next semester. Skippity Skip.