I've come across some great tasks from NCTM, thanks to Peg Cagle (that's C-A-G-L-E everyone) that I've adapted to have a much lower entry point for teachers and students. However, I'm also looking to mix in some favorite Estimation 180 challenges and 3 Acts like Fast Clapper from Nathan.
I really dig this task. At first glance though, it looks pretty straightforward. Act 2 could look as simple as showing students a screenshot like this:
Here's what I think should precede any screenshot from the Act 1 video. Have students get out their cell phones and partner up. Record their partner clapping for various increments that are less than 30 seconds. For example: 0, 5, 6, 10, 12, 15, 20, etc. Keep track of it in a table...
Then see who is the fastest clapper in the class and if they can break the record. Talk about what might prevent the students or dude in the video from breaking the record.
Here's an additional place I'd like to take Act 2. Talk about the term "pace". I really like this question I'll be using from now on with students and teachers:
How often should we check to see if he is on pace to break the record?I think this question opens up the mathematics, especially for a table of equivalent ratios and double number lines. Forget equations (proportions) here. Furthermore, it reminds me of the pace timers that you sometimes see on television during the Olympics.
Talking about the word pace, is this the same thing as rate...?
I'd really love to hear from you about the term "pace".
- How often do you use the word pace in math class?
- What context do you use the word pace?
- Are terms like rate or slope synonyms to pace?
- Tell me everything you know about pace or how you use pace in your class?
Seriously, I want to know. Teach me!