Barbie Bungee

This was in my drafts since Decemberish 2015. I am posting it so I can go back to it if I’m ever teaching linear regression again:

I did Barbie Bungee this year [Fall 2015] with two of my classes – Algebra II and College Algebra. I got the activity from all the other people who have posted about it. Seriously, just go to the MTBoS Search Engine and search for “Barbie Bungee” and there are multiple pages. At this point, I don’t remember who I took most of the activity from. I think it was either Fawn or Matt.

I gave students 2 90-min blocks to work. They were grouped randomly in my Algebra II classes and I let them chose groups in my College Algebra class.

This was the worksheet that students used: Barbie-Bungee

Barbie Bungee Quotes (all from students):

  • Did you mark 0? No – 0 is her initial height
  • What’s the height it needs to be at? 2.92? That’s like 292 cm!
  • You guys can use our rulers on the wall – just subtract 20 from your number
  • Wow you guys were really precise! We need to do ours over.
  • I thought I just broke Ken’s nose
  • Ken is way heavier, so it makes sense we need less than them (group with Barbie)
  • Wait but she goes lower than where she ends up at the end – we have to do it again!
  • We can’t just guess! This is Ken’s life we’re talking about!
  • I don’t know she just like had a seizure or something and fell!
  • It keeps hitting my arm – hold it a little bit away from the stick so it doesn’t hit.
  • I’m at 85 now, so whatever that is plus a meter. No! A meter minus 85 plus a meter.
  • Should we redo these two? I feel like they’re way off and will throw off our data.
  • Come on get low so you can really see where he goes!
  • Wait if we plug in 2.92 that’s not in cm.

Pictures of the work process:

The activity also came up in a few of the students’ end-of-semester reflections for their portfolios! I love some of the comments that the students had about collaboration and responsibility.

Videos – were played at a very slow speed to break ties in a couple classes and also to determine if one hit the ground or not. These are the ones that don’t have a student’s face in it. Taken by a student with my iPad:

 

 


Mes étudiants précédents me manquent.

In-N-Out Burger #MTBoS30

I don’t know what else to post, so I’ll get through some of the stuff sitting in my drafts folder since the beginning of the year. I’ve saved some pictures and will be trying to remembering what they’re all about.

I showed Robert Kaplinski’s In-N-Out Burger problem to my Algebra I class on September 4th this year. We had been looking at function tables and relating equations to tables. Many groups found an equation by looking at the difference between the Double-Double and the cheeseburger and used that after they realized that trying to use a function table was going to be pretty tedious. Not all groups gave up on the table though…IMG_0488.JPG

It would be even better if this group had persevered with their method AND got the correct answer, but I still applauded this group for never giving up. They did tell me their reasoning at the time for their numbers, but I’ve forgotten it by now. That’s what I get for not posting earlier.

I did like using that problem for introducing problem solving to my students and could have revisited it when we went through linear functions. That’s the plan for next year.

La persévérance des étudiants me fait heureuse.