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This activity is wonderful for the student who is trying to make sense of math and make the connection between domains.
Topics:
Geometry: constructing a circle
Measurement: circumference and radius
Data: collecting, displaying and analyzing data
Algebra: linear equations, direct variation
Numbers: irrational numbers such as pi
Prior Knowledge and Skills
Constructing circles using a compass
Graphing equations of lines
Y = mx + b
Terminology: circumference, radius, diameter, data, linear function, linear equation, direct variation.
Hand out student activity sheet (you have two choices: (1) where they construct circle, measure and label circumference and radius; or (2) Use the AppVars Cabri, Jr. construction CIRRAD with the previous work already done.
Begin Class
Students will start by logging on the NavNet
You load the first LearnCheck (Vmixon_pre_A); choose the first question and send as a quick poll; stop; show results and discuss what it takes to create a circle using a compass.
Choose second question but make sure the right side of the screen is pulled far enough toward the left that it doesnt allow them to see the answer. This is difficult because you then have covered the icon for the quick poll. Stop poll and have a good laugh at how many ways you can spell circumference. You can then let them know your expectation for spelling.
If you do not want your students to have to construct the circle and measure and label then you might want to send them the AppVars CIRRAD at this time.
From the Navigator Home screen click on the icon Send to Class and it will prompt you for the location of the app which is in the Function of a Circle folder.
Exit NavNet and enter Cabri, Jr.
Y= to either create a new sketch or open CIRRAD
See student notes concerning the construction and the collection of data.
Open Activity Center
Load Vmixon_Act_1
Make sure that Lists has been chosen in the contribute space.
Start activity
When students have had time to enter 3-5 points, have them SEND (using the soft key).
They will get excited about seeing their points pop up on the screen.
Discuss with them what they are seeing. I include the in the discussion the difference between a line and a scatterplot that shows a linear relationship. We also discuss that for every measurement of the radius (which includes all of the numbers represented by the x-axis number line there is a corresponding circumference, so, in effect we can fill in the points between and create a line). This leads to the discussion that this relationship can be modeled using a linear equation. Can you guess what this equation is?
Go to the Contribute and change from Lists to Equation
Go to the Configure and check these items:
One equation
(check) Let students view graphs
(check) Let student resubmit
(check) Send current graph as background
Start with empty equation
OK
START activity
After students have had time to submit and resubmit (self-assess and adjust), stop activity.
I like to engage the students in a discuss about what each point means and then ask them what point would it go through that no one chose when they contributed their lists? (0,0)
Can you write a sentence that explains what this point means?
Go back to the Learn Check and load Vmixon_post_B. Start
Students will see transfer complete, press back, then 2: Network APPS; choose the Learn Check files and begin their quiz.
When everyone has finished choose Class Analysis (the bar graph icon).
Collect Answer Files from Students:
Select Assignment (Ufunction)
(check) Delete Answer Files from Device
Delete Assignment
Start Transfers
OK
Then after you see all # of students received under Status you click STOP
Lastly, I always let them see the results of the quiz and go through the slide show (again, the graph icon at the top), discussing and reviewing each question as time permits.
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