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Real World Transitions

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by

Samantha Pedigo

on 17 November 2017

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Transcript of Real World Transitions

Using Real-World Problems to Transition into Units
Using Real-World Problems as Transitions during Lessons
Using Real-World Problems to Transition into Reviews/Assessments
Algebra II:
I start by watching the video of Ashley shooting the ball and I stop it when the ball is at it's highest point. I then use this problem to review the concepts of the key features and behaviors of Quadratics and then transition them into developing a quadatic equation of the ball's path. We then use the goal and the top ball to make an equation of a scoring ball's path. Based off of the two equations we make a math based prediction if she makes the shot of not. I don't finish the video until they give me a math based prediction.
Algebra II:
At the conclusion of the Functions Unit I had the students go in small groups around the school and take video of different mathematical functions they saw in the real world and explain on the video why and how the objects they found were the functions they claimed them to be. This was part of their assessment for the unit.
$Priceless
Wednesday, April 12, 2017
By: Samantha Pedigo
AP Stats: Confidence Interval Unit Opener
Using Real-World Problems to Transition into Reviews/Assessments
Real-World Transitions
Using Real-World Problems to Transition into Units
AP Statistics:
Watched Price is Right Range Game then had them discuss their Confidence in getting the correct price in the Red ($150) range and in the Yellow ($50) range. Then Transitioned straight into how to calculate confidence intervals which was what the unit was all about.
AP Calculus:
I gave them the data for ALL the World Records for the One Mile Run from present to the 1800's. They plotted the data and then we were able to learn about limits. The students discussed and analyzed how the graph leveled off and made inferences about how there was a limit to how fast a person could run one mile.
Using Real-World Problems as Transitions during Lessons
AP Calculus, College Algebra, and Algebra II
In
Calc
we used Optimization techniques to solve this real world problem. In
College Algebra
and
Algebra II
we used Quadratics to solve this real world problem. In every class we used this problem as a nice transition from what we previously covered into a more in depth real life applicable situation.
AP Statistics:
At the conclusion of our Statistical Bias Unit the students were asked to go out in small groups and survey at least 50 people. They had to do a Biased survey and an Unbiased survey. They had to meticulously plan out every detail to portray the the bias they intended and eliminate bias in their good surveys. They then had to analyze their results.
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