Cut ups Activity

Duration: 40 minutes
Subject: most subjects (the example provided is a review of Precalculus functions that I do at the beginning of the Calculus course)
Material: The cut ups should be cut, and ideally laminated.

Cut ups (pdf here) are a hands on way of reviewing material. Students get 9 (or sometimes 16) cards with descriptions on each side. They need to place these cards in a 3x3 (or 4x4) shape, and each pair of touching sides must match.

Here is an example of three cards that match correctly. The graph facing "Inverse of..." is indeed the correct graph. The graph facing "Three real zeros" does indeed have three real zeros.

Notes:
Some students tend to jump on the first matching they find without considering that other cards might also match that particular position.

There are different ways of differentiating the exercise to make it less difficult. For example, the cards can be printed on different colored papers. The three cards from the top row could be of a different color, so that students only work with these first. Or the 4 corners can be of a different color. And so on.

Bingo activity

Duration: 50 minutes
Subject: any subject (the example attached is about Exponential Growth and Decay)

This activity (pdf here) is another way of bringing diversity to drill/textbook exercises. There are many ways of playing bingo in the classroom, but here is how I do it.

(1) Hand out an empty grid to every student.

(2) Project all the answers on the board.

(3) Have students fill up their grid randomly with the answers.

(4) Then project questions one by one. When students solve the questions, they will look at their grid and cross out the box where the answer is. The winner is the first student to get a line, a column, or a diagonal complete. You may want to have a little price for the winner.



Notes:
The setup takes a little long, but it allows students to all have a different grid when the game is played.

As students place the answers in the grid, it is crucial that they are focused and methodical. If not, some students will have an empty box and won't know which answer they missed.

Even though there are 24 squares, you don't need to prepare more than about 12 questions as there will "always" be a student who gets a bingo before that. For each question, I suggest to have the correct answer and a wrong answer. It is an important to add wrong answers that are credible for each question.

Back To Back Activity

Duration: 40 minutes
Subject: any subject (the example provided is Integrals of Polynomials including x^(-1) and Trigonometric functions)
Material: mini-whiteboards, with pens and erasers.

This activity (pdf here) can be used to change from textbook exercises. Students are paired up. They will have to turn their chairs so that they sit back to back (hence the name of the activity). As the teacher projects exercises on a screen, students solve them individually and write their answers on their whiteboard. After a given time, all students need to raise their whiteboards to show their answers.

Each pair will earn a point if and only if BOTH students in a pair have the correct answer. If one of them doesn't have the correct answer, or if neither has the correct answer, the team won't earn any point.

Sudoku activity

Time: 60 minutes
Subject: Any math section (the example provided is about Areas under a graph using geometry)

This activity (pdf here) uses a sudoku as an incentive for students to work on drill exercises. Some of the sudoku grid's numbers are substituted with letters. As students solve exercises, they can place the correct number instead of the letter. When they are done with the exercises, they can focus on solving the sudoku.

For instance, this particular activity is entirely based on the study of the following graph:

And the first two questions are: 

Once you find the value of the integrals, you can place those digits (always a whole number between 1 and 9) in the grid.

Mental Math Activity

Duration: 10 minutes
Subject: anything (the example provided is for Integration or polynomials)

This very short in-class activity (pdf here) is designed to be presented to students at the very beginning of the unit on integration. I simply called it "Mental Math" as students won't be allowed to use any material. You can design "Mental Math" games for almost any section of any class. It needs not be Calculus, or even Math. But it applies mostly when questions are short and easy to solve. It is my experience that the students get so focused on keeping the letters memorized that the class turns completely quiet. Here is how it works:

There are 5 basic polynomial integration questions that the teacher will project on a screen. Each of them is a multiple choice. However, teachers shouldn't show the multiple choice answers immediately, as that would enable students to simply differentiate instead of integrating.

Once students have figured out the answer, the teacher will show the multiple choices. As usual, each answer is associated with a letter, but note how the multiple choice letters aren't necessarily A B C D E but may be P L S T R or anything else. Students have to memorize the letter of the answer for each question.

After they have answered the 5 questions, students will have collected 5 letters along the way. To complete the activity, there is a final general question and the answer is an anagram of the 5 letters. It is best when the final question is also related to the material that is being studied.

Integrals key project

This project (pdf here) is designed to be presented to students at the end of the unit on integrals. It is a long-term project which will enable students to demonstrate what they have learned and apply it. Beyond Calculus, this project will also improve students' sense and understanding of geometry, and their skills with graphing softwares. All together, it requires about 3 lessons (75 minutes each) and additional work at home.

The idea is to design a key that fits given requirements. Then graph each part of the key on a computer software. And finally create the key itself to scale. All requirements about the key are based on an imaginary key lock that the key should fit in. In particular, in terms of Calculus, students will need to decide on the shape of their key and use integrals to find volumes of revolution. After the work is done, students will have to write a reflection about the process of creating the key and show what they have learned.

                                                  (download pdf here)

Study of an "unknown curve"

"A chewing gum is stuck to the wheel of a bicycle. As the bicycle rides, the chewing gum traces a curve in the air..."

This activity (pdf here) combines hands-on work, research of information on the internet, and applications of the rectangular method of approximation of integrals (Riemann Sums). It is a good and fun activity to apply Riemann sums in a meaningful way, and it will greatly interest students who are curious about math.

The "unknown curve" referred to is actually the cycloid. It is assumed that students don't know this curve at the beginning of the lesson, or at least not very well.

Using are assigned the task of drawing a curve on a large sheet of paper that is stuck to the wall, by attaching a felt pen (or whiteboard pen etc.) to the edge of a classroom (circular) trashcan, and roll the trashcan in order to create a curve. (This is actually the geometric definition of the cycloid: the curve traced by a point on the rim of a circular wheel as the wheel rolls along a straight line).

Several tasks are then explained. Students need to estimate the area under the arch using Riemann sums, as well as the volume of revolution that is formed by rotating the curve about the "x-axis". They will also investigate online to find the name of the curve, historical background and other properties of the curve.

Given that the area under the curve is three times the area of the generating circle, students will also be able to check the accuracy of their Riemann sum for the area. But finding the area under the curve analytically is beyond the curriculum in AP Calculus AB.

                                              (download the pdf here)

Running and Hopping Activity

This exercise (pdf here) is a variation on a traditional textbook exercise using derivatives, but students have to collect their own data in order to solve the problem. The task is to determine the ideal trajectory if you want to go from one corner of a soccer field to the opposite corner, with the limitation that you can run along the side, but before you cross, your feet will be tied together and you will hop the rest of the way.

Students form groups. One of them will be the runner. The information students need to collect are:
- the velocity of the runner as he runs.
- the velocity of the runner when he hops.
- the time it takes to tie the runners feet.
- the length and width of the soccer field.

The rest is an optimization problem, using the Chain rule.

Notes:
- Students don't necessarily realize that they won't need to run and hop all the way.
- Measurements of the field can easily be found using GoogleEarth for example, rather than physically doing it.
- The time it takes to tie the runner's legs doesn't influence the answer to "what is the quickest path?" since it is a constant.

                                                    (download the pdf)

Limits Jigsaw

This group project (pdf here) was conceived to help students get a better grasp of limits, through the discovery of a variety of mathematical fields that use ideas equivalent to the concept of limit as seen at the beginning of a calculus course.

The four areas of researched were:
1) Zeno's paradoxes
2) ViHart video: "Doodling in Math class: Infinity Elephants"
3) 1 + 1/2 + 1/4 + 1/8 + 1/16...
4) Fractals

For more detail about each option, please download the pdf document.

The project is based on the Jigsaw method, which is a cooperative learning structure. Here is a brief summary: Students are each assigned one of the four areas of researched. After looking up information on their own for a short while, they are grouped by "expertise". For example, the 5 students working on Fractals get together. They share information, develop ideas, and clarify their understanding together. After that, students are placed in "jigsaw groups", where each student comes from a different specialty. These groups of 4 are responsible for teaching all that their learn about their area of expertise.

Eventually, students have to compile an end product that covers the 4 areas. In my case, the end product was a chapter using iBook Authors.

Students are dependent of each other to learn what they need. The most valuable part of the project is the reflection each student needs to write about how these four areas are similar to the concept of limits.

                                                       (link to pdf here)

The rubric we used was the following (pdf link here)

What is Usain Bolt's velocity as he crosses the finish line?

This activity was designed as an application of the concept of limits. This concept is very technical and students struggle to grasp it. Therefore, having students going through the process of finding a limit in a meaningful way is useful.

This activity requires about 60-100 minutes of classtime + homework, depending on the expected product students are handing in.

The teacher should start by showing the video of Usain Bolt's stunning performance in Berlin in 2009 (for example http://youtu.be/3nbjhpcZ9_g). Then the teacher should ask that simple question: "What is his speed at the exact moment when he crosses the finish line?"

It is very easy to find the average limit of Usain Bolt over the whole race, as we know he ran 100m in 9.58 seconds. But by applying the idea of a limit, students can gradually narrow down the interval to approach a value for the instantaneous speed of Usain Bolt at the finish line.

Students in my class approached the problem in different ways. Some found data on the internet that gave them the answer! (Obviously, we were not the first to ask the question...). This shouldn't be an issue. The end product we expect from students is that they explicitly show the process. The actual result they find is secondary, provided that their reflection is good.

Here are a few screenshots of a student's work to illustrate the idea. A reflection on the process should also be expected to make sure the students formulate and formalize their understanding.

Rolling Ball Activity

In this lab (download pdf here), students work in groups to collect data, use technology, and solve an optimization problem.

The problem at hand is the following. As you vary the slope of an inclined plane, a ball rolling down will travel a different distance. If the angle of elevation is 0 degrees, the ball will travel "0 meters". Theoretically, if the angle of elevation is 90 degrees, the ball should also be travelling 0 meters (as it will bounce vertically until rest).

Therefore, it is clear intuitively that there should be an angle between 0 and 90 that yields the greatest distance. The task and goal of this lab is very easy to understand.

In order to find that distance, students will first measure the distance with various angles. Using their graphing calculator or a computer program (Excel, Numbers, ...) they then look for a good model for their data. By differentiating manually, they can finally determine what the best angle should be.

Interesting questions arise:

• What angles should they use when collecting data, and should they repeat the experience more than once for each angle?
• What parameters must they be careful about in order for the data to be good (Students need to make sure they don't vary anything but the angle of the inclined plane. The position on the inclined plane where they drop the ball must remain constant, etc.)
• What is the best model? a parabola? a higher-degree polynomial? (I personally don't know...)
• How come the best angle according to my model is less than one of the measurements my group made?

Notes:

• I found that using 2 plastic meter-sticks is a pretty good inclined plane, as long as the student responsible is aware of the fact that he needs to hold the inclined plane in the same way each time. (I have noted that students who are responsible for holding the inclined plane are very proud of being the only ones knowing exactly how to do it. This role can be attributed to students who need to build their self-confidence.)
• It is important to emphasize the results that if the angle is 0 or 90 degrees, the distance travelled is 0 meters. These should be included in the data when looking for a model

                                                Download the pdf file here

Pyramidal box activity

Pyramidal Box Activity

This activity (download pdf here) is a variation of the "maximize the volume of the box" problems we are used to see in textbooks. It is a hands-on activity, and uses a pyramid shaped box, which leads to some very nice equations that can all be solved without a calculator. It allows students to put their learning of derivatives into practice. Students will have to build a pyramidal box and measure its volume using rice and a graduated cylinder. Then they will compare their result with the volume they find algebraically. Finally, they will apply their knowledge of calculus to find the dimensions of the box of maximum volume.

The activity is designed to use about 60 minutes of class. It can be extended depending on the feedback that is expected from the teacher, from a simple account of results to a complete reflection on the activity and description of the process.

Material to prepare for the class: Sheets of (colored) paper, scissors, glue, some rice, compasses, 2 graduated cylinders (volume 100ml), large container where students can safely pour rice into and out of their pyramids.
                                              download pdf file here

Here are a few pyramids that were created by students, with a hole cut at the top to allow them to pour rice in.