Trying to find math inside everything else

Archive for December, 2012

Dragonbox in the Classroom

Last week, my students spent 2 double periods playing Dragonbox, the iPad (and computer) game designed to teach solving linear equations, which I think it does quite well. (I agree with many of Max Ray’s opinions when he writes about it here. Which makes sense, as Max first showed me the game this past summer.)

While one of my goals was teaching solving equations, it was not my only one, which is what I wanted to talk about here. (I’ll probably review the game itself later.) I told the students that I had forgotten to make a lesson, so we were just going to play a game on the iPad today. What I did want, though, was for them to home their ability to figure out how something works. To me, this is an even more important lesson to get than just solving equations.

To this end, I talked about how websites like GameFAQs has walkthroughs for all sorts of games, but one walkthroughs were all written by regular players, who sat down with a game right when they bought it, took notes on what they did, figured things out, and shared with others. So we were going to take that role. In their Interactive Notebooks, I told them to write down every thing they could do in the game. Whenever they came across a new rule, some new ability, or a new solution to a tough puzzle, write it down. Example: “Tap the green swirl to make it disappear.”

The surprising part was, they really did it, and quite well. Hey even discovered a lot of things about the game that I didn’t know, because I always played it “perfectly,” since I knew the rules of algebra. (Example: if you have a denominator under a green swirl (aka 0) and tap it, the while thing disappears. Or a green swirl won’t disappear if it is the only thing left on its side, which was fun to talk about later.)

At the end of my first double, with about 20 minutes left, I compiled all the notes they took using Novel Ideas Only (where all students stand and share things they have written, only sitting once everything they have written down is said, either by themselves or someone else), creating a master list of actions they could refer to next time.

The next class, they came in and immediately started playing. I must say, the entire time I used it, the kids were really into it, and most of them were really persistent. Some occasionally requested help, but my intervention was minimal. This time, I had this answer several questions after they had played some more, which really dove into the meat of the game. What does this card or action in the game represent in math? Why does a certain rule in the game happen that way?

One thing I really loved is how solid the game got them on how dividing something by itself won’t make it go away. It was a tactic many of them tried in several levels and it always got them stuck. I focused on the difference between “zeroing out” and “oneing out.”

We had one major downside, technology-wise, though. Each game had four save files, which worked out, because I had four sections. So one file per student. But there is nothing to stop a student in one class from playing on, or, even worse, DELETING, another student’s file. I e-mailed the company, and they said a solution would happen in a future update.

Today was the follow-up quiz, and they mostly did well. The things they stuck on was something that wasn’t well covered in the game: the distributive property. But we’ll work on that.

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Steepest Stairs Redux

Last year I made a lesson about determining the steepest stairs, using pictures my co-teacher and I took and based on an idea from Dan Meyer. It took about a period, and was mostly teacher-led. But after arguments and deep thinking about slope, I wanted to go into the lesson deeper, so I turned it into a lab.

I started the same way, throwing up the (new and improved) opening slide and asking which they thought was the steepest and which was the shallowest.

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I really like this new improved one because I took a picture of the toy staircase from the board game 13 Dead End Drive (middle left). Last time, there were overall agreement on the shallowest (the Holiday Market) while there was disagreement on steepest. This time, because the toy was tiny (if not shallow), we had some disagreement there, which really let us tease out some definitions of “steeper” and “shallower.”

Once we had definitions of steeper (which usually came out to something like “closer to vertical” or “at a bigger angle”), I handed out the pictures on a sheet of paper and asked them to develop a method for determine which was steeper, or the steepest. I mentioned coming up with some sort of “steepness grade” (because I thought it would be amusing to throw the word “grade” in there).

So I let them struggle, and come up with what information they had to ask me for, which I would then provide. If I had to do it again, I would also have pictures of the width of each stair, as a distracter, because some kids asked for it. Interestingly, some also asked for the angle, because of our prior experience in the year with the clinometers. I told them I didn’t have the clinometer with me at the time. One kid called me on it, because she knew I had a clinometer app on my iPad. So I told her (truthfully) some of the pictures were taken last year, before I had it.

So I had them come up with their own measures. If they tried to base it off of only height or only depth, I deflected with examples of really tall, really shallow stairs, or really short, really steep stairs. TallShallow

By the end of the classes, students usually came up with one of three different measures: slope, the inverse of slope (depth over height), and grade (that is, slope as a percentage).

IMG-20121127-00127IMG-20121127-00125

So they had to then reason as to why they might prefer height/depth to depth/over. (Their logic: it seems more natural to have bigger numbers be steeper stairs, rather than the other way around.) And so it was that point that I told them this “steepness” grade that they developed was often called “slope” by mathematicians.

At which point, I got a big “Ohhhhhhhhhhh.” Which always makes it worthwhile.

The Materials

Stairs – Portrait

Stairs – Landscape

Steepest Stairs Lab