2017-05-16 – Day 6 – Clothesline Math

Over the weekend I created my first tent series for Clothesline Math. In my Integrated Math 3, I want students to explore the input/output of trig functions and their values from the unit circle. Ideally, students would be interacting to make sense of the relationship between the input/output of trig functions and the connections to the various values of the unit circle.

(Dramatic music cue) The answer seemed obvious once I understood how I foresaw students working with the content: Clothesline Math.

I built my first series of tents for the clothesline math, I went to the store and bought eight $1 jump ropes for my groups to use as a clothesline, and created the tents. On Monday, we tried it…

IMG_4939

Dreaming of all the ways to utilize this idea, we had so much fun. The HS students were a little hesitant at first, but once they got into it, they were enjoying it. Our next step is to take their individual groups and make it whole class, this is where the learning will make the most impact, I am anticipating. I also am waiting for the moment when students realize there are two sets of infinite answers (periodic functions) for each of the cards, with a few exceptions like the cosine and sine obtain their max and min values at only one set of infinite answers.

All in all, I am so in love with clothesline math and will be utilizing it in a much more poignant way next year. If interested in using this same structure, or if you want to talk about ideas, I have a series of resources from many of my math heroes like Matt Vaudrey and Andrew Stadel.

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