As students enter class today, have them hang their posters around the room to prepare for the Gallery Walk - Dawdy Version. After students have hung their posters and class has begun, I will project Page 2 of Flipchart-Day 4 of 4 - Real World Trig Project. Then, I will set the stage for the Gallery Walk.
Today’s activity is a go at your own pace activity. My students always enjoy it. I allow kids to bring in a music player and headphones, so they relax and tune everything else out. If studnets have worked hard for the last several days, I may reward them with some sparkling apple cider and fancy plastic glasses, to amplify the gallery opening ambiance. I want the students to act as if they are at a real viewing!
For today's Gallery walk every student will need a copy of Student Handout. Check out this video to see how I plan to run the Gallery Walk:
My goal for this segment of today’s lesson is for students to see a variety of ways that trig functions can be used to model data in the world around us (F.TF.5, MP4). As they view the posters, students will be asked to interpret the data and answer the questions on the posters. In order to see the functions with mathematical eyes, they need to engage in problem solving. I will interact with my students as they wander the gallery. I will ask them informal questions about the data, any conclusions that they can draw, any predictions that they can make, etc.
With about 5-7 minutes remaining in the period, I will ask students to return to their seats. Then, I will present pages 3-5 of Flipchart-Day 4 of 4 - Real World Trig Project. These questions ask students to reflect on their experience.
For the second question, “which poster did you like the best?”, I will offer a small prize for the "most liked poster". For example, this year I offered 2 bonus points on the next homework quiz for the student whose poster was most liked.
For the last question, I will go over some of the ‘most difficult’ questions. If any of the questions are particularly challenging, I may save them for a later class. This strategy allows students more time to think about a question before we agree on a solution.