Title: ROLLER COASTERS SLOPES IN ACTION PROJECT PRESENTATION Grade: 9th Objective: The goal of presenting this project

t is to show allow each group represent their findings in a model that incorporates the math used to find the best slope for their roller coaster . Each group should be able to explain their findings on the effect of slope on the decisions made in their roller coaster design. Standards: NCTM Communication Standards (Grade 9-12): organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely. NCTM Representation Standards (Grade 9-12): create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena. Materials: Smart board, white board, table in front of class Lesson Procedure: A. Launch (5 min) Welcome kids to class and tell them that we will begin presentations shortly. Encourage them by saying that you are looking forward to seeing each groups model and are sure that every group will do great. This will give the groups confidence as they go up to present. Tell them that they will be given a 5-7 minute limit to present their project and you will let them know when they have 2 min left and 1 minute left by raising your hand. Hand out peer evaluation sheets to each student so that they may evaluate each other as they present. This peer evaluation sheet will have a place for the students to discuss the really good things about the project and another section will have students give suggestions for improvement. Attached below. Ask first group to come up and quickly set up their model and get ready to present. Each group should take no more than 1 minute to set up and begin their presentation. B. Exlpore (40 min) After the students have set up their models and are ready to present give the go to begin their presentation. The students should include their mathematical work in their presentation. They are able to use the white board or the smart board in order to do so. If the students are having trouble explaining ask them guiding questions that may help their thought process. These might include

questions such as, How did you transform those distances into that ratio? or What represented your x-axis and what represented your y-axis? After the students have concluded their presentation or exceeded the allotted time limit have the next group promptly ready to go. To ensure this goes smoothly make sure that each group knows when their turn is in advance. After the group has finished their presentation there should be a student question period. Students can ask questions that are mathematically related if there are some. If there appear to be no student questions the teacher may ask their own questions. This could be questions such as, Was it easy to find the correct slope? How long did it take and why? During this time the students observing the presentation should be attentively listening and filling out their peer evaluation sheets. C. Share/Summarize (15 minutes) After all the students have completed their presentations take this time to say what positive aspects you noticed throughout each presentation. Comment on the artistic abilities and music choices the kids chose because this is just as important to many of them as the mathematics is to you! Have students give you feedback about what they liked and disliked about the project. Take this feedback to heart and change your project guidelines accordingly. Conclude the session by asking students what their favorite roller coaster is at their favorite amusement park. This may not be directly related to math but it is important to engage with your students on different topics. It builds good student-teacher relationships and rapport with your students. Student Summative Assessment: Students will be given feedback on their roller coaster projects. This sums up this unit on slope. Their understanding of the concept will be assessed based on their past quizzes, assignments, and collaborative project. Differentiation/Accommodations: Students who have learning disabilities will be paired with students who can aid them and guide them in their experiments. During the presentation they will be required to introduce the project and their group members by name. This will not count towards the seven minute time limit. Homework Options and Home Connections: This will not be graded for the next class but will be used as participation points. Have students write about a time they went to an amusement park and write about their favorite ride and why it was their favorite. Have them talk about if they thought they enjoyed because there were big hills with steep slopes or for what other reason. Attachments: Peer review worksheet

References: http://users.manchester.edu/student/ampyle/ProfessionalWebsite/Roller%20Coaster%20_Slope_%20L ab.pdf

Peer Review Worksheet

Name________________ Group 1: What did you think was well done by this group? Date______

If you could give this group one suggestion what would it be?

Group 2: What did you think was well done by this group?

If you could give this group one suggestion what would it be?

Group 3: What did you think was well done by this group?

If you could give this group one suggestion what would it be?

Group 4: What did you think was well done by this group?

If you could give this group one suggestion what would it be?