This is in response to Assignment 7-2 Math Sophistication.

The concept of this lesson is great. By having the students create their own symmetrical object you’re proving students with an opportunity experiment with the concept of symmetry to create an object. When students use math to create something you as the teacher get a chance to see math through the eyes of your students. ]]>

This comment is in regards to Assignment 7-1 Math Anxiety.

Students who are weaker in math might be reluctant to pair with students who are stronger in math. Prior to the lesson or in the beginning of the school year you might need to engage your students in team building activities so that your students are comfortable working with each other. ]]>

I like the idea of having the students identify symmetric items in the classroom, always great to use real connections. Your journal assessment is an excellent way to get your students writing in mathematics. I am unclear about the algebraic connection to the lesson. You might want to expand on exactly what the students will be doing as far as the algebraic connection to symmetry. ]]>

That is certainly a wonderful idea. This students are then able to explore rather than be limited to just one activity. ]]>

I like that concept of having the students put a puzzle together while you record the number of piece they completed in a time period.

As a suggestion for the older students, you could provide them with examples of tables, charts, line graphs, bar graphs, histograms and scatter plots and have them select which of those visuals would be best to display the data collected and why. ]]>

There may be a designated “accountant” per group who keeps track of pieces put together (or found on the “map” of the puzzle). When the stop watch rings, the “accountant” records the current tally.

]]>Scenarios with bacteria are also great when teaching about exponential growth.

Question: How will you assess the students? ]]>