CONT933 Module 3 Culminating Task

Name: Jasmin McKenzie

Date: 26-Apr-2021

Title of Lesson:

Mathematics Applied Design, Skills, and

Technologies

Grade Level: 12 12

First Peoples’ Learning involves patience and time Learning involves patience and time
Principle(s) of
Learning Focus:

Big Idea(s): Modelling data requires an Tools and technologies can be

understanding of a variety of adapted for specific purposes.
functions.

Curricular • Explore, analyze, and apply • Explore existing, new, and

Competencies: mathematical ideas emerging tools, technologies, and
using reason, technology, systems and evaluate their
and other tools suitability for their design interests
• Model with mathematics • Evaluate impacts, including
in situational contexts unintended negative
• Develop, demonstrate, and apply consequences, of choices made
conceptual understanding of about technology use
mathematical ideas through play, • Analyze the role technologies play
story, inquiry, and problem solving in societal change
• Visualize to explore and illustrate
mathematical concepts and
relationships
• Represent mathematical ideas in
concrete, pictorial, and symbolic
forms
• Use mathematical vocabulary and
language to contribute
to discussions in the classroom
• Connect mathematical
concepts with each other, other
areas, and personal interests
• Incorporate First Peoples
worldviews,
perspectives, knowledge,
and practices to make connections
with mathematical concepts
• Reflect on mathematical thinking

© Continuing Teacher Education, Queen’s University, 2020

 Curriculum • graphical representations of
Content: polynomial, logarithmic,
exponential, and sinusoidal
functions
• regression analysis
• appropriate use of technology,
including digital citizenship,
etiquette, and literacy

Purpose: To determine the equation of a cyclical phenomenon observed in nature

Objectives: • I can research data provided by governmental and other credible websites
• I can graph a stat plot to represent raw data obtained from research
• I can determine the regression equation for the best-fit curve for the stat plot
• I can analyze my results and use interpolation and extrapolation to determine
past, present and future information
• I can make connections regarding the significance of my findings
• I can compare graphs and discuss the information found on them using proper
mathematical terminology

Description of 1. Students will use their own device (BYOD, not device-specific) to
Activity: research something in nature that will form a wave like function when
graphed (cyclical). For example, tides at a certain location during certain
times of day.

2. Students will obtain enough data to cover at least one full cycle of the
data. Students will plot their data on a stat plot and use the sinusoidal
regression function on their graphing calculators (low-end form of
technology).

3. Students will use the equation of their regression curve to determine

estimate a data point in the past that was not a part of their data collection
(interpolation) and to project a future value (extrapolation).

4. Students will make a connection between their mathematical findings and

their value to the community as a whole, and more specifically to the
indigenous people of the Cowichan valley either today or in the past. For
example, knowing the tides has been used for centuries to trap fish in
rock formations and for sailing.

5. Students will then use Desmos (an app or platform introduced in this
module) to graph their function as well as two other student functions and
compare the shape of the regression curves using proper mathematical
terminology. Ideally, they will be comparing functions from similar
phenomenon in nature. For example, all the students who examined the
tide (but in different areas) will compare their graphs.

6. Students will then create a short FlipGrid Video to summarize their

findings and post to the school’s Facebook page (a way to integrate
social media).

© Continuing Teacher Education, Queen’s University, 2020

 Accommodations/ ELL: Students can use translator apps on their own devices to translate the
Adaptations for websites.
Students:
Learning Disability: Additional time, separate setting, more one-on-one support,
EA support.

Gifted: challenge them to make great connections or to extend their learning to

determine more complicated functions. For example, tides have two different
high tides and two different low tides. For the sake of this activity, we are
averaging them, but how could we construct an equation to model this? Can we?

Assessment Observation and discussion.

Methods: Review FlipGrid videos to ensure understanding and for assessment.

© Continuing Teacher Education, Queen’s University, 2020