Just in time for back-to-school: New distance learning resources are available on Wide Open School.
You might choose to use the setup video to introduce Get the Math, but many middle and high school students may find it a little cheesy. Instead, pick a topic, like Math in Fashion, and show that specific introduction video to the kids -- these videos are great, and kids will respond positively. Then let the kids work through the challenges in pairs, sharing a computer. You could use the follow-up challenges for each topic as an assessment, and make sure to check out the Teacher page for complete lesson plans aligned to the 2010 Common Core math standards and worksheets. Sample assessment questions for each unit are also provided.Continue reading Show less
Get the Math is a website that shows kids that math really is used in the real world. Short videos demonstrate how professionals use math in music, fashion, video games, restaurants, special effects, and even basketball. Using real people in their real-world examples, the site shares stories of how people and businesses use algebra in their daily lives. After watching the videos, kids can "Take the Challenge," tackling a math problem based on what they just saw, and when that's completed, there are further challenges on the same topic.
- Math in Videogames video - Watch a movie clip where a designer writes functions to create video games.
- Math in Videogames challenge - Plot a linear path so that your spaceship won't crash into the asteroid.
- Math in Music challenge - Use algebra to match up the tempos of the drum track with an instrumental sample.
Get the Math videos don't just loosely connect math to the real world; everything is specific and clear and presented in a totally relatable, fun way. Subjects are diverse, featuring many people of color and women in nontraditional industries. Some of the challenges are better than others; for the video game challenge, kids answer math questions in order to play a video game built by math, whereas it would be more authentic if they could create a function that in turn builds a small piece of a video game. The Math in Music challenge is an excellent example of a problem that's interesting and has multiple possible ways to get to the correct answer; kids use math to mix music along with hip-hop artists DoubleFlo. It provides just the right amount of structure and support while still leaving the kids space to puzzle it out themselves.
The fact that the site is a bit dated, and is no longer being maintained, does limit some of its functions and may also cause issues for students who are used to slicker interfaces. Some of the "real-world celebrities" featured may also not be known figures to students anymore.
Key Standards Supported
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non- viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
Expressions And Equations
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
Ratios And Proportional Relationships
Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Reasoning With Equations And Inequalities
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.