I came across the following video in my twitter feed, and think it would make a great 3 act task for my Trig/Precalculus class, and maybe could work something out with my geometry class as well, although probably without the algebraic equations. Maybe something we could hash out nicely in Geogebra.
— Sky Bet (@SkyBet) June 9, 2016
The biggest question is how much information to give. My initial answer is usually none, but especially at the beginning of the year, as students are just getting used to my style of making them work for the information they need, is it necessary to give them a bit more to go on? I think a lot will depend on the students that I have in the classes, their cultural and mathematical backgrounds.
I’m thinking about finding a couple students from the soccer team at the beginning of the year to practice penalty kicks while I record it. Not sure exactly where this really fits, though conic sections seems to be a good bet. I tend to do conics later in the year, and have generally had students in four groups lead the lessons on each of the conics. It’s a nice setup for the unit that I’ve found really successful, but sometimes it’s worth trying something new, just because. Plus, I’ve had a number of my students on the soccer team, so maybe this is just a good way to help them score some more points, win some more games, and answer for themselves, “When am I going to use this?”
It would also pair nicely with Henri Picciotto’s Soccer Angles problem that I was already planning to add to my toolbox for next year, so putting together a combination of tasks related to soccer, even across different classes (Trig/Precalculus and Geometry), would be a lot of fun. Plus, hopefully it will help us maybe win the league championship that we’ve been close to the past couple of years. Go Dragons!