Tag Archives: modeling with mathematics

3 Act Lesson: Volume of a Cylinder

My Inspiration Volume is measured in cubes, hence the label cubic units.  This concept is easy to visualize when building structures with 1 in³ cubes or when calculating the volume of a rectangular prism.  A cube is a special type … Continue reading

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Designing & Implementing a 3-Act Lesson: The Drumstick Dash

If we want innovative students, we need to be innovative leaders and educators.                                                       … Continue reading

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Barbie Bungee – A Guide

It all started at Twitter Math Camp ’15 (#TMC15), when my colleague, J.J. Martinez, participated in the Barbie Bungee workshop presented by Fawn Nguyen and Matt Vaudrey. The math modeling activity became his  #1TMCthing. To satisfy the #1TMCthing challenge, J.J. had to … Continue reading

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Race Day (Part 3): The Results: Involving Inverse & Direct Variation Graphs

Here it is, the 3rd and final installment of Race Day.  Training is over.  The race has come and gone.  Celebrations have ended.  All that’s left is the analysis….         Before:  13.1 = xy         … Continue reading

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Race Day (Part 2): The Morning Of…

Race Day It’s January 18, 2015.  The morning of the Carlsbad Tri-City Half Marathon. The day I find out where my finishing time will be located on the inverse variation graph representing 13.1 = rt. I’m ready.  My ipod is charged. … Continue reading

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Race Day (Part 1): -Oh, The Possibilities!

I’m sure you know someone who’s entered a race whether it be, running, cycling, swimming, skating or skiing. A friend. Family member. A student. Yourself! Maybe you watch NASCAR, walk with a friend or commute to work?  If so, Then … Continue reading

Posted in graphing, inverse variation, math, mathematics, Modeling Mathematics, running | Tagged , , , , , , | 6 Comments