Monday, March 30, 2015

WODB Part 2 Creation Day

This post is student work after day one which I wrote about here. We quickly reviewed the criteria for a good WODB and the big content ideas in the course.

For each of the samples I have shown a picture of each groups final work, a picture of their reasons for each image not belonging and for some groups a picture of all their doodles (brain storming). Some samples have a commentary from our debrief from our lesson study. Lastly this is everything-not hiding anything here folks. If you teach grade 10 applied students in Ontario you know how hard  this work is. We do everything can to engage these students. We try our best.

I think if I was going to do this again I would wait until later in the course when students had a little more depth of knowledge in some areas. Day 1 was amazing. I knew making a WODB would be a challenge. Enjoy.

Sample A

This group basically gave the same image four times - mathematically correct, just subtle differences. Not much math going on.
Sample B

This group focused on linear and quadratic relations. Not much math. Did use a little vocabulary.
Sample C

This group tackled similar triangles and orientation of the shapes. I liked their doodles before they settled on Similar triangles. Felt like they got the idea of WODB.
Sample D

 This group was two english as a second language learners. They really struggled with this activity.

Sample E


This group struggled :(
Sample F

This group spent forever doing quadratics on the graphing calculators. Not much in terms of understanding or clarity.
Sample G


This group tackled knowing the opposite label in Trigonometry (celebrate the small stuff) BUT they knocked it out of the park when it comes to a WODB. I loved the amount of brainstorming they did before they settled. This one made me smile.
Sample H
 Sum of squares - not much understanding.

 Sample I

This is actually a very good example using visual patterns but hard to see as they did it in pencil. The top right did not have the fourth image drawn as they ran out of room. Too bad needed it to establish quadratic relation. Tackled linear and quadratic relations. As you can see by their doodles they played around with this for a while.
Sample J
 This group clearly remembered the day we did visual patterns and used some. No connection to the mathematics however.

Sample K


Lots of brainstorming here but really did not get the idea of WODB. Let us just pick 4 different ideas from the course and say they don't belong because they are each different.
Sample L

Sample M

This group argued, yelled at each other, you name it. Finally they decided on a visual pattern and did a good job. Understood WODB and gave good reasons why. Linear and quadratic patterns :)
Sample N

This group understood WODB. Similar triangles and sum of squares.
Sample O

This group was too busy talking about anything but a WODB.
That is it that is all. Tomorrow everyone does all of these in class. Analyse data. Get it on the board. Rank em all. Winner takes all.


  1. Alex - Thank you for sharing all of what happened behind the scenes. I almost didn't scroll through because I thought to myself, "How in the name of everything holy did he manage to get every group to understand how to do everything perfectly the first time?" This misconception reaffirms the power of presentation (and also of one's own insecurities and projections!). When I persevered and looked at the different examples, I saw that many of them really did not get it and I was secretly relieved because I'm not a miracle worker either! But I love how you noticed how much of everybody's work you really noticed, acknowledged, and celebrated.

    Excited now to catch up on Part 3!

    - Elizabeth (@cheesemonkeysf)

    1. Elizabeth - always a pleasure to see you #TMC15 (didn't get much of a chance to chat). Thanks for stopping by. I think doing this at the end of the course might produce better mathematically relevant WODB for my course. We will see next time.