Ms. Bearse's Site

We worked on solving a skyscraper problem.  We started off not really knowing how to do it, since we’d never done this kind of problem before.  We muddled around a bit and discovered some good strategies.

We worked in groups which helped because we could talk about our solution ideas.

Also we could view the problem from several angles, which really helped!

When we got discouraged we worked through it to figure out where we went wrong, or we restarted and tried again.

We used our perseverance!

When we were done, we could check it ourselves to know!  Some of our groups worked hard and could apply our strategy to bigger grids too.
It was a very good start!  Good work grade 9s.

Partie 1
Qu’est-ce qu’on remarque? Qu’est-ce qu’on veut savoir?

Partie 2

Partie 3

Extension 1: Si on commence à empiler le papier sur un table comment est-ce que la situation changera?

Extension 2:  Si on utilise le papier dans un paquet plus grand, comment changera la situation?

(source: tap into teen minds)

Hello and Welcome back to school!

This semester I am teaching in room 208

Period A: Grade 10 Mathématiques

Period B: Grade 9 Mathématiques

Period C: Grade 9 Mathématiques

I look forward to meeting everyone and working with you this term.  You’ll need to bring a pencil, paper, and calculator with you along with your creativity, perseverance, and cooperation.  We will be trying lots of new things and exploring math from many perspectives.

Notice, Wonder….

Dans les groupes nous allons poser les bonnes questions de mathématiques, et nous allons demander pour de l’information necessaire pour les resoudre.

Nous allons poser les questions de chaque section de notre curriculum: la numération et algèbre, la géométrie, les relations, et la géométrie analytique.

Pour notre investigation, le deuxième jour, vous allez recevoir de l’information que vous voulez, et vous allez individuellement resoudre les problèmes que vous avez crées. 

We are using mirrors to determine the height of the school.  Using the law of reflection we can create 2 similar triangles.  One between the heigt of the school, and the length of the ground between the school and the mirror.

And one involving the height to the observer’s eyes, and the distance from the observer’s feet to the mirror.  

We can determine the proportionality constant and calculate the height of the school!

We used a meter stick as a reference, and measured the lenght of its shadow.  

We can now measure shadows and determine the heights of the tall objects.

We can do this and make similar triangles because the sun is at the same spot in the sky when we take all these measurements.

In Physics we are starting electricity and magnetism, and as a part of that we are building motors.

Some groups got right to work today at lunch.

Tomorrow is a test day for grade 9s.  Today we spent time working in groups to review material and get ready.

We did some “speed dating” style review for graphing lines and calculating slopes.

We worked on solving some word problems using multiple strategies.

And represented growing patterns using tables and graphs and equations.

We also had 3 teachers from Molly Brant Elemetary school with us, and a school board consultant, the math department head and student success teacher in the room.  We shared with everyone how we are using our strategies to solve problems.  Good job today!