# Daily Archives: March 29, 2012

## Drawing in Math Class

Posted by Bowman Dickson

One of my favorite ways to start class is by putting out **whiteboards with a** **problem paper-clipped at the top, **and names of random groups. I love it most because every single person is engaged in mathematics within 30 seconds of class starting. In fact, students always ask me a minute or two before class starts “can we begin?” They can’t seem to resist the markers and the problem in front of them. Also, I found when I wanted to use whiteboards in the middle of class and put students in random groups that it just ate up a few minutes in each class, so this just feels more efficient (I’m kind of neurotic in terms of efficient use of class time).

Continuing my experiments with different modes of math whiteboarding, a great whiteboard warm up I tried was having them **illustrate related rates type situations** for objects that are changing in different ways. For example:

A pumpkin grows in a garden…

1. With a constant increase inthe radiusof the pumpkin

2. With a constant increase in thevolumeof the pumpkin

Then I had them describe what is happening to the rate of change of the important variables* (so if dV/dt is constant, what is happening to dr/dt?)*. We then had a really good full class discussion where students explained their situation. I think this helped clarify for a lot of students the difference between “**V**” increasing and “**dV/dt**” increasing, or how just because “**dV/d**t” is decreasing it doesn’t mean the volume is decreasing.

This was part of a larger goal of mine to focus on **big ideas and deep understanding** this year – I’ve always asked students interpretation questions on tests* (my final this past term had a crap-ton of writing)* but I never felt like I actually directly taught them these sorts of things. For Related Rates, we solve all these problems and come up with all these numbers, but never actually talk about why they are interesting problems – the fact that as one aspect of a situation changes, another may change at a totally different rate, and that there is a relationship between all these rates that explain how things change the way they do. And honestly, I think this little activity made a huge difference – on the interpretation question on the Related Rates quiz, tons of students drew pictures to aid their explanations. *15 minutes well spent!*

Posted in Calculus, Related Rates, Whiteboarding

Tags: Calculus, drawing, math art, rates of change, Related Rates