Background I am working from the New York State Teacher Certification Examinations (NYSTCE) standards, Field 005: Mathematics. This week, we will be discussing a topic from Competency 0006 - Statistics and Probability. Within this Competency, I have chosen the following performance indicator: "Summarizes and represents data on a single count or measurement variable (e.g., using number lines, dot plots, histograms, and box plots)." Here are the NY State Common Core Learning Standards for Mathematics which align with my selected topic: My goal is to create a multi-day class project which, while completed individually, requires students to collect and analyze data they obtain from their classmates. The project will require students to pick a topic, obtain data from their classmates (through an organized, collaborative class effort), and then complete the required tasks outlined below. This is an original activity, though I'm sure that other teachers have created similar acti...

Background I am working from the New York State Teacher Certification Examinations (NYSTCE) standards, Field 005: Mathematics. This week, we will be discussing a topic from Competency 0005 - Geometry and Measurement. Within this Competency, I have chosen the following performance indicator: "Understands the Pythagorean theorem and its converse (including proofs) and applies the theorem to solve problems in two and three dimensions and in the coordinate plane." Here are the NY State Common Core Learning Standards for Mathematics which align with my selected topic: My goal is to provide students with an geometric proof of the Pythagorean Theorem. The theorem is often taught using algebra alone despite it being one of the most fundamental geometric theorems. To be clear, I have not invented this geometric proof, nor did I create the activity I am working through here. I first discovered it from Eddie Woo's video , though I imagine that he discovered the activity elsewhere. R...