The Math Exhibition Project
Palo Alto High School: Palo Alto, CA | Designing Teacher: Sharla May

In the Math Exhibition Project students were tasked with creating a math museum of visual and/or interactive artifacts.  They also had to be able to explain the math behind their exhibit to any visitor at the math exhibition day.

The students brainstormed ideas for the exhibit.  They voted on their top three favorite ideas. One class period went out to the exhibit space to informally map out the amount of space to determine the maximum number of exhibits possible.  They narrowed down the ideas to the top 13 (a feasible amount with space and group size). The students self-selected an exhibit of their interest to work on.

 

 

Created with the support of the California Department of Education California Career Pathways Trust


Final Products: What the Students Made
Final Products: What the Students Made

Students created an outdoor “math museum” of visual and/or interactive artifacts along with “exhibit descriptions” that explained the math behind the artifacts.

Core Practice 1: Collaboration
Core Practice 1: Collaboration

The students were tasked to form groups whose members belonged to two different class periods.  They collaborated on the planning of their project via Google Docs, so they could each access it, edit it, and use the chat feature to virtually discuss their project.  Some groups also used a common tutorial period that our school has 2-3 times per week to meet face-to-face for planning. Included are some clips of students actively collaborating in the classroom, and some discussing how they collaborated with their members from the other class period.

 

Core Practice 2: Planning
Core Practice 2: Planning

The students brainstormed ideas for the exhibits, and then voted on their top three favorite ideas.  One class period went out to the exhibit space to informally map out the amount of space to determine the maximum number of exhibits possible.  They narrowed down the ideas to the top 13 (a feasible amount with space and group size). The students self-selected an exhibit to work on based on their interest.  Included are the brainstorm document, the other global tasks committee descriptions, and the budget form for the project.

- RESOURCES -
Core Practice 3: Student Reflection
Core Practice 3: Student Reflection

Having students reflect on their work at two specific points throughout the project helped them understand their learning more deeply.  The students completed a written reflection during the midpoint of project. You can view a document with the prompts that the students responded to midway through the project. There are is also a video example of student reflection throughout the project.

 
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