Past projects 12
Calculate Toward the Future
Funded Sep 12, 2024Awesome! What a difference the calculators made when we worked on our Inquiry Labs today. Having enough "fancy" calculators to work with was incredible. My students were excited to complete the problems using the new calculators. They enjoyed learning how to use some functions these calculators can do that generic calculators cannot.
Students worked on "Finding Percent of a Number" first. The students used the calculators to do the heavy lifting for the triple digit multiplying and dividing.
They also determined how circumference is related to diameter. They used string to measure various circular objects to find their circumference and then they measured the objects' diameter. From this they were able to use the calculators to calculate pi. They were so excited as they discovered that pi really equaled 3.14! They also used the calculators to find the circumference and area of circles. It was amazing to see this much excitement to do homework.”
With gratitude,
Mrs. Cavazos
This classroom project was brought to life by Quill.com and 2 other donors.High Ho High Ho We Need Supplies To Go!
Funded Oct 23, 2019Thank you so very much for the much needed school supplies and calculators to enhance student work. The students were so excited to see the amount of pencil lead! It's often the little things that make your day.
The colored pencils are fabulous! Students really enjoy using them to enhance their mathematical writing and to color coordinate graphing when time allows.
The calculators allow us to focus on the concept of conversion between measuring systems, conversion between units, and calculating surface area and volume. As an added bonus, it allows students to learn when it is appropriate to use a calculator and when you should use a pencil, paper, and brain.
Lastly, the highlighters allow us to peer grade by highlighting key areas of various math projects.
What a blessing we received from Chevron!”
With gratitude,
Mrs. Cavazos
This classroom project was brought to life by Chevron Fuel Your School and 2 other donors.My Oh My We Need Math Supplies Too
Funded Jan 4, 2019Thank you so much for blessing my class and students. Last week we were working on two different labs depending on the period. Three periods worked on "Creating Triangles." In these labs, students had to measure and cut various lengths of straws to determine which sets three created triangles, and that some groups of 3 side lengths will not create a triangle. It was great to see them derive that to make a triangle two side lengths had to be less than the third side length.
We also created various angles on the patty paper using protractors and then put the angles together to figure out which sets of angles created triangles. Once their triangles were created they could see that measure of each angle and then calculate the sum of all the angles in the triangle. From this, they deduced that the angles in a triangle add to 180 degrees.
The other periods were determining how circumference is related to diameter. They used string to measure various circular objects to find their circumference, and then they measured the objects' diameter. From this they were able to calculate pi and then derive the formula for circumference. They were so excited as they discovered that pi really equaled 3.14! It was amazing to watch.”
With gratitude,
Mrs. Cavazos
Making Math Homework Real
Funded Dec 17, 2017Awesome! What a difference the extra rulers and supplies made when we worked on our Inquiry Labs today and for homework. Having enough supplies to send home to work with was incredible. My students were excited to share what they had started at school and completed at home for homework. The homework turn in rate was phenomenal.
Students worked on "Creating Triangles" first. In this lab, students had to measure and cut various lengths of straws to determine which sets three created triangles. Once their triangles were created they used the protractors to find the measure of each angle and the calculate the sum of all the angles in the triangle. From this they deduced that the angles in a triangle add to 180 degrees and that some groups of 3 side lengths will not create a triangle.
They also determined how circumference is related to diameter. They used string to measure various circular objects to find their circumference and then they measured the objects' diameter. From this they were able to calculate pi and then derive the formula for circumference. They were so excited as they discovered that pi really equaled 3.14! It was amazing to see this much excitement to do homework.”
With gratitude,
Mrs. Cavazos
This classroom project was brought to life by Cards Against Humanity and 4 other donors.STEM Project Organizers
Funded Oct 2, 2017First of all, I would again like to say thank you to all the donors for their generous support of my students and my classroom. The organizers have been a huge help in keeping us on time and more efficient.
It has been incredible to watch groups of students come together as a cohesive team in order to build their paper roller coaster. The process itself involves a lot of work. The students have to make columns, supports, brackets, tracks, funnels, curves, and loops that will actually support the weight of a marble on its journey from beginning to end.
Deciding how big they want their roller coaster is only the first step. After that, they must work together to make the columns, supports, brackets, tracks, funnels, curves, and loops. Since these are made out of paper, there is a lot of drawing, scoring, folding, cutting, and taping going on. The students appropriately debate how much of a part they need, where it needs to be placed, and what color different parts of the coaster should be. They also work as a team to decide where parts should be located, the angle of the drops, and how much track to use.
It has been sheer joy to watch them engineer their coaster. I can hardly wait to see their finished projects. What a blessing for my students to be able to practice skills such as these in middle school.”
With gratitude,
Mrs. Cavazos
STEM Coasters Math Ride
Funded Nov 22, 2016First of all, I would again like to say thank you to Chevron for their generous support of my students and my classroom.
It has been incredible to watch groups of students come together as a cohesive team in order to build their paper roller coaster. The process itself involves a lot of work. The students have to make columns, supports, brackets, tracks, funnels, curves, and loops that will actually support the weight of a marble on its journey from beginning to end.
Deciding how big they want their roller coaster is only the first step. After that, they must work together to make the columns, supports, brackets, tracks, funnels, curves, and loops. Since these are made out of paper, there is a lot of drawing, scoring, folding, cutting, and taping going on. The students appropriately debate how much of a part they need, where it needs to be placed, and what color different parts of the coaster should be. They also work as a team to decide where parts should be located, the angle of the drops, and how much track to use.
It has been sheer joy to watch them engineer their coaster. I can hardly wait to see their finished projects. What a blessing for my students to be able to practice skills such as these in middle school.”
With gratitude,
Mrs. Cavazos
My Oh My, We Need Math Supplies!
Funded Apr 20, 2016Wow! What a difference the extra rulers and protractors made when we worked on our Inquiry Labs today. Since students did not have to share, on task time was greatly increased! So much so, that we finished more in one class period than we ever have before.
Today we were working on two different labs depending on the period. Three periods worked on "Creating Triangles". In this lab, students had to measure and cut various lengths of straws to determine which sets three created triangles. Once their triangles were created they used the protractors to find the measure of each angle and the calculate the sum of all the angles in the triangle. From this they deduced that the angles in a triangle add to 180 degrees and that some groups of 3 side lengths will not create a triangle.
The other periods were determining how circumference is related to diameter. They used string to measure various circular objects to find their circumference and then they measured the objects' diameter. From this they were able to calculate pi and then derive the formula for circumference. They were so excited as they discovered that pi really equaled 3.14! It was amazing to watch.
Thank you so much Chevron!”
With gratitude,
Mrs. Cavazos
Project: Build Cool Robots And Other Stuff
Funded Jan 22, 2016In Mrs. Cavazos's coding and engineering club, we make robots and vehicles out of Legos (like a biplane or tank). We also use our snap circuit sets to make circuit boards and other things like a fan powered by a motion sensor, a car with headlights and a horn, and an alarm. We also use the Ozobot robot track maker to make courses for the robot to go across. We also play Code Monkey Island where we are about to start programming them. We will be taking a field trip to the Apple Store to make our own apps and learn how to program better. We have a robot called Mip that we can program too.”
With gratitude,
Mrs. Cavazos
This classroom project was brought to life by ExxonMobil & Think It Up Supporters and 4 other donors.Lost in the Abyss...Math Supplies
Funded Dec 8, 2015Thank you so very much for the much needed school supplies and poster kit to display student work. The students were so excited to see the amount of pencil lead! It's often the little things that make your day. The erasers are fabulous! Students really enjoy using click erasers instead of the one on the back of their pencil (which is often quite small).
The ink refills and pen allow us to easily keep some things permanent.
The rulers are perfect for our geometric and graphic constructions. They seem very durable and I am sure they will be used by lots of future students as well. Thank you SO much!
Lastly, we are all enjoying looking a samples of completed projects that students made. The poster hanging kit is perfect for this.
What a blessing we received from all of you!”
With gratitude,
Mrs. Cavazos
Making Math Real
Funded Oct 13, 2015I just want to say thank you so very much for your generosity. Not only are my students using the logic and coding games, but other students are coming in at lunch and after school also. The games are teaching them to think in an abstract way that I could not. They are excited to come in and work on their projects.
Some of the comments that I have overheard them tell each other are: Don't give up, just keep trying and try different ways. At first I thought I couldn't do it, but then I did, and now I know to think differently. This is fun, I wonder if all coding is like this? Additionally, students have started bringing their lunches to school so that they can eat and play at the same time. It has been incredible to watch them think through logistics problems.
Some students have also started applying what they are doing with the games to their math work! I see them working together as a team and asking questions to help their friends with their math instead of just telling them, Do this; or The answer is this. Again, incredible.
We will officially start an afterschool coding club every other Monday on the 9th of November. We will be using the games to help us teach coding and thinking through challenges it takes to get your character to move or to create a background or to do what you want the character to do.
Once again, I would just really like to say thank you so much for helping me to be a better teacher. My students thank you also!”
With gratitude,
Mrs. Cavazos
This classroom project was brought to life by NEA Foundation and 3 other donors.