Surface Area Tin Man Project

I've never taught my area unit very well or went beyond basic area formulas that students have been learning for years. This year I heavily focused on composite areas and perimeters, surface area, and volume.

I did my first real project of the year (um, my career) on surface area.

Each pair of students built a tin man out of boxes, toilet paper rolls, paper towel rolls, Styrofoam balls, and cones. They had to use a formula sheet to first measure the surface area of the parts, showing all of their work for each part. Next they had to tape the parts together. The tin man had to have all parts attached and be sitting or standing on its own. Then I would give them the exact amount of foil they measured for, no more and no less. They had to cover their tin man as completely as possible without running out of tinfoil or having extra leftover.

After their project was complete, I had them answer twelve reflection questions about the project. I also created a rubric that they used to self-assess and then I used the same rubric to assess them as well. This was the first time I've ever used a rubric myself, and also the first time having students self-assess using a rubric.

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The students worked hard and really enjoyed the project. It was complete insanity while it was happening but the students were so engaged and surprised by how little their tinfoil was and yet it still was enough. They finally figured out that math actually works. 

I really didn't have the time to spend on this but measurement is a weakness in our curriculum throughout all courses and plus, they deserved it. This was my big crazy geometry class of 24 students who all hated the class because it was so loud and chaotic. I wanted them to have one good memory of this year and this class and I think I succeeded. I actually got this idea from my English teacher bestie who did it in high school. She hated math but that really stuck with her and I want to do something each year with my students that will stick with them that long as well.

I felt like they answered the reflection questions honestly and thoughtfully. My objective  was for them to summarize their learning throughout this process. I think it was a good way for them to switch from active, hands-on builders to serious, reflective thinkers. I also think I need to add something into the rubric about how much work they did. In one instance, a girl did all the work and the boy was just getting supplies and doing whatever she said. But, he ended up with a higher grade than she did because he did better on his reflection questions. She was upset and I knew she would be. On one hand I understand. On the other hand, I clearly explained the things I would be grading on so she can't really argue with me. But I hated that she felt I was being unfair.

Overall, the project was a success and I will definitely be doing it again. My algebra I and II classes are totally jealous now and want to build one as well. Some students suggested that next time we create accessories as well or maybe even a heart. Cuteness.

Good times...