In my capstone class for future secondary math teachers, I ask my students to come up with ideas for *engaging* their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission again comes from my former student Zacquiri Rutledge. His topic, from Algebra: equations of two variables.

Seeing equations with two variables becomes quite common once students have been introduced to independent and dependent variables. However seeing equations in the form x+4y=16 would start as a confusing concept after being taught that equations are written in the format 4x-16=y. However, this concept is highly required when a teacher goes to explain about a system of equations. The reason for this is because a common method that is taught for solving a system of equations is substitution. In order to utilize the substitution method, a student must understand how to solve for a variable by using order of operations to isolate the variable. In fact, a student will use the same skills they did when learning to solve an equation that only has one variable, such as 3x+6=12. However, now the student must apply it to something new.

Another lesson that uses the knowledge from the Equations of Two Variables is interpretation of a graph for an equation with two variables. Before, the students would have learned what independent and dependent variables are, and how they are represented on a graph. Later on the students would further their understanding by finding the graphical representation of equations with two variables. The students would learn that, while the line on the graph during lessons over independent and dependent variables was only to show where the left side of an equation equaled y, the line can also show where x and y combine to equal a certain value. An example of this would be comparing x+4y=16 and (-1/4)x+4=y. They are the same equation, however one equation shows that x and 4y combine to equal 16, so every point on the line are the values of x and y required to equal 16. The second equation says that to find y for a given point x, x must be multiplied by (-1/4) and add 4. Just changing the nature of the equation can change what it is that the equation is saying, as well as give a different perspective one that could be useful when dealing with real life word problems.

Two variable equations are very subtle, but are all around us. Even when we do not think it is being used, it is. The most common modern example of two variable equations is the American dollar, and how many coins of two different values are needed to make a dollar. Although this is a very easy explanation to use it can be very boring at times. How about classical music or concert music? While it may not seem obvious at first, it is in fact there. The standard set-up for a sheet of music is Four-Four time. What this means is that within every measure there are four beats and a quarter note counts as a whole beat. There are also other kinds of notes which are used in combination with quarter notes to fill a measure, examples being a whole note (four beats), half note (two beats), and eighth notes (half beat). So when a composer sits down to write a piece of music, he/she must keep in mind how many beats are in each measure. This is where the concept of two variable equations comes into play. Suppose the composer wants a measure made up of only half notes and quarter notes in four-four time, then his equation to figure out how many of each note he can have would be 2h+q=4, where h is half notes and q is quarter notes. Then, the next measure is going to be made up of eighth and half notes, therefore 2h+(1/2)e=4 would be the equation, where e is eighth notes. There are many different combinations someone can use when writing music to create a piece that is to be played in front of a live audience. Centuries ago, men like Beethoven and Mozart used this concept every day to create classic pieces such as Beethoven’s Symphony #5 or Mozart’s Moonlight Sonata. This is an excellent example that can be used for classes that include a large number of band students or choir students, to relate the music they are studying in their music classes to their math courses.

With the previous response in mind, a teacher could very well use Youtube as an excellent method to engage their students. A lot of children today are not familiar with how classical music is written or how music is written at all. By playing pieces of music for their students that students are likely to have heard befor, via Youtube or even iTunes, such as Ride of the Valkyries or Beethoven’s Symphony #5, can spark an interest not only musically, but mathematically. A teacher could begin by asking students if they had heard the piece before, then go to the next piece and see who has heard it before. Repeat this process for about 2-4 clips of pieces, then ask which of the students know anything about how music is written. This would lead into what was discussed in the previous response. However, by including the technology as a way for the students to hear the music, and not just see it, can have tremendous effects on their attention.