Finding Distance and Traveling Across the US

“I actually don’t want to leave Math, for the first time ever!”

A student shared while working on this project.

Students were to travel through at least 10 states on a trip across the US. Students had to use the distance formula, midpoint formula, and find fractional distances between each state. Each day they would travel to a new state and make a pitstop that was a specified distance from the start state.

Luckily I have access to a color copier in my building (even the students can color print - it's pretty awesome). I was able to give each student a color copy of the map. I really think this made a difference. The students were very careful about plotting their points and using pencil, and then going back over it in marker. They did not want to mess up their maps. Students were incredibly engaged in this activity. My co-teacher also really liked the activity and was impressed how well it engaged students.

I provided each student with a recording sheet to keep track of their information. I copied this onto the back of the instructions/summary/project page. That way the map was on its own paper and students wouldn't need to flip back and forth. I think I could possibly modify this project by using the "My Maps" feature in Google - but I am not very familiar with the tool and I'm not sure of the exact specifications of how it works. The application to a potential real-world setting (with the map) really engaged the students. 

This is the third Geometry project this year. On each project, the students must include a summary where they respond to specific questions. On this summary, I have added a self-evaluation portion to the grading checklist as well as had them decide which of the 8 math practices they believed represented this project. I really found it beneficial to watch the students as they read the math practices posted in the classroom and debated which one matched best with this project. I also like how easy this project was to differentiate for students. Students could choose whether they wanted to travel along the grid or move at a diagonal distance (more challenging). Some students did a mix of both. 

This project was modified from a project I found here at Live.Love.Laugh.Teach blog.

Here is my modified instructions.

Here is the recording/project sheet.