Candles problem

I thought if we did the candles problem before we did polynomials, it would help students to review ideas about a common denominator. Two candles with different lengths and different burning speed.

They could figure out each problem with a visual representation and then tried to represent it symbolically with algebra with a trial and error strategy. Most students could come up with the answer, but only a few could come up with equations to solve them. I had the students that found out a way to find the answer in Algebra terms share their way. The students enjoyed the chance to show everyone what their solution. Some were right and others were wrong. That’s what I liked about it. All had an answer and they should stay with their own original answer.

I liked this activity and will use it next year. I think that anything that gets the students active in their learning is a good thing. Having different activities that connect to the learning process is very important to a student. In that way it will be more likely they will not forget that given concept and will make connections to other math concepts.

When I handed it out the students where eager to start .They had the first page done before too long but some had a time to explain why each answer was true. By the time we were done each student had a chance to tell their reason they chose their solution. Some did not agree with each other but in the end we came to the right solution. Finding it together was my goal.

Over all I think that it went well considering that this was the first time that I tried one the activities in my class. Next time I plan on having a competition on who can come up with the solution in different ways. I will try this again in another class.

Since I am still going to school and not teaching, I decided to ask a High School math teacher for his cooperation. He handed out the candle worksheet to his students after a test and had them work on it in class and at home. I went through the worksheets with him and discussed the methods the students used to solve the problem. The class was a general math class and all of the students worked the problem at a concrete stage of math. They used pictures to help them solve the problem. They also needed problem solving skills and the understanding of basic fraction concepts in order to solve the problem. With these skills and concepts, most of the students were able to solve the problem. If I were to do this activity again, I would have the students work in groups and listen to their group discussion.