On the Cover: Find the Mathematics... in the Garden! After planting seeds: 1. You can have students color in final answers so that it is easier for students to share their work and/or return to it on another day. 2. Have each student create a graph showing the number of seeds that they planted in each column. 3. Have students compare graphs with questions such as: a. How many more seeds does Student A have in the first column than Student B? b. Compare the number of red seeds that you and your partner have in row _____. Middle School 6th Grade 1. The "law" of significant enclosure states that when building an enclosure the vertical side of the enclosure must be one-third the length of the horizontal side of the enclosure. We want to use this law to make a proportionally perfect garden space. * Use this information and the graphic to come up with three different vertical and horizontal lengths of a garden space that would satisfy this law. 3rd - 5th Grades Allow students to choose their own plant and present information about it. Depending on the students' preference, the visuals can be created by hand on materials such as poster boards or online using tools such as PowerPoint. Another option would be for students to use platforms such as Kahoot or Flipgrid to share their information. Questions to help guide students' mathematical exploration: 1. Planting Time: a. When is the best time to plant this seed where you live? b. When would you plant this seed? Pick a month and day. c. Harvest means that the plant is full grown. If it is a vegetable, it would be ready to pick. If you plant your seeds on the day you chose, when would the plant be full grown? 7th Grade 2. I am looking to create a rectangular raised flower bed similar to the picture. However, I have only bought enough mulch to fill a structure with a volume of 30 cubic feet. What are some dimensions I could use to build my flower bed with the amount of mulch I have? Encourage students to find more than one solution! 2. Planting the Seed: a. How much space should be between each plant? b. If you have a garden that is 20 feet wide, how many plants can you put in one row? c. If you can put 6 rows of plants in your garden, how many total plants will you have in the garden? 3. Important Information: a. What are other important facts that we need to know about this plant? b. Create your own word problem using these facts. *While these questions are focused on mathematics, science and other subject areas can easily be integrated into this activity. Students can access information about a plant of their choice at https://www.seedsofchange.com/seeds. The information about each seed is provided in English and Spanish. www.txmathteachers.org 8th Grade 3. Write the new coordinates of the red dot for each of the following transformations: a. Reflect the pink flower over the y-axis. b. Translate the green pot of flowers nine units to the right and two units up. c. Rotate the orange butterfly 90° counterclockwise about the origin. *Bonus: What is another way to describe this transformation in part c? Fall/Winter 2020 | 15https://www.seedsofchange.com/seeds http://www.txmathteachers.org

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