I know HyperDocs are relatively new to the education scene, but they truly are an amazing pedagogical tool. If you are on the fence about trying one (or even creating one), check out this post from Cult of Pedagogy- Gonzalez really nails the benefits. And they can be used in a higher-level math classroom!
Preface: I did not teach one half-life problem before this activity. However, we had already learned logarithms and their properties.
For this activity, I had students working in pairs and emailed them a link to the HyperDoc that forced a copy to their Google Drive (just like this link here!). It was a little crazy in the beginning because the first task is to listen to an EdPuzzle video, so it was loud, but the kiddos started getting into it. Yes, into Half-Life.
The middle two parts of this HyperDoc were problems that I had found on Google. (I had a lot ofstolen borrowed items for this to HyperDoc work.)
For the last part of the activity, I adapted a Desmos activity that was already created (thanks Shelley C!), click the following link for her entire Exponential Growth and Decay review.
As I circulated throughout the class, I noticed that my students weren't stopping me to ask questions. Actually, they were annoyed when I would ask them questions about their work. That's how engaged everyone was. I have NEVER had a half-life lesson go so flawlessly.
If you're interested in doing this in your classroom, feel free! I have included the answer key 😊
~ssb
Preface: I did not teach one half-life problem before this activity. However, we had already learned logarithms and their properties.
For this activity, I had students working in pairs and emailed them a link to the HyperDoc that forced a copy to their Google Drive (just like this link here!). It was a little crazy in the beginning because the first task is to listen to an EdPuzzle video, so it was loud, but the kiddos started getting into it. Yes, into Half-Life.The middle two parts of this HyperDoc were problems that I had found on Google. (I had a lot of
For the last part of the activity, I adapted a Desmos activity that was already created (thanks Shelley C!), click the following link for her entire Exponential Growth and Decay review.
As I circulated throughout the class, I noticed that my students weren't stopping me to ask questions. Actually, they were annoyed when I would ask them questions about their work. That's how engaged everyone was. I have NEVER had a half-life lesson go so flawlessly.
If you're interested in doing this in your classroom, feel free! I have included the answer key 😊
~ssb
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