Vectors Activity Feedback

• First activity - odd man out (which one isn't a vector) in breakout rooms. They found the non-vector quickly. Had them explain to their room why it wasn't a vector. Brought all back and then all together discussed why the rest of them ARE vectors - how their directions + norms were indicated and what their directions and norms were. What worked: Good for refreshing memories about Pythagoras What didn't: too easy, they found it so fast because it was the first one on the slide, and because they knew what they were looking for Next time: Don't tell them what the distinguishing feature of the odd man out was
• Second activity - interpreting multiple representations (Find all the vectors that are identical) also in BOR, same groups. Wow. No one finished it, but lots of great discussions and questions between room members:
• Is AB the same as BA?
• AB representation really gave pause - how to see it as a vector
• What do those < > brackets mean
• Doesn't that mean 3 right then 4 up? 
• Lots of time focussed on AB and BA. I suggested they graph the points A and B and join them to form AB then BA, then see what the components were. Next time I'll make the 2 graphs that were part of the slide bigger so they can fit those points on. Or have geogebra or explorelearning open so they can graph quicker.
• Might have been too much in this slide?
• We'll definitely continue it tomorrow, and maybe after they do the rest of the explorelearning gizmo activity they'll be back in the swing of things. I will remind them to have the vectors gizmo at the ready, and to use the gizmo if they need to graph a vector

And I thought it would take them 3 minutes to do it!