Geometry - an inquiry-based approach aligned to common core for next year?

I'll be teaching geometry for the first time in five years. During the past five years I have made a concerted effort to taking an inquiry-based approach in my classes. I've had a relatively easy time implementing many of my ideas because my statistics and discrete math classes are singleton preps.

I'll be on a team of eight for geometry. I will be pushing the group to take an inquiry-based approach. I am hopeful that I can at least get the group to move into that direction.

I will document my progress during the school year as I develop or modify lesson plans and unit flow for an inquiry-based approach to geometry. I intend on using this blog to capture what is working and what is not working.

If you have used an inquiry-based approach in high school geometry, I'd love to hear from you.

If you are interested in taking an inquiry-based approach in high school geometry, comment back and let's get a discussion going.

Now that the school year is over, I'll be off to Kansas City for the AP Statistics reading.

Enjoy your summer; I'll definitely be back in the fall, if not sooner.

Graph coloring lessons for high school discrete math

I incorporated a graph coloring piece within my graphs and trees unit. For this I made use of Tom Zaremba et al's Map Coloring lessons. There are a few minor tweaks that are needed and a few extensions and modifications that I made.

Below are my notes regarding my modifications:

Chromatic color of graph should reference planar graphs since discussing maps. Will not work for non-planar graphs (see K5).

Fish tank graph should show edge BE not edge BD on the applications page.

For coloring algorithms, have students write out their algorithm. They should try their algorithm on the South America map. Students then swap their algorithm instructions and try to follow instructions. Discuss findings and those that appear to find a graphs chromatic color. Test these further.

Coloring algorithm needs to address that no two adjacent vertices are colored the same color.

Have students write out algorithm for edge coloring. Try this on South America and then exchange.

Discuss graph coloring and scheduling type problems.