A Calculus-Themed Amazing Race

“The world is waiting for you. Good luck. Travel safe. Go!” – Amazing Race

On Monday this week, I ran an Amazing Race event on my campus where my calculus students moved from location to location solving review questions and racing against the clock for extra credit.

The hardest part for me was thinking through the original logistics of the event. Luckily with the help of our campus recreation coordinator, Jo Ann, we developed a preliminary schedule with colour groups. The premise was the we would divide students into groups of three, assign a colour group, then have a series of four clues at various locations around campus. At some locations, the clues would be hung on the wall, and at other locations the group would have to interact with someone (eg. our receptionist) to receive their next question.

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Schedule of colour groups and locations of clues.

Now that the schedule was created, it was up to me to design questions that gave an appropriate clue letting the team know where the next question was. This was a bit tricky, but after a few hours of hard work, I had a series of questions that gave clues:

  1. Room PE 10, clue: p'(e) = 10
  2. Room PE C14, clue: C = 14
  3. Room PL 117, clue L = 117
  4. Room PC 133, clue C = 133
  5. Room PC 146, clue C = 146
  6. Room PC 108, clue C = 108

So you can see for the most part, the parameter C was involved and students were somehow solving for C to receive their hint as to what room to go to. My favourite was designing a slope question in which when x = e was substituted, the answer was 10. This not only gave the number of the room, but the building too (really proud of that one)!

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Students solved a limit question for a parameter L to get their clue to the next location PL 117 (our library).

When the day finally arrived, I got to school early to distribute the envelopes containing the clues in their various locations. Each envelope was colour coordinated, and contained a coloured paper. This way students & staff helping would know which was the correct envelope.

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Envelopes hung at the Student Union Office PE C14.

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Colour coded paper containing the question, and a marking on the envelope telling students which clue number and what colour.

Overall, I believe the students had quite a bit of fun with the activity (I heard rumor that they were telling other students about how much fun this math class was as they ran around campus). Also, the questions were challenging, but not overly taxing, which allowed a bit of group work along the way (not one student could brute-force through all of the questions). Most teams completed in about 50-60 minutes, and I ended up giving out extra credit to all who participated (tiered so that the “winners” received more). I will absolutely use this activity again – and may put in some extra locations and questions to make it a bit longer. Thank you to all the staff who helped out!

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Students working together on the first clue.

The PPT Template I used for locations where I hung envelopes on the door.

My List of Questions for each colour group.

The introductory PPT Template stating ground-rules and prizes for winners.
(of importance here is that I required full-solutions and all group members to be back in order to get their final question)

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One Comment on “A Calculus-Themed Amazing Race

  1. Pingback: Reflections on OAME #1 – For the Love of Maths

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