Fishing for Algebra

Ninth-graders are learning algebra by using a reel and line.

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When Marcus Ninth Grade Campus teacher Matthew Schwolert brings a rod and reel to class, his algebra students want to know if they are going fishing that day. Instead of taking them fishing, though, Schwolert relies on his fishing gear to teach them algebra.
When Marcus Ninth Grade Campus teacher Matthew Schwolert brings a rod and reel to class, his algebra students want to know if they are going fishing that day. Instead of taking them fishing, though, Schwolert relies on his fishing gear to teach them algebra.
Some of his students hold their fishing gear ...
Some of his students hold their fishing gear …
... right outside the school when Schwolert does a casting demonstration.
… right outside the school when Schwolert does a casting demonstration.
The Bass Pro Shops store in Grapevine, Texas, donated 20 rods and reels to Schwolert's class as props.
The Bass Pro Shops store in Grapevine, Texas, donated 20 rods and reels to Schwolert’s class as props.
“I have been toying around with the idea for a few years,” said Schwolert, a B.A.S.S. Life Member and a former Flower Mound Bass Club member.
“I have been toying around with the idea for a few years,” said Schwolert, a B.A.S.S. Life Member and a former Flower Mound Bass Club member.
“I have used the concept of fishing reels when I talk about slope and rate of change in algebra class, but I haven’t taken it to the level that I have this year.”
“I have used the concept of fishing reels when I talk about slope and rate of change in algebra class, but I haven’t taken it to the level that I have this year.”
His class enjoys the opportunity to learn something while doing something fun.
His class enjoys the opportunity to learn something while doing something fun.
Schwolert has also let his class watch Bassmaster LIVE during an Elite Series event, which he considered “a great opportunity” to connect his students with their lessons on slope and rate of change with how the pros apply different reel speeds for their various techniques.
Schwolert has also let his class watch Bassmaster LIVE during an Elite Series event, which he considered “a great opportunity” to connect his students with their lessons on slope and rate of change with how the pros apply different reel speeds for their various techniques.
One of the class' tweets was posted on the Bassmaster LIVE show.
One of the class’ tweets was posted on the Bassmaster LIVE show.
Schwolert awards trophies for excellent performance.
Schwolert awards trophies for excellent performance.
“Kids always like it when I bring stuff to class to illustrate different math concepts,” Schwolert said.
“Kids always like it when I bring stuff to class to illustrate different math concepts,” Schwolert said.
“Slope and rate of change is a little abstract until you can put something in their hands that they can get the idea of it.”
“Slope and rate of change is a little abstract until you can put something in their hands that they can get the idea of it.”
Schwolert uses baitcast reels to illustrate slope (the measurement of the steepness of a straight line) and rate of change (the slope of a line) to his class of 30 students.
Schwolert uses baitcast reels to illustrate slope (the measurement of the steepness of a straight line) and rate of change (the slope of a line) to his class of 30 students.
“The fishing reel is related to slope and rate of change by the concept of the reel speed,” Schwolert said.
“The fishing reel is related to slope and rate of change by the concept of the reel speed,” Schwolert said.
“So if I turn the handle one time then the spool turns four, five or eight times (gear ratio). So my students use the relationship in reel handle and spool turns to make that the slope.
“So if I turn the handle one time then the spool turns four, five or eight times (gear ratio). So my students use the relationship in reel handle and spool turns to make that the slope.”
Students build their own presentations tying fishing into their explanations of algebraic concepts.
Students build their own presentations tying fishing into their explanations of algebraic concepts.
“The kids then graph that speed of one reel with a certain gear ratio and graph another one with a higher gear ratio,” Schwolert continued. They also build other graphs, such as this one, relating to a boat's motor.
“The kids then graph that speed of one reel with a certain gear ratio and graph another one with a higher gear ratio,” Schwolert continued. They also build other graphs, such as this one, relating to a boat’s motor.
“That lets them understand what slope and the steepness of the line are.
“That lets them understand what slope and the steepness of the line are.”
“If you put two reels side by side and graph the slope of a 4.1:1 reel against an 8.1:1 reel, those lines would look very different on a coordinate plane.”
“Comparing fishing to algebra makes it a lot easier to understand,” said one student.
“Comparing fishing to algebra makes it a lot easier to understand,” said one student.
“I have been fishing with my dad for a very long time, but I never knew algebra could be tied in to it,” said another student. “It was a super fun way to learn how algebra is involved in fishing.”
“I have been fishing with my dad for a very long time, but I never knew algebra could be tied in to it,” said another student. “It was a super fun way to learn how algebra is involved in fishing.”
“The project has been great,” Schwolert said. “It has given me something to use the entire semester as a reference point.
“The project has been great,” Schwolert said. “It has given me something to use the entire semester as a reference point.
Schwolert, left, stands with some of the students and their Fishing for Algebra trophies.
Schwolert, left, stands with some of the students and their Fishing for Algebra trophies.
Schwolert’s project culminated with a catfish tournament, May 22, for his students.
Schwolert’s project culminated with a catfish tournament, May 22, for his students.
They loaded up the bus and headed to a catfish pond.
They loaded up the bus and headed to a catfish pond.
Now the students get to put into practice some of their algebraic concepts ...
Now the students get to put into practice some of their algebraic concepts …
... and, of course, catch some big cats.
… and, of course, catch some big cats.
<p>Schwolert's class, which is in Flower Mound, Texas, will likely always remember the formulas they learned in school.</p>
Schwolert’s class, which is in Flower Mound, Texas, will likely always remember the formulas they learned in school.