t h e m a

a
MParabolas and
Vector properties and the birds frictionless
environment help students understand the
mathematics behind the game.
John h. Lamb

S
ometimes the simplest concept can fascinate completely. Who
could have guessed that launching a red bird toward a tower
of blocks inhabited by egg-stealing green pigs would become as
popular a video game as it has? Toddlers to 90-year-olds have
become enamored of this simple game rooted in the mathemati-
cal concepts of projectile motion. From the moment I first launched a
tiny, angry red bird toward those thieving pigs, I became intrigued by the
thought of using this game to motivate mathematics students, their teach-
ers, and their future teachers. As a professor of mathematics education
and a teacher of high school precalculus, I have developed a way to use
the elements of the game Angry Birds as a platform to engage my stu-
dents with the concepts of parabolas and vectors.

334 MatheMatics teacher | Vol. 107, No. 5 December 2013/January 2014

Copyright 2013 The National Council of Teachers of Mathematics, Inc. www.nctm.org. All rights reserved.
This material may not be copied or distributed electronically or in any other format without written permission from NCTM.
 t ic s
aVectors
cK
iNKstO
et: th
; taBL
rOViO
sY OF
OUrte
screeN: c
 The desire to use computers and computer
gaming in mathematics education dates to work
like that of Feurzeig and Papert (1968, 2011).
They developed the computer programing lan-
guage LOGO specifically for education, resulting
in students learning, through a game, to program
an on-screen turtle to complete a maze (Papert
1980). These early computer gaming ideas have
evolved, incorporating better graphics and plac-
ing a greater emphasis on specific mathematical
concepts. Kebritchi, Hirumi, and Bai (2010) found
that high school students who played an algebra-
infused computer game significantly outperformed
students who did not. The game-playing students
were found to score significantly better on both
school benchmark tests and assessments specific to
the content of the game. Although research is not
consistently positive, much of it supports the con-
jecture that students learn mathematics from com-
puterized games (Egenfeldt-Nielsen 2007).
Egenfeldt-Nielsen (2006) described one type of
computerized game as one that simulates a part of
the world that is simplified and constructed to facili-
tate working with concrete objects. When interact-
ing with objects in microworlds, we are learning
about the objects properties, connections, and appli-
cations (p. 198). The game Angry Birds could
be categorized as this type of microworld
game in which students interact with the
properties, connections, and applications
of projectile motion. The vector proper-
ties of the slingshot and the frictionless
environment in which the bird travels
coupled with the entertaining story line,
exceptional graphics, and catchy sound
effects provide a motivational resource for
teachers to guide students toward understand-
ing the mathematics behind the game.
Projectile motion is governed by Newtons three
laws of motion:
1. Objects stay at rest or move with a constant
velocity unless acted on by some force.
2. The acceleration of a body is directly propor-
tional to, and in the same direction as, the net
force acting on the body and is inversely propor-
tional to its mass. Thus, F = ma, where F is the
net force acting on the object, m is the mass of
the object, and a is the acceleration of the object.
3. When one body exerts a force on a second body,
the second body simultaneously exerts a force
equal in magnitude and opposite in direction to
that of the first body.
In Angry Birds, the slingshot exerts a force onto
the bird at a certain angle that sends the bird into
motion until the tower of pigs exerts an equal and
336 MatheMatics teacher | Vol. 107, No. 5 December 2013/January 2014
opposite force to stop the flight of the bird. Each
element of the game has a certain mass and is acted
on by the constant downward, or negative, vertical
force of gravity. Gravity pulls the bird downward
and causes the pigs and towers to crumble, depend-
ing on their masses. The games programmers did
not add horizontal air resistance, which would
affect the flight of the bird; therefore, the horizontal
velocity of flight remains constant, vertical velocity
is governed by gravity, and the resulting trajectory
of the bird becomes a parabola.
Parabolas and quadratic functions appear in cur-
ricula from upper middle school through calculus.
The remainder of this article describes how I have
used Angry Birds to engage all my students and
focuses on how high school precalculus students
were challenged to explore Angry Parabolas, Angry
Vectors, and the partnership of these mathematical
concepts within Angry Projectile Motion.
ANGRY PARABOLAS
When exploring the Angry Parabola, I begin by
launching a bird and asking a simple question such
as, What mathematics do you see? A birds flight
path is revealed by the white dots that appear fol-
lowing a launch (see fig. 1). As students share their
observations, I urge them to discuss the force, angles,
and, more specifically, the parabolic trajectory.
The class discussion then moves toward deter-
mining the equation of the trajectory of the bird.
Because the game is played in two-dimensional
space, a vertical and horizontal coordinate system
must be defined before doing so. If we use the vertex
form for a quadratic function, f(x) = a(x h)2 + k,
determining the vertex and another point on the par-
abolic trajectory will allow us to find a value for a.
At this time, figure 1 remains posted where
it is visible to the entire class, and students mark
off their coordinates before providing the angry
coordinate system shown in figure 2. I want stu-
dents to understand the importance of establishing
a standard unit of measurement in both dimensions,
imperative for any graphical representation of two-
dimensional functions. Students begin by suggesting
American standard units of measure such as inches.
However, given the size of the screen (mobile
device, tablet computer, or projection on the white-
board), they soon realize that other units of measure
are preferable. Students then move to ideas such as
using the slingshot height as the unit of measure. I
then suggest using the diameter of the Angry Bird as
the standard unit of measure.
Once a coordinate grid has been established,
students approximate the location of the vertex
through visual inspection, using the horizontal
and vertical distances from the top of the sling-
shot. Two additional points can be determined by
Fig. 1 The parabolic trajectory of the Angry Bird is high-
lighted during the launch.
approximating the coordinates of a launched bird
in midflight or by using the starting position at the
top of the slingshot, which would be at the origin.
Obviously, a certain amount of guesswork is asso-
ciated with this activity, and human error plays
a role. Because the main idea is for students to
explore the concepts of quadratic functions within
an engaging connection to this popular game, we
accept the human error that necessarily occurs.
I require students to approximate the coordi-
nates of the vertex point to the nearest tenth of an
angry unit. Using the coordinates (20.2, 4.8) for
the vertex and (0, 0) for the point on the curve,
we determine the quadratic function for the Angry
Parabola in figure 2. We first substitute the origin
into the vertex form of the quadratic function to
obtain 0 = a(0 20.2)2 + 4.8 and then find that
a 0.0118. Our equation then becomes f(x) =
0.0118(x 20.2)2 + 4.8, which can be converted to
standard form: f (x) = 0.0118x2 + 0.47672x.
Formative and summative assessments are
implemented with my students by providing images
of Angry Bird trajectories superimposed on the
angry coordinate plane (see the appendix) for
students to calculate the parabola, its vertex point,
zeros, and other points on the modeled pathway.
With my precalculus students, I use this activity
early in the course to help students review their
knowledge of quadratic functions and how to deter-
mine functions through modeling.
ANGRY VECTORS
Vectors are defined by magnitude and direction.
Magnitude can be expressed by distance, speed,
or translation. The direction of a vector is often
denoted as its angular bearing from a constant
direction, such as an angle of elevation. The Angry
Parabola is a result of two factors: the slingshot
force and its angle. The combination of these two
factors creates the Angry Vector.
I provide students with figure 3 and discuss all
the Angry Vectors that can be created in the game.
The magnitude of the Angry Vector can be defined
by the length of the slingshot band as it is stretched,
illustrated in figure 3 by the circles ranging from
Fig. 2 The diameter of an Angry Bird is the unit of measure
on both axes.
Fig. 3 Circular trigonometry can be used to determine the
prelaunch position of the Angry Bird.
one-fourth to full power. The direction of the Angry
Vector is determined by the angle of rotation of the
bird about the top of the slingshot. Using figure 3,
my class discusses the Angry Vectors created in all
four quadrants as well as the probable trajectories
following a bird launched with those vectors.
Each location of an Angry Bird, as it rotates about
the slingshot, is the initial point for an Angry Vector.
The coordinates of this point can be determined in
either a rectangular or a polar coordinate system. I
guide my class, using figure 3, through an explora-
tion of rectangular and polar coordinates of various
initial points. The rectangular coordinates can be
defined by the Angry Bird units in the horizontal
and vertical distances from the origin, whereas the
polar coordinates can be defined by the radius, or
force from the initial point to the origin, and the
angle of rotation. The polar coordinates then lend
themselves to defining the Angry Vector for each
trajectory. Because the pig target in the game is to
the right of the Angry Birds, I have my class focus on
initial points in quadrant III, which will provide the
most successful launches (see fig. 4, p. 339).
My class then completes a table of polar and
rectangular coordinates for these initial quadrant III
points according to their locations when the slingshot
is at full power, three-fourths power, one-half power,
and one-fourth power (see table 1). Students use
their knowledge of the unit circle or their knowledge
Vol. 107, No. 5 December 2013/January 2014 | Mathematics Teacher 337
 23 3 4 4
<row 8 , 8 92 , 210 2<row 3 2 2> <Slingshot Force 1/4>
8 31> 3 3 4
3 , <row 2> 9<Slingshot 2 Force 1> 9
3 3
<Slingshot Force <Slingshot
1/2> 2 Force 2 393/4> 3 <row 33 1> <row 9 23 1> ,
9
83 3 3 8
<row 9 1> 3 9 <row 3 29 3 1> 3
44 4 8 4 4
,
8 , 8 , 210 <row 3 2 2> 34 2
2 2

<Slingshot Force 1/2>
24 2<Slingshot Force <Slingshot Force 1/4>3 9 3 9
Table 1 Rectangular and Polar Coordinates of <Slingshot Initial Points Force <row 3/4> 2>
at Varying Slingshot
23 932 3
Forces
1> <row 1>
3 9 3 3 9
3<row 1> <row 3 1> 3 3 9 43 2 ,
<row 1> 9 8 9 2 2 , , 82108
3
29 Horizontal 4 4 Vertical4 8 3 3 3<row 83 2 Force
2>
4 4 <Slingshot 28 Force 3/4>
4 , 210 Distance* 2
<row
3 2 2> 34 2 2 , 2 <Slingshot ,
3 2 1/2> 3
3 3
Slingshot Angle of Reference Distance* Distance*
Force<Slingshot
Force Rectangular
<row 1> Polar
<Slingshot 2 1> 3 3
9 2Origin <row 3391/4> 2
3 9 2 Coordinates
1> 298
Force Rotation Angle from 9 Origin
3 3 from9 Origin 33 from
<row 3 3
1> 3 3 Coordinates
4 232 , <row ,9 210 2 9 2
2>
<row 9 1> 2 9 2 ,
4
4 2> 843 3 3 <row 9 8 2 , 2 2 8 , 2108 4
8

8
<row 34 2 , 83 42> 2
4 <Slingshot
3 2
<row 8 3> Force 3/4>9 3 3
<Slingshot 2 2 Force <Slingshot , Force 3 1/2> 3
3 32 331/4> 2 3 9 22<row
3 33 1> 3 3 43 4
9 3 9 3 3 3 <row 9 9
, <row 8 210) 2>
210 30 3
98 <row
9 2 1>, 9
2 4
3 322 2 1>, 3<row 2,89210 2 92 2
22> (3, 29
8 2> 4 4 2, 210 8 8 2 3
4 , , 225
4 <row 9 3
4 83 2 3 2 <Slingshot 28 3> Force 8 8 4
<Slingshot Force <Slingshot
1/4> , Force <row 3 1/2> 3293 3/4> 3
9 8 3 3 3
3 3
3 9 1> 2
3 9 29
2 3<row 3 3 1> 3 3 <row 34 2> 4 8 , 8
3 2
<row 9 3 1> 3 3 <row 3
4 23 3 82 2 , 2 4
<row 83 2> 2 3 2 4
9 2 9 2 , 4 3> Force 1/4>
1 225 45 3 4 , 4 8, 2108 <row
8 2 9, 210
3 2 9 2329 3 ,
2> <Slingshot
<row (3, 225)
8 2 2 42
3/4> , 2, 2252 9 3 1>
<Slingshot <Slingshot
Force <row 8 3> Force
1/2> 23 93 8 839342 32 <row 3 3
3 3 3 3 9 3 3 3 983322 4 , 4
3 3 3 3
<row 9 1>3 9 <row 1>
9 28 , 3<row 4 2> 4 2 3 8 2 , 984 , 210
4 32 8 , 8 32<row
9 9210 2 2 9 2<row
2> 8 4 3 2> 2 3<row 42 4 3> 8 8 <Slingshot 4 Force 1/2>
, 210 3, 2 , 329 3
, <Slingshot
<row 3 , 3> 3 Force 3 1/4> 43
<Slingshot 382 Force 4
2 8 9 2
, 225 93 2 2
<row 9 3
1> 9
240 60
3 3 9323/4> 3
8
34 23 3 2 <row 321> 3 23
(3, 240)
9432, 210 ,
3 3 3 3 3 3 9 8322 2 , 9
<row 2 382> 2 83 2

<row 1>
2 89 <row 4 43 2> 39 28 2 , 93 4, 2104 8 ,
<row 9, 210 2 9 2<row
2> 823 2> 2 3 2 <row

4
4 83> 8 2<Slingshot 84 Force 1/2>3 4
8 4
4 , 39 3 , 4 3 3 3 3 4 3 3
9 8 8 9 4 2, 2252 <Slingshot <row 3 2 , 3>
Force 1/4> 3 9 2398
210 30 33 3 33 2 3 9 23 1> 3 2 33
4<row 9 1>
3 2 3 2 ,, 3 2 9, 210
<row 2 9 2
2>
9 3 3 3 <row 9 2 9 3 4 ,
43
42 83 2 , 33822 , <row ,
3 822> 210 2 8 3 22 9 43 3
<row 8 4 2> 4 4 3> 8 8 9 8 , 42104 2 2
9 8 4 , 4 , 8225 8
3 3
29 <row <row 3 3>3 Force 3 1/4> 2 4
<Slingshot Force
3 833 1/2> 3 8
2
<Slingshot 3
94 3, 225 9 2 2 , 2 34<row 9 1>3 9 3 229 3> <row 3
84 2 2>
3
9 3 3 3 <row 3 3 1> 3 3 4 3 3 2 , 3 <row8 2
2 8 , 8<row 39,2> 98,9 225
3 3
32 3 2 , <row 2210 9 2
3/4 225 45 438 28 , 8 3
98
29 ,4 210 9 3
, 21022
2> 3 22
9
4 4
3 ,
3
3, 3 <row
3>93
4 4 844 4 928
, 2 ,8 225 8 34 ,
<row
<Slingshot 3> Force 2 1/4> Force
<Slingshot 4 81/2> 32 4 43 3328 3 2 83 3 8 3
9 3 2 ,
3 3 3 43 2
9 3 1> 3 9 1> 3 9 2 9 3
3 42 2> 43 4 8 8
<row 3 3 <row 43 2 32 ,2 3 32 2<row 3<row 3> 82<row 2
893 3 22 , 9 , 8 9 , 2210
43 2>3, 3 9 89 2 <Slingshot
<row 8 3> Force 1/4>
9 8, 4 210 4 3 <row
29
3, 2
8210 2>, 8
2 94 3 3 , <row
, 9225 3>9 3 29
, 3 3
240
240 60 44
<Slingshot
4
Force2
38
81/2>4 4 3 ,23225 8 2 8 433 83, 8 3
<row 3 1>
934322 ,
3 3 3 3 28 3 3
9 3
<row 9 1> 3 9 3 3 42 342 8 2 , 8 9 8 3 2 43 2
, 4210
4 3 2 , <row 298 3> 3 <row 2> 3 34 ,
<row9
9
,38210 2>2 83 2<row 4 9,
3332>210
2 3 3 9 2 29 8 2
<row
3
44
<Slingshot
2
8 3> Force 1/4>434 8 8
28 , 49
8,, 225 8 , 9, 225
<row 8 3>9 3 29

3 4 4 3 3 22 2 4 3 , <row ,3 240 3 3
1> 9432,3 210
210 30 8
3 3 3 8 3
9 38 3 3 8 3
3 3
9

42 2 3 3, 3 <row 2 3 2
2>
3 2 33 2 34 2 2 , 9 , 3 210 34 2
4, 2 9 38 3
2 ,
<row 98 ,9 210 2 9 2<row
2> 2 84 2> 3
3 4 4 28 8 44 8 2 ,2
3
8 3, 4225 4
4 , 2 9 89 3>9 3 <row 8 8 3 4 3
433 8 8 <row
9 <Slingshot
8 3> Force
443 1/4>
, 225
3 3 4 , 225
3 , 2<row 9 3 3 3 4
38
9 2 9 2
2
3 8 39 3 83 8 3 34
1>
9, 23240,3 3 9 3 32 <row 2>
3 42 3 2 , 3 2 , 4<row 22103 2
,2> 9433 ,
3 3 2 ,38 2 4 3 22 ,
9 3>3 38
8 39 ,38225
1/2 225 45 <row 8 2> 4 4 2102 2 <row
2 89 243 8 1/4>44 , 3383 4,3 2254 38 2 ,
, 225 <Slingshot
<row 8 3> Force 44 3 8 8 8
43
3 4 4
<row 9 3>9 3 29
83 2
34 8 , 8 <row 3 , 240
3
1> 3 3 8
9 3 3 3 9 4 3 3, 3 4
2 93 2 <row 9 2> 2 9 2 2398
3>93
33 4 22 , 33 ,2 4 3 2 4 3
,210 2<row 9 3, 2> 2 3 4
210 9233

,
<row
4
9, 225
,
434 8 8 4 9 32 2, 33 38 , <row
2 , 3 22583>3 3 8 438
240 60 <row
<Slingshot 8 3> Force 841/4> 8 83 , 34225 4 283 4 , 4 3, 240 3 83
29 34 8
4 4 3 332 22 , 8
<row , 240
94 23 3 3 4
1> , 3 3 8 9 2 93 822 3 8
3 4

9 2 <row 2> 8329 <row 8 3>
393 3 2, 4210 4 <row ,3 2102
2> 3 2 , 2
8 2 3 29 33 3 , 93
4 3 8 <row
3>33 84
9,3> 2259 3 89
34 8 , 8 28 ,4 225 4 <row
3 , 225
4,
3
8 8

43 , 240
344
3 4 34 384 23 , , 3 2403 3 3 2,3 210
4 3 32 2 ,
8 2 3 2
210 30 93
943 2 38 3 2 8 8 44 3 ,
<row ,3 210 2 3 2<row
2>
9 2> 2 9 2 32 9
8 3
<row 83 4 3> 44 8
3 8
93 2
38 3 ,
9 4 3 3 ,
3 3>3 83 <row 8 9 ,
3> 9 225
9
3 2
8
384 3 , 4225 4 <row , 8225 , 4 3 4 , 8 , 240
3 2 8 4 4 ,8 324038 3 <row 3 2> 2 3 2
38
4
3 2 23 2 , 4333 2, 22103 2 933 3 ,
1/4 225 45 <row 9 2> 2 9 28
3 3 2 8
3 4
9
833 43 , 3 , 422533 4
, 2 9 3 3 8 8 8 4 ,
<row ,3225
4
93 3 8 8 <row
3>3 3 44
89, 225
3>93 298
<row 3>
4 8
4 3 8 8
3 , 8
3 28 4 , 4 8 3 , 3240 83 4 3, 2240 <row

3
3 2
3 2
3 2 , 3 93 , 22103 3239
3 2> 2 3 2
,
94333 3>3 3
<row , 225
8 8 8
3 43 , , 3 3 2 3 ,
3 29
8 33 4 3 2254 3 3 4 8
240 60 <row
4
,9 225 3>93 <row 8 3> 4 4 8 8 44 8 , 3 4 24 , 2404
43 8 , 8 298 , 240 8 3 8 8
38

3, 240 3 3
3 2 , 3 4 3 2
<row 3 2
2> 3 2
4 <row 3> 3
9 9
3 2
33 42 8
9 3
8 3 , 210 2 3 2 39 , <row 9 3 33,3> 2253 3

438, ,240
*All distances are measured in Angry Birds units.
4 4 8 4 3 3 , 3
8,3 225 3 4 3 3 4 3 ,
8
<row 8 3> 8 2
8
44 , 3 ,2 240 4 4 3 2 2
82 9 , 240 4 8
3 8 8 4 33

338 Mathematics Teacher | Vol. 107, No. 5 December 32013/January
4
3

3 8
9 2
2014 3 2>
3 2 3 2<row
, 210 2 3 2 4 <row 89 3>9 3 289
33443 , 933 33 , 933,3 225 3 3
4 3 , , 240
, 4 225 3 34 <row
3> 240 8
4 8 8 8 , 28 , , 8 4
4 4 4 3 3 2 3 2
 x = x0 + V0 t
x

x = x0 + V0 t 1
y = xy0 + V0 t gt 2
1 y 2
y = y0 + V0 t gt 2
y 2
Fig. 5 Angry V ,
Vectors
0
are defined by the initial velocity and
x
angle of elevation of the launched Angry Bird.
V0 ,
x

V0 , trigonometry yields a relationship

Right-triangle
y

V0 ,the initial velocity of the Angry Vector

between
y
and the measurementsV0 of V0x, VV 0y and q:
V0
0
sin = y ; cos = x ; and tan = y .
V0 Va V0 Va V0 V0
sin = y ; cos = x ; and tan = y . x

VVa, Va
0x
V0
x

V ,
The 0class
x can then use the standard quadratic
Fig. 4 Students find polar and rectangular coordinates of equation formV0 of, y = ax2 + bx + c to solve for Va and
y
the Angry Bird prelaunch positions. q. TheVfollowing
, verifies what a, b, and c equal in
0
terms ofy V0x, V0y, and g:
of polar equations to complete the table. Once the x x0
x = x0 + V0 t t =
class has completed the table, discussion related to x
x x0 V0x
x = x0 + V0 t t =
the magnitude and direction of the Angry Vectors is x V0
used to urge students toward the final element of the We use this value for t and substitute as follows:
x

Angry Bird mathematics: Angry Projectile Motion.

1 2
y = y0 + V0 t gt
ANGRY PROJECTILE MOTION y 2
The magnitude of the Angry Vector within the 2

kinematic components of projectile motion is the x x0 1 x x0

= y0 + V0 g
initial velocity of the Angry Bird, Va, resulting from y V0 2 V0
x x

the slingshots force. The direction of the Angry

Vector is determined by the standard position = y0 +
V0
y
x
V0
y
x0
(
g x 2 x0 x + x0 2
2
)
( )
2
angle, q (see fig. 5). As discussed earlier, the Angry V0 V0
x x 2 V0
Bird travels in a parabolic trajectory because the x

only force programmed to act on the bird, after it is V0 V0 g gx0 gx0 2

= y0 + y
x y
x0 x2 + x
launched, is that of the downward pull of gravity.
( ) (V ) ( )
2 2 2
V0 V0
The Angry Birds position (the ordered pair (x, y)) x x 2 V0 0x
2 V0
x x

after a given amount of time is governed by two

kinematic equations: g 2 V0 y gx0
= 2
x + + 2
x
x = x0 + V0 t
x
2 V0( )
x

V
0x V0
x
( )
1 2
y = y0 + V0 t
2
gt V0 y gx0 2
y
+ x0 + y0
( )
2
V0
x 2 V0
In these equations, V0x and V0y are the initial x
V0 ,
velocities in the horizontal
x and vertical directions,
respectively; g is the downward force of gravity Following this verification, the class can take an
(9.81 m/s2); t is time;
V0 , and x0 and y0 are the initial Angry Parabola in standard form and determine
rectangular coordinates
y
of the object being pro- Va and q. We use the parabola y = 0.0118x2 +
jected. Class discussion then moves toward the 0.47672x (whose equation we determined earlier)
V0
discovery of the Angry Vectors V
initial
0xvelocity, V a,
V 2
0 yand g = 9.81 angry units/s , and begin by equat-
sin fig.
and direction, q (see = 5).; cos =
y
; and tan = ing . the two expressions for a:
Va Va V0
x

V0 , Vol. 107, No. 5 December 2013/January 2014 | Mathematics Teacher 339

x
 9.81 19 (5): 487501. doi:http://dx.doi.org/10.1080/
0.0118 =
( )
2
9.81
2 V0 10494820903520040
0.0118 = x

( )
2 Kebritchi, Mansureh, Atsusi Hirumi, and Haiyan Bai.
2 V0 9.81 2010. The Effects of Modern Mathematics Com-
V0 = x 20.3882
x 2(0.0118) puter Games on Mathematics Achievement and Class
9.81
V0 = 20.3882 Motivation. Computers & Education 55 (2): 42743.
x 2(0.0118)
We then do the sameV0 for our representations of b: doi:http://dx.doi.org/10.1016/j.compedu.2010.02.007
0.47672 = y Kim, Sunha, and Mido Chang. 2010. Computer
V0V0x Games for the Math Achievement of Diverse Stu-
0.47672 = y dents. Educational Technology and Society 13 (3):
V0 V= 00.47672 20.3882 9.7195
y x
22432.
V0 = 0.47672 20.3882 9.7195 Papert, Seymour. 1980. Mindstorms: Children, Comput
y

V0 / V0 ers, and Powerful Ideas. New York: Basic Books.

y x
Then tanq = V0y/V0x tanq = 0.47672 q
V0 / V0
25.4881. We have sinq
y =x V0y/Va Va = V0y/sinq
Va 9.6885/sin25.1881 9.6885/.4303 22.5864. JOHN H. LAMB, jlamb@uttyler.edu, is an
Thus, the initial velocity of the Angry Bird is associate professor of mathematics edu-
nearly 23 angry units per second at an angle of cation at the University of Texas at Tyler.
slightly more than 25 degrees. He teaches elementary and secondary
school mathematics methods at the university as
DISCUSSION well as precalculus at an area high school and
All my students have become more engaged and researches the testing culture, integrated math-
intrinsically motivated to learn the mathematical ematics education, and rural education.
concepts emphasized in these lessons using Angry
Parabolas, Angry Vectors, and Angry Projectile
Motion. Middle school students seemed to clamor to APPENDIX
measure angles and distances so that they could get Below are two images suitable for
a chance to launch an Angry Bird toward a tower of student assessment. For
pigs. Algebra students, despite moaning that I have additional similar images, go to
ruined their favorite game, were able to understand www.nctm.org/mt046.
how scientific elements of vectors directly con-
nected to algebraic modeling and prediction through
parabolas. Teachers embraced the possibilities of
using these concepts in their classrooms, and many
contacted me with their adaptations.
Teachers of mathematics have an important
role in developing student thinking. The concepts
taught throughout mathematical coursework help
build critical thinkers who will become more
productive employees and leaders in their future
careers. Too often, students fail to see a connection
between the mathematics that they are learning and
its application in the real world. Using Angry Birds
can help students explore mathematical concepts in
ways that have direct appeal.

BIBLIOGRAPHY
Egenfeldt-Nielsen, Simon. 2006. Overview of
Research on the Educational Use of Video Games.
Digital Kompentanse 1 (3): 184213.
. 2007. Third-Generation Educational Use of
Computer Games. Journal of Educational Multi
media and Hypermedia 16 (3): 26381.
Feurzeig, Wallace, and Seymour A. Papert. 1968,
2011. Programming-Languages as a Conceptual
Framework for Teaching Mathematics. Preface
by Bob Lawler. Interactive Learning Environments

340 Mathematics Teacher | Vol. 107, No. 5 December 2013/January 2014