Mathsational

I typically spread my course info and getting to know you type stuff throughout the first four days of class.  I then save the second half of each class for actual content.  I feel like I do better to set up the expectations for the class if my students see content and have a homework assignment from day 1. That said, we have a class called 'primetime' at my school.  This is basically like a home room, but we only meet 9 times per year.  We meet for progress reports and report cards as well as other special information (graduation practice info, locker cleanout, etc) throughout the year.  I will be meeting with this group for two hours on the first day of school.  One hour of that time is for class meetings and the other half is planned by the teacher.  Typically we read important passages in the handbook and give out school documents (free and reduced lunch, picture day, yearbook order forms, parking pass applications, and such). This year, I was ...

My goal during the summer is to blog at least once a week.  I've failed pretty miserably with this so far this year.  One of my goals was to blog about my favorite practice structures.  Let's be honest, a lot of the content in high school math is either inapplicable (I'm looking at you polynomial long division) or requires lots of practice to build fluency.  So, although I do like to try to do one project with honest to goodness real world application for each unit or marking period, I still need something engaging to do with kids to help them practice. The practice structure that I am sharing today is Old Maid. I love having my kids practice the most basic skills (ones that require little to no writing) by playing card games.  One sad side note is that I usually need to give directions on how to play these games because apparently, parents don't play games with their kids anymore. So, I just now created a new version of Old Maid for my first unit in algeb...

I borrowed this lesson from John Stevens .  As a quick side note, this is what I love about the MTBoS community on Twitter.  You build a network of creative educators from literally all over the world and your own lessons improve because of the sharing that happens. Now, my students and I live in central Pennsylvania.  We have the occasional earthquakes, but they are they type that only the most observant people even notice.   Here is a link to our most recent earthquake. This is  John's original lesson.  On his page, you will find links to his Slides presentation, lesson plan, and student handout as well as notes about how he implemented the lesson. I started with showing a San Andreas movie trailer. I asked if anyone had seen the movie.  I asked is any of them felt the earthquake that we had the previous summer.  These questions lead to some lively conversation. I showed them some maps from the USGS website that show intensity in ...

Recently, my honors algebra 2 class studied radicals.  Among other things, we needed to build fluency in using operations and using radicals to solve equations.  Here are a few of the resources that students used during class to practice. Simplifying radicals board game:   I can not remember where I got this board game template.  At one time, I googled something  like “free printable board games” and downloaded a bunch of them to use once each unit.  In general, I print some practice problems using Kuta Software and cut up the worksheet to make problem cards.  I print and laminate the board game to use year after year.  I use dice and bingo counters that I purchased online.  This is a simple alternative to a worksheet that the kids always seem to enjoy.  The board games work best when the problems are quick.  The game part is not fun if the kids can only complete 2-3 problems and don’t actually get to move their gam...

This lesson may not make sense to some of you, especially if you do not know me or what a hybrid classroom looks like.  You can read more about my hybrid classroom on the Hybrid Learning and MTSD Training – Hybrid Learning tabs of my blog. The short version of this information is that my students learn by traveling through 4 stations over a period of 2 days.  The first day consists of a 5 minute warm-up, two 20 minute stations and a 5 minute closure activity (usually an exit ticket).  The second day consists of a 5 minute warm-up, one 20 minute station, one 20 minute whole group activity and a 5 minute closure activity.  Sometimes the whole group activity is a lecture, sometimes it is a quiz, and other times it is a group work assignment or project.  The warm-ups and exit tickets might be review of a specific skill or a fun MTBoS warm-up.  Check out the MTBoS Resources tab above for more information. The first of the 3 stations is the indepen...

  My favorite classroom tool is Doceri.  It does cost $30, but I use this iPad app every day, so it was well worth the cost.  You need a computer (laptop/desktop), wireless network, and projector to use Doceri.  It basically turns your computer into a whiteboard.  You can control your computer and any files remotely from the iPad.  I use this feature for PowerPoints during class.  You can eccentrically take a screen shot of whatever is on your screen (or use a number of included backgrounds such as graph paper) and then write on that image.  I use this feature most often.  I will make a PowerPoint presentation of my notes each day and then use Doceri to annotate each slide.  You have a ton of pen style/color choices so you can color code and highlight important parts of your class notes.  Doceri can save each annotated image and you can email it to yourself in PDF form.  This can become a document to post on your cla...

One of my favorite resources is the  Mathematics Assessment Project .  These are scripted lessons, which at first was off-putting to me.  However, once I implemented a few lessons (with modifications as I saw fit), I accepted them as exemplary lessons.   While I don't always follow the script, I do believe that the lessons have been vetted and shown to be well thought out.  I like the script as a starting point and I like having a model to work with.  I especially like the common misconceptions and the suggested questions that could be posed to students. Here are two of the most recent lessons that I have used in my classroom. Defining lines by points, slopes, and equations My favorite part of many of these lessons is the collaborative section.  This lesson contains a matching activity where various information is missing from some of the pairs.  Students can more easily match the pairs with all the information given and then expand t...

Here are two more activities that I have tried in class recently. Linear Inequality TIC-TAC-TOE: I borrowed this activity from @MathBerts and adjusted the directions to make it work in my classroom.  Since I teach in a hybrid/station based classroom, students need to be able to complete their assignments without a teacher leading the activity.  Most of my students enjoyed the activity.  I had just one problem in that I had small groups of kids all using the same game board.  I would recommend possibly copying each board on a different color of paper to alleviate this issue. Domain and Range Go Fish: This activity is a real winner.  The kids LOVED it.  I can't explain it, but every time we play go fish, they go nuts (in a good, on task, highly engaged sort of way).  Shockingly, the first time we play Go Fish, I have to do a mini-lesson on how to play.  Kids can be so deprived these days :(  This activity really helped my...

3 Act Math lessons are a great way to introduce a unit.  It is especially cool when you can create a real need for the math that students are about to learn either by making it possible to find a solution or by making the solution easier to find. The basic concept is  Act 1:  Show some sort of media image or video and let kids ask questions.  Choose a question to try to answer.   Act 2:  Have kids tell you what other info they need to answer their question.  Research or provide that information. Act 3:  Reveal the solution. The whole process takes quite a while, so you can't do this every day and make it through all of your content.  However, I like to use these on the first day to introduce a new chapter.   Here are some of my favorite 3-act collections Dan Meyer 101 Questions Andrew Stadel Dane Ehlert Kyle Pearce

Open Middle is one of my favorite resources.  Most of the tasks could take 20 minutes to complete but I usually start by using one as a warm-up. The key characteristics of these problems are the beginning and ending are closed (all kids start with the same prompt and arrive at the same result) the middle is open (there are many paths to the correct solution),   the problems have a low floor and high ceiling (it is easy to understand and find one solution but harder to find the best solution) they involve finding the maximum/minimum values (kids see this as a competition to see who can find the best solution) My students seem to really like these because they feel successful in finding one solution even if they don't find the best solution.  After giving the kids time to think on their own and then work as a team, I ask for one team solution.  I praise that team for finding a solution that works.  Then I ask if anyone can top their performance. ...

*singing* One of these things is not like the others.  One of these things just doesn't belong... Which One Doesn't Belong is a fairly new resources.  As usual, I stumbled upon this jem while catching up on tweets one day.  I use these as warm-ups about once per week in my 9-12 classroom.  I am not concerned that the topic we are studying is represented in the set, but rather that students think of multiple solutions.  That is my favorite part of using these sets.  I encourage students to come up with a reason why any of the 4 pictures could be the one that doesn't belong. I love that there is often an obvious solution so all students can find success but there are multiple answers for students who are ready to think more deeply.  I have not tried the incomplete sets yet, but I think those would be awesome for higher order thinking skills as would making up your own WODB set.

Kelly Turner has this great site .  I can not find her on twitter, so if you know her personally, convince her to join.  Then tell me about it so I can follow her. She posts a graph with reflection questions every week during the school year.  I like to use these as warm-ups with my 9-12 students.  She asks students to look at a new, relevant, and interesting graph.  Students practice reading the graphs to answer questions like:  What is the topic of the graph? What do the axes represent? What observations can you make? What do you think will happen in the future? Reading graphs is always a frustrating topic for me to teach.  It seems like something that high school kids should be able to do, but  it turns out they can't.  I like to use this resource once a week to give my kids extra practice.  We also discuss misleading graphs and bias.

AOD is another site that I love. These usually take the entire period to get through so they may not be just a warm-up. I could certainly see starting the activity at the beginning of a unit and then asking students to draw a conclusion. When they indicate that they don't know how to justify their position, it creates a need for the unit that you are starting. Then you can come back to this activity again at the end of the unit and do the math to support or dispute their original claim. Tim McCaffrey, the creator of this site has asked engaging questions that require 3-acts to reach their conclusion.  The 3-acts typically involve posing a problem, giving more information, and finding a solution.  Other tweeps have their own 3-act databases that are awesome too.  I'll write about those in a later post.  For now, enjoy these.  This is a good place to get started with 3-act math because it is not too overwhelming.  

Graphing stories are probably one of my favorite ways to start class.  The kids love it too.  I use it for all of my 9-12 students.  I don't match the graphs to the type of function we are studying, we just have at it.  Something about the videos is just very engaging for students. Here is how I use the site. 1)  Give students this handout . 2)  Play the first part of the video pausing as the y-axis is labeled so that students can write their title and labels. 3)  Play the full speed and half speed part of the video. 4)  Pause the video and ask the students to sketch the graph. 5)  Ask if anyone wants to see the video again (sometimes they do, sometimes they don't) 6)  Ask students to compare their graph with an elbow partner and discuss any differences. 7)  Take a pic and project one student's answer (I use Doceri on iPad) 8)  Ask the student to explain what is happening in their graph and how it matche...

The next resource that I like to use to start the class period is visual patterns .  I use these about once a week with my 9-12 students.  My ninth graders start the year not knowing anything (or remembering) about linear equations so they are really just trying to make a table of values and look for a pattern.  After we learn (review) how to write equations of lines we discuss how we can use that new knowledge to make our visual patterns easier to find.  Some of the patterns are quadratic or even exponential, so you will want to discuss this with students.  They should check to see if their pattern really is linear before beginning. The quadratic and exponential patterns are good for my algebra 2 kids, you just need to look through the list to find them.  The creator of the site, Fawn, will send you an answer key if you want a quick reference to tell what type of function each pattern is.   On this page , you can find several worksheets that ca...

My Second MTBoS favorite is Would You Rather .  This is another resource that I like to use to start my 9-12 classes.  Some of the questions are quick enough to use as a warm-up while others are long enough that you could spend an entire class period researching, calculating, and arguing.  I like these activities because they are interesting to students and require a low level of math knowledge to get started.  Of course, students can get very in depth with some of their answers.  I especially like to use these at the beginning of a unit before students have the skill to answer the questions.  An example of this might be using this probability task before learning about compound probability.  In this case the students might try to solve the problem with the brute force method, creating a sample space.  Then I can share with them the short cut and they would have a better appreciation for it.  The most important thing about these tasks i...

One of the reasons that I wanted to start a blog is that I had been an MTBoS consumer for about a year.  It all started last summer at a conference when I was encouraged to live tweet during the event.  I thought the idea was a little silly and I was not really interested in keeping up with the Kardashians.  However, I did learn something that I considered to be tweet worthy.  So I joined and tweeted.  After a few months, I had found about 50 math teachers from around the world that had great ideas.  These teachers were sharing their resources at no cost.  Twitter became my go-to lesson planning resource. Eventually I started to notice questions on twitter for which I felt I could contribute to the solution.  I tried to reply with 140 characters, but I often wanted to share links.  So, I decided to start a blog.  So far I've blogged about standards based grading and hybrid learning.  This next series of posts will be about my...

The process of planning for a hybrid classroom is not drastically different form planning from a traditional classroom.  You will need to consider that students will be progressing through the stations in different orders so you will need to be careful not to assign something at one station that can not be done without completing another station first.  You also want to be careful about over planning for the direct station.  The direct station should be different for all three groups.  It should be based on the questions that students have when they come to you.  If you find yourself doing the exact same thing all three times, you are probably doing something wrong.  To help you get started, here are some of my favorite resources. Direct station: I start off by preparing a traditional lesson.  This way if students do not ask questions, I have a variety of practice problems available to get them started.  Once we do one or two problems toge...