7.27.2017

#TMC17 My Mini Revelation


Day one, hour two of #TMC17 and I had my first revelation.

Our two hour session over structuring debate literally flew by and our exit slip question was something we've learned.

I stopped to actually think and it hit me...

I don't have to go all or nothing with every idea.

That may seem obvious to you but if you're reading this blog then you should know my personality by now. In the few seconds I started to frustrate myself with how to incorporate debate into every lesson, I chose a different path.

I could do this one or twice a unit.

We covered talking points which I tried and failed at a couple years ago. In the few seconds I started to frustrate myself with how to bring those back and do a better job, I chose a different path.

I could do this once or twice a unit.

Suddenly I saw  my math "toolbox" in a different light.

I've always looked for new tools to add to the box. But when it comes to using the tool, I want to use it for every job until I die or it does. Now I can see how I have enough tools (thanks to my Twitter teacher lounge) to choose them strategically. I can rotate the tools and no one has to die!

The tools will last longer!

They will seem fresh each time I use them!

My skills in using them will stay sharper!

I won't get tired of using one tool forever!

I won't feel guilty for not using the great tools that have been shared with me!

I won't feel guilty.


#TMC17 Informative Formative Assessment {Mary Williams}

4:00-4:30 
Informative Formative Assessment 
Mary Williams
tinyurl.com/tmc17-fa

The purpose is to gather data!

Use Kahoot to build Jumbles where students put answers in order instead of just picking one correct answer.

Make a selfie Kahoot for students to get to know you or each other.

Use Kahoot ghost mode for students to challenge them.

Quizizz- individually paced, good for homework, questions on student screens, meme options, and teacher sees live data.

Quizlet- competitive and cooperative, one player in group has correct answer, back to zero if you use one, shows correct answer, play same twice with shuffled teams.

Plickers- no technology needed, scan multiple choice answers, live and downloaded data

Google Quiz- grade MC automatically, immediate feedback; flubaroo add-on able to grade more than MC, share through email or google drive

Go Formative- make live comments, attach standards, integrate already created worksheets

Education- input own standards, assessment library


#TMC17 Teach Me How To Factor {Anna Hester}

2:45-3:45 
Teach Me How to Factor 
Anna Vance 

Patterns and puzzles help kids become successful with factoring.

Progression:
GCF
4 Terms
Trinomials 
Difference of Squares
Perfect Square Trinomials

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(I call it the un-distributive property)
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Phrase as multiplication helps eliminate mistakes with positives and negatives.
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Cover up the bottom row in a 2x2 to start!!!!

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Factoring is just moving puzzles pieces around until you find what fits.

Rigor doesn't mean making things arbitrarily difficult. 

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Try using x-box for both cases of a = 1 and a > 1.

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DOS Rap 


#TMC17 The Politics of Mathematics Teaching {Grace Chen}

1:30-2:30 Thursday Keynote
The Politics of Mathematics Teaching
Grace Chen

All history is political history. We have to be able to hold multiple truths simultaneously. But not all truths are equally valid.

Who you are is influenced, but not wholly determined by, people or policies.
Who you are as a math teacher started generations ago. My students' stories didn't start when they entered my classroom.

Are you challenging or reinforcing ideas?

1. Create a microcosm. You bring ideas and belief to your classroom whether you know it or not. Stereotypes aren't hurtful JUST because they're untrue, but because they recall and recite histories of oppression. When you think you know about people, it shuts down the opportunity to get to know those people. Shut down and disrupt the shadows of problems.
2. Teach the gray areas. Actuarial racism penalized black people for the poor health outcomes that were politically motivated instead of looking for ways to support and improve. What do algorithms not take into consideration?
3. Explore alternatives. The Algorithm Collection compares things we take for granted and how they're done in different cultures. Remember the context! Our way is not the only way.

We are influenced but not wholly determined.
We can make our choices conscious and communicable.

7.25.2017

X-box Factoring with Color


I tried using the area model this year for factoring GCFs and ax^2 + bx + c in addition to already using it for completing the square.

I felt like there were so many steps that color would be helpful in 'seeing' what we were doing.

I love using concept attainment when I can so I start with students noticing three things that all the 'yes' column problems have in common that the 'no' column problems don't.

   


From there, we went through an example and wrote down the steps in color {which of course took longer than it should have}. I did the rest of my examples in color and let them decide if they wanted to use color or not.



I was finding the gcf of each row and then dividing to find the top of each column. It took weeks until a student pointed out to me just find the gcf of the rows AND columns.

Overall, I haven't been a huge fan of the box method. I felt like students got mixed up with where to put the numbers and how to find the answers. They're never going to see an X and a box on any other math problems. If I don't put it there for them, they don't know to do it. 

I think I'm going back to my old method of slide divide bottoms up.

Factoring is the bane of my existence so in an attempt to be proactive, I'm going to do factoring Friday's with three problems per week for EVERY course, Algebra I and on up. Hopefully doing 3 problems a week for years in a row will finally give them a solid foundation for Algebra II.

Hopefully.

Word Doc:

   


PDF:

   


Notebook: