Days 119-127, March 7-17

Algebra CP – We finished our chapter on exponential functions and had our test. Most of the kids are doing really well, some are better at finding the constant multiplier (b) when given a table than if they are reading it in a situation. They just want to say, “Oh, 6.25% increase? That means b must be 6.25.” What? No! Add that to your 100%, then change it to your decimal. We’ll still work on it, and the homework still has them finding the exponential functions so I think it will be okay.

Our current chapter is on Quadratic Functions. We’ve started factoring, and everything is through the generic rectangle (we did use algebra tiles initially, then moved on to the rectangle. I’ve used the generic rectangle before and the X to help factor before, but 1) I had never thought about the diagonals in the rectangle (see picture below – Casey’s Pattern) and 2) had never included the x’s when thinking about “what multiplies to this and adds to that”. CPM really ties everything together so well, so the generic rectangle and the X make sense, and there are patterns in them… honestly when I used them 8-10 years ago they were just “a trick”, or way to help factor, we didn’t explain any of the Why, just the How!

Math 7CP – Last week we did a couple of days review then took the Trimester 2 Benchmark from our district. We aren’t going in the same order as the book, and haven’t taught inequalities yet, however there were 5 problems about inequalities on the Benchmark. So, we gave the kids those answers, then calculated their scores out of 20 questions instead of 25 questions. Overall our kids did really well. Unfortunately, most of the questions were DOK Level 1 on the test, and we’ve really been trying to do more DOK Level 2, and even some Level 3 questions with our kids. But that’s why they thought it was pretty easy and did so well. We also looked at the Grade 7 Math Performance Task on the CASSPP Released Questions so we could talk about everything that is looked for. The kids are getting better at reading the questions to make sure they’re answering everything, and they really need to do that on the Performance Task! Hopefully the one on the actual test is as interesting as this one was so the kids get into doing it.

This week we started Unit 7, Geometry. We began with circles, and on 3.14.17 did the measuring the circle to find the diameter and circumference (using string and rulers) to derive pi. One group was really close with their measurements, others not quite as accurate, but our class average was 3.25, which is pretty good! The next day we did the Fractions Circle activity by Illuminations (scroll down to see this activity, it’s the second one). We did this last year too and really like it – it’s better than cutting the paper plate apart! I didn’t have enough time to have them understand how the “base” of the cut-up-and-glued-on-as-a-rectangle-shape was 1/2 of the circumference, so 1/2 of pi(d), which would be pi(r), since 1/2 of the diameter is the radius. So the next day we continued and I think it was a little clearer. One of our mixed review problems for homework on Wednesday was: “4.  A bicycle wheel has a diameter of 60 inches. In one turn, how far does the wheel travel in feet and inches?” (it’s a really big bike LOL). I had RTI that day and a lot of kids were asking questions on that problem, so they totally weren’t relating the circumference to the distance. Soooo, as I was taking a shower the next morning I was thinking about what I could do to help them see this relationship. I thought about bringing in an orange and using a slice of it, but decided a banana would be better. This is what happened the next day: I had kids come up and explain how they did problems 1-3, then I talked about problem 4. I brought up a small knife and my banana and cut a slice about the width of my little finger from the center of the banana (one student says “you’re wasting food”). I told the class, “This is my wheel.” Then I marked a green line on the peel, and told the class, “OK, now we need to see how far the wheel travels until this green line is on top again.” So I rolled the banana slice along my paper until the green line appeared again, and made a line for how long that was (I’d marked where we started).  Then I cut along the line, ate the banana slice (“No, I’m not wasting food”) and opened up the peel to show that it was the same length as the line!  Then I made it a circle again!  I think this helped the kids see that the distance traveled in one turn was the circumference. I ate a little more of the banana and other kids wanted a bite so the rest of the banana was disposed of without any waste. (HA! I showed you, you 7th grade boy!) I liked this idea, and I’d definitely do it again. We worked on circumference and area problems for the rest of the week, and took a little group quiz today. When we were doing the problems I’d give them the diameter or radius and have them draw me that circle, with the correct line. Then they had to write down the other measurement (d or r) and the formula for the Circumference and fill in the numbers and find the answer. Same for Area. I told them each problem would be 2.5 points – 1 point for the formula, one for the correct answer, and 1/2 for the measurement. So if they just write the answer they only get 1 out of 2.5 points. Today when going over the HW neither kid had the equation or the measurement. I had them write them on their paper, and reminded them that I need to see the formulas! The CAASPP  expects the students to be able to “know and use the formulas” and doesn’t put them on the test (PARC does). After that we did a few more review questions then did the Historic Bicycle Task from MARS as a group quiz. I helped them convert the measurements some because they’d have to recreate it again in the last problem….it looks like about 1/2 understand so we’ll keep working on it!

Math 7 Accelerated – We also started a new chapter! Last week we finished Ms. Pac-Man on Tuesday (I was out at the UCSB Math Leadership Cadre) and then used grade 7 TEAM UP! cards to do review for a few days. We’re learning the 8th grade standards so the kids can be accelerated to honors algebra 1 next year but they are still going to be tested on the 7th grade standards so we need to review/teach some more before the testing starts at the end of April.

This week we started on our Data Analysis and Slope Chapter. The first couple of days we made and talked about circle graphs, categorical data vs. numeric data, and reviewed Box Plots (AKA Box and Whisker Graphs). Yesterday and today we started slope, revisiting y = mx + b and comparing and finding slope on a graph today. The groups worked pretty independently today and I walked around and joined a few of the groups. I think it was a good day for them because they got to work at their pace in their groups. Happy St. Patrick’s Day!

Here’s a picture of what my backyard looked like this morning. We’ve had so much rain and now it’s warm so there are flowers galore!

3 17 17 backyard


Posted in Geometry, Quadratics, slope | 1 Comment

Days 113-118, Feb 27 – Mar 6

I know I’m totally messing up the weeks, but I wanted to write about what we did today!

Algebra 1 – We’ve been working on Exponential Functions this chapter, and it is amazing how CPM has it laid out. I was talking with Karen, who teaches one of the Algebra Honors classes, about a problem we’d done in class and she said they didn’t do anything like that in Honors. She said, “This could be a Performance Task for Honors!” (she likes the CPM problems), and it totally could. A regular problem for our class is extraordinary for the Honors Alg kids. The last couple of days we were “curve fitting” given 2 points of the exponential curve….not right next to each other. Initially we did it using a table, then we did it by substituting in the values of x and y into 2 equations, solving the equations for “a”, then setting the equations equal to each other and solving for “b”. Then we substituted the “b” value back into one of the original equations, found the “a” value” and wrote the equation. Today we went over one of the homework problems where they had to do the above method, then also solved it using the table. We ended up having to find the 4th root of 0.0256, or we just used rational exponents and raised 0.0256 to the 1/4 power! It was so cool. Today the lesson was solving a system of equations of exponential functions by graphing. It was about 2 cars that were depreciating in value and one that was appreciating, and which should we buy. We’ll finish it tomorrow. It’s so different, and so cool!

Math 7CP – Last week we finished up our Percents Unit. I made a Math Notes page (to copy the phrase from CPM) to sum everything up, and a few problems for practice. I told the kids they could use the Math Notes page (it’s not called this on the paper) on their test. I liked it a lot, I’m not sure if it helped though…. they either know it or they don’t, and I saw errors that wouldn’t have occurred if they’d looked at it! Today we played Grudge to review for our Trimester 2 Benchmark. The Benchmark is so basic compared to what we’ve been having our kids do….so hopefully they do well! That will be on Wednesday, and then I think we may do a Performance Task on Thursday – or we’ll do puzzles! This is the Puzzle HW we are doing this week.

Math 7 Accelerated – Last week we reviewed and had our Chapter 6 Test. We had the kids do a Concept Map tying all of the vocabulary together for this chapter. What I love about this as a review activity is the kids don’t just link the vocabulary words together, they have to write WHY they are connected! Here are some pictures:

Above shows the kids working (I just noticed they’re actually right next to each other, notice the boy with his hands on his head? hahaha) and below are my favorites:

I haven’t finished grading the tests yet (lazy this weekend) but I’ll finish them tonight.

Today we did Robert Kaplinsky‘s Ms. Pac-Man! Ideally we wanted to do it as a review activity BEFORE the test, but we had an assembly and a Rally and class times got messed up so we would have had to test tomorrow, and Tuesdays are short days (39 min periods) so we just decided to do it after the test. Here is the link to where I wrote about it originally, and here is the link to the game board, which I apparently didn’t link to when I wrote about it. I also played Mario Music while the kids were working! We’ll finish it tomorrow, but here are a few pictures of today. Most kids figured out their route before writing out the moves. It definitely went better this year than the first time we did it last year!

Posted in Equations, Percents, Systems of Equations | 1 Comment

Days 105 – 112, February 13-24

Algebra 1 – We are still working on exponential functions and the kids are getting really good at writing the equations for the graphs, and using their calculators (or phones) to find values. Last week we worked on a lot of little problems, then made a web seeing that we could make tables, write equations, make up a situation and draw a graph from a problem. The only thing we didn’t think we were that good at yet was writing the equation from the graph, but I think if we had actual points that it wouldn’t be a problem. This week we’ve worked with compound interest vs. simple interest and made step graphs comparing the amounts, and compared interest compounded annually to quarterly and monthly. In one class we even looked at daily compounding. Then for decay we played a theoretical penny game (I forgot to count out groups of 100 pennies for the teams, although I did have pennies at school!) where we tossed 100 pennies on a table and took out all of the tails each time. The class calculated how many times they could toss the pennies until there was only 1 left. We also looked at the equation and talked about how many there would be at time 0, which reinforced that something (other than 0) to the 0 power is 1. We figured out how many pennies there would be at time -1 or time -2 too. Another problem dealt with Carbon 14 dating, and there we looked at time -1 and decided that even though we could find the “number” it wasn’t really relevant since a person only has 100 grams of carbon when they’re alive. We did a little more exponent practice, changing negative exponents to positive in various situations, then, since we had about 15 minutes and I thought they were pretty confident in the equations….played Grudge to work on homework problems! In my second class we only had 8 minutes to play Grudge, but again, it had everyone involved and they used the time well. Fun times!

Math 7CP – We are continuing with our percent unit. The class had a quiz last week that started out as individual, but a lot of the kids didn’t finish it. So the next day I had them work together at their tables, to help each other figure out some of the problems, and to check their work. Then I had them trade quizzes and correct (I had put 2 tables on it and decided that it would be a bear to correct….so I wasn’t lazy, I was using my resources LOL) them by circling any problem numbers that had different answers. I went over all of the quizzes and put on the scores. I feel pretty confident that they didn’t just copy each other on the second day because I was walking around, and it definitely helped their scores! But that wasn’t the fun day. We had a 4 day weekend due to President’s day(s) in our district, so when we came back on Tuesday we worked on the large whiteboards on the wall and did percent increase and decrease. I had done an example with the class and then used my iPad and Doceri to write new problems as I walked around. They had to show their work and used calculators. The kids like working on the big whiteboards, it was a minimum day (all Tuesdays are) so I think it was a good intro to percent change. The next day, I had a worksheet for them. We did the first one together, and then played Grudge for the rest. It was a great day. The whole class was involved and checking each others work, making sure they wrote “increase” or “decrease” and working hard to get finished with the problem so they could go erase another team’s X from the board. I play it by giving 4 X’s to each table, everyone at the table has to show me their work and complete answer before they can have 1 person go erase an X, and if they call me over and everyone has the wrong answer they 1) can’t go up that time and 2)have to correct it before they can do the next one. It was a 47 minute period and we finished with 4 minutes to spare. So we played Simon Says for 3 minutes. I’m Simon. If I had given the class the worksheet and told them to “work in their groups” some kids would have done it, but a bunch would have fooled around and not finished. I don’t play Grudge that often, but when I do the kids love it.

Math 7 Accelerated – We’re still working on Transformations, and have now included dilations. Monday the kids did an activity from CPM where they have a few shapes and have to follow directions to translate the shapes to make a picture. It becomes a rocket with the moon in the sky. I like that activity. After that they had a quiz on rigid transformation, then we started dilations. I like how CPM teaches it, there are a lot of thinking problems, then an activity where they distort the image by multiplying x and y by different factors. From dilations we move logically to similar figures! Today we are supposed to work on corresponding sides, but I’m going on our snowboard/ski trip (it’s the last one of the year) so I’m having the class do a transformations review with the teacher that’s subbing for me (Thank you Gila!!). The week wasn’t as fun as Math 7’s (no Grudge!) but still a good week.

Posted in Large White Boards, Percents, Transformations | 1 Comment

Last Week’s Alg Pictures!

I forgot to insert the pictures of our first data gathering. Here’s the wall with the 5′ – 12′ distances measured out. We had 4 stations. That’s a yardstick on the wall!

Here are some pictures of the kids gathering their data. The farther you stand, the more you see! What would be the measure on the “y-intercept”???

(it would be the width of the tube, or 1.75 inches!)

Finally, here are a couple of pictures of the kids working together on their partner quiz. The conversation is what is so awesome, they’re justifying their answers, questioning their partners, helping each other understand. It’s awesome!

Posted in Graphing, Groupwork, scatter plots, Uncategorized | 1 Comment

Days 65 – 104, Jan. 30 – Feb. 10

I know, it’s another 2 weeks. My goal is to be able to maintain this for the rest of the year. I definitely have a new appreciation for people that write 180 blogs!

Algebra CP – It’s been an interesting 2 weeks. We started on Monday, January 30 by returning the chapter 5 tests – most kids did well but enough didn’t that I said we could have a retake after corrections were turned in and we made sure there was understanding. The retake was last Friday, Feb 10 and 4 kids took it. All of them improved their grades. I had said I would have 87% as the max, and 3 kids got 86% so that was pretty awesome! But back to Jan. 30….

We started chapter 6, which was Modeling Two Variable Data, by figuring out if a student would be able to watch a sold-out football game by looking through a pipe located at the end of one end zone. The kids used the cardboard from a paper towel roll to model the “pipe” and stood 5,6,7,8,9,10,11 and 12 feet from a wall, upon which I’d taped a yard stick (feet and inches due to football field measurements). They took turns looking through the tube at the different distances, and said how far they could see on the yard stick. One person recorded the data (distance from wall, amount that could be seen) for the group, then they came inside and all copied the data and graphed it. Some groups graphed it backwards (there still isn’t a firm connection between Left Column = x values, Right Column = y values), so had to redo it. Then the groups drew a line of best fit and calculated the equation of the line. I have them find the slope by making a little T-table and finding delta y/delta x , then plugging in one point to find the y-intercept (not the slope equation or point-slope form, although I do think point-slope form is a good beginning for vertex form).

The next day we learned about Residuals (actual value – predicted value), and then Upper and Lower Bounds. These are some of the topics that are new to Algebra that had been in Algebra 2, and I’d never taught them before, so I learned a lot too. The next lessons were graphing and we used Desmos on the iPads. CPM had the problem as a link so we didn’t have to put in the data, and there was a line that could be moved around to find the line of fit. Initially we ignored the outliers and found our line of fit, then the kids typed in the equation: y1 ~mx1 + b. Desmos subscripted it for them, and gave them a beautiful regression line. THEN, they could click on the button that said PUSH under the heading Residuals, and all of the residuals were graphed above or below the x-axis.  AWESOME!!  However, the lesson also had them finding the R-squared values….. and we didn’t do that… this seemed like enough new stuff for the day.

The next day I gave them a w/s that had the values graphed on it (same BB data) and had them draw another line of fit that included the outliers and we compared it to the line from Desmos. They had problem to do for homework and I told them to download the Desmos app. Some did, some didn’t. So the next day we did it in class and it was AWESOME and SO EASY!! So much easier than doing it on a graphing calculator!!  (I think after a lot of me bugging them that most have downloaded the app on their phones.)  So the next day we had a partner quiz. I used the same w/s with the BB data plotted on it, and put the table on it too, which had the actual values. Then I circled 2 points and asked them to find the line of fit through these points. I had drawn squares around 3 points and asked them to find the residuals. Then asked a general question about the residuals. Mostly good grades….they were seeing how much Desmos could help them, after doing it by hand again.  The next day I went over the homework in detail, and just decided that we were done with this chapter – I doubt the other algebra classes will be doing R-squared or correlation coefficient so…. left it for them in algebra 2 (I know, I copped out). We had another quiz that they could do with a partner or individually. It had one question with data to plot, line to fit, equation to write, and other questions on systems, isolating the variable, etc. from previous chapters. In general they did well. Tomorrow we start Exponential Functions and I promise we’ll do the whole chapter!

OH! But the best thing about the last quiz was what I’d put for the Name____ line. A while ago I had read a blog (by John Scammell, but can’t find exact link) and he’d had listed all of these fun things to write instead of Name ___. So I had written “Hi! I’m _____. I like to _____.” I had some great responses. My favorite is “not take math tests”, but I also got “sleep, eat, breathe, acquire currency, dance, read paint, play hockey, boogie, move it, not have hw, play softball, skate, run/hurdle” and more. I also had some “do math, be in Mrs. Boden’s class, get A’s” and one group left it blank – WHAT?? This is the funnest part of the quiz and you left it blank??? Totally great to read.

Math 7CP – We finished our probability unit doing compound events. I don’t think we did enough of these, we should have had more hands on and drawn more tables. The kids wanted to add the probability of each item, like they did with “pulling a green or red marble”. I think I had them go to multiplying the probabilities too quickly because some kids understood but more wanted to just list each probability. (which of course I saw on the test…). Anyhow Monday and Tuesday (Jan. 30-31) we worked on compound events, then reviewed and had a group quiz on Thursday. Friday we went over it and did more problems on the large white boards. Monday we had the test, and that’s when I really realized we hadn’t done enough, so I highlighted the problems that had something that should be corrected and gave them back the tests on Tuesday. They had part of the period to make corrections (on a separate paper, staple to quiz) and then take a pre-test on Percents. Maddy had to do it for BTSA so I decided to do it too. I think 3 kids can find the percent of a number from a problem like “28 is what percent of 40”. I had my TA “grade” them and then I looked at them. Yes, we need to teach this as well as percent increase & decrease, mark-up, discount, tax and tip. Anyhow, after the corrections many kids got 100% which was cool. Some kids didn’t turn it back in, so they got the original score (I had written it down on a separate page, they didn’t know their scores at the time of corrections.) I bugged those kids the next day for their test/corrections but a few didn’t turn them in….and there’s honestly only so long I’m going to do it.

We started our Percents Unit. We thought about doing it from the 7th grade CPM book (we had used most of CPM for our probability unit) but we need to do more than in the book so are using resources we’d made and found last year. This year I decided to just teach “direct translation” as I honestly think using the proportions are something for them to memorize unless they really understand it. I will show them the option of writing the percent as a decimal or a fraction, but I want them to be able to figure out what they’re being asked in a problem, write that out in English, then translate it into an equation. So if they have the problem “Last year we had 972 students at Los Cerritos and next year we are projected to have 12% fewer students. How many students are projected to attend Los Cerritos next year?” I want them to know they either need to find 12% and subtract it “What is 12% of 972?” or find 88% of the students from this year “What is 88% of 972?”. Then translate those sentences to “x=0.12(972)” or “x=0.88(972)” and figure out their answers. When I started teaching 6th grade in 2000 this is how I taught it. I had a student come ask me “Why don’t you use “is over of equals percent over 100”? I had no idea what she was talking about. Apparently her mom was a math tutor and used this to help the kids. My fellow math teachers used it so I did too for years, but not anymore (I totally endorse Nix The Tricks! by Tina Cardone). Last year I used “part/whole = %/100 and talked about the right side being the percent written as a fraction so the equation would be a proportion, but I still think the kids memorized it. Which is why this year I’m teaching “write down the problem you need to solve, then translate the English to Math” (of means multiply, as in 6 x 5 means 6 groups OF 5, is means equals, as in 4 + 4 is 8, and when we see something we don’t know, as in “what number” or “what percent” then we write something to stand for the unknown. Like a variable! Like x!) So far so good…

Math 7 Accelerated – What stands out for me the most is the “discussions” I got to have with this 6th period, end of the day, 36 kids in the class, class. We also had our chapter test on Monday this past week and started Rigid Transformation. The first lesson has this totally FUN task: and the kids had to type it into the iPads. BUT, I’d written it as …general/key/lock/ so was getting an error. I had to run across to ask Maddy and when I was out of the room I heard a loud yell, and I confirmed it with my TA that someone had totally yelled while I was out. So I asked who did it, no reply (big surprise), then did the (not advisable) threat of “I will give the entire class a detention in 5 seconds if someone doesn’t tell me who yelled.” Luckily Laine didn’t want a detention and raised his hand to tell me he thought Payton did it. So I got Payton to admit it and told him I’d talk with him later. Then we did the TOTALLY FUN ACTIVITY – go try it! (I told Payton that if he’s going to act like a 12 year old (he’s 12) and do things without thinking (because they honestly don’t think) then he also needs to man-up and accept the responsibility of it. I told him if he would have just said, “I did it, I don’t know why, I’m sorry.” then I wouldn’t be giving him a detention. The detention wasn’t for yelling, it was for not telling me. He understood, I hope! And when I gave him the detention he asked if he could do 2 lunch detentions instead, I said No, because then his mom wouldn’t know that he had to stay after school. She still might not know, but I think he’s learned from it.) So that was Tuesday, then Thursday they were working in their groups and I was putting in attendance on the other side of the room and I heard a girl making strange singing?? noises (from across the room). I decided to “talk” to the class about appropriate behavior in my room, that we’d just had Payton yell when I was out, now Gaby was “yodeling??” when I was on the other side of the room. Come on! Friday I decided to make seat changes of a couple of groups, and Gaby is one of those affected…I had let them pick their groups and some made bad choices….I’m just being the adult and fixing it.

But other fun things did happen in class. We did one large problem together drawing a triangle (calling it the pre-image), then finding the image, another image and another image, all labeled with A, A’, A”, A”’. We also used patty-paper to do 90 degree counter-clockwise rotations, once around one of the vertices (3, -2) then around the origin too see how the triangle ended up in totally different places based on what was the point of rotation. I think this will be a fun unit. We’re going to end it with Robert Kaplinsky’s Ms. Pac-Man, so stay tuned (if you do go to that link and scroll to the bottom you can see how I implemented it with Maddy last year – Robert included my post!).

BYE for now!!

Posted in Percents, Probability, Transformations | 2 Comments

Days 87 – 94 Jan 17 – 27

I forgot to write a post last week, so here’s 2 weeks worth of learning fun!

Algebra 1 – We finished our chapter on Explicit and Recursive equations. I had never taught Recursive before (I may have said this…). Anyhow it was fun. Here is a question from the group quiz: “Jackie and Emma were discussing two sequences.  Jackie was writing out the first ten terms of the sequence given by  and Emma was writing down the first ten terms of the sequence, when the teacher asked them whether their two sequences had any terms in common.

“Well, none of the first ten terms are the same,” Emma said.

“But that doesn’t mean there isn’t a term in common later in the sequence,” Jackie responded.  “How can we check?”

“I know,” Emma said quickly.  “If the graphs of the sequences cross, then they must have a term in common.  The graphs of these sequences are linear, and since they aren’t parallel, they must cross!  We’re done!”

“Wait a minute!” Jackie exclaimed.  “I’m not sure that just because the lines cross, the two sequences must share a term.  We might be overlooking something.”

Help Jackie and Emma by discussing Emma’s conclusions and either explaining any errors she made or convincing Jackie she is right.  Then, find any terms the two sequences have in common.”

We had compared functions and sequences – domains and graphs specifically. One of my classes said the point they have in common is the -17th term…every single person. My other class had 12 correct answers “terms aren’t negative, they start at 1…” and 17 that again said the -17th term. The questions on the back were equally good (there were 2), and it ended up that some kids got them all right, some all wrong, and no one in the one class got them all correct. Sooooo I  passed them back the next day and had the groups help each other (class discussion in the one class) and they made corrections. Then they attached their team quiz and corrections to the individual test and I’ll count the 3 points on it!

Math 7 CCSS – We are working on probability. We started out last week with the MARS task “Counting Trees” where they are sampling and estimating. We did the “pre-task” individually with study carrels up for 12 minutes, then they discussed their methods in groups and with the class. I think it went pretty well. I liked the reflection where they had to talk about what their assumptions were. The class knew what they were assuming! We played Grudge for review for a quiz we had last Friday. I modified the rules (actually Maddy, my coworker did, I just copy her!) to these: 1) students work independently for 1 min (or so, depends on problem) 2) students share answers at table and discuss so everyone understands answer. 3) They raise their hands when the table is ready and I check that everyone has the work and answer, then 1 person goes up and erases an X from the board (I started with 4 X’s per table). If they don’t all have the work when they call me over they can’t go that time. Sometimes I’ll add an X to every team. Then we go to the next question. I think they really liked it, and they were all engaged so that they could compete as a table. I think it was the first time this class had done it, and I’ll do it again with them 🙂

When correcting the quiz I just highlighted anything they needed to correct (in this case everything I highlighted would have lost points, sometimes it’s just little things that I’d like them to fix, but they don’t know which loses points). I wrote down their score and posted it in the gradebook, but it wasn’t on their paper. They had to do corrections and turn it in again. I think they like doing corrections better with highlights rather than -1 written on the quiz. (In my algebra classes I was checking everything really well and turning it back if everything wasn’t correct (I admit I don’t do this every time) and I have kids on their 3rd try of correcting! (which is why I don’t do it every time…I know… I should….)). We’re using the CPM CC2 book for the probability lessons (Ch 1 and 5). I think they’re enjoying and learning! yay!

Math 7 Accelerated – We just started chapter 5 in the CPM CC3 book, which is systems of equations. I LOVE how CPM introduces systems! The chapter starts by teaching how to eliminate decimals and fractions from equations by multiplying. For fractions they call it Fraction Busters. The kids are getting better at it! I had an extra review/practice sheet for them, and it helped them and me (I was at my UCSB Math Leadership Cadre meeting on Tuesday, so had good practice. For systems, CPM starts with the Iditarod race! One girl has a dog team and starts in Fairbanks, her friend is on a snowmobile and starts in Nome. They’re given a graph with the different check points the girls have passed, and need to extend the lines to find when they meet up, who finishes first, and who is going the fastest. We discussed it as a class and the kids had really good answers. Today we did my favorite problem “The Chubby Bunny”. Who could stress about that?!  We were writing equations from problems, basically in slope intercept form, then setting them equal to each other and solving for them. I LOVE how the kids start right off by writing the equations, they aren’t just given 2 random equations to “solve”. Tonight’s homework has 2 lines that are parallel – they graph them then solve algebraically. Wow! You get “no solution” when the lines are parallel! Yep, since “solution” is where the 2 lines cross, it makes sense that parallel lines don’t have a “solution”!

I put up the poems from math 7 on my door, and my friend Helen cut out letters for me. Here you go:math-poems

I’ve tried to clean the spots off my door! They’re kind of rusty or something.

It’s been a good 2 weeks!




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Adding my Twitter Account info!

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