Category: classroomaction

Total 37 Posts

Great Classroom Action

Tracy Zager illustrates a key feature of some of my favorite math tasks: their constraints are simple, but they create paths for complex thinking and ever more interesting questions:

I think my name is worth $239. Beat me? Haven’t figured out my $100 strategy yet.

Lisa Bejarano is a recipient of our nation’s highest honor for math teachers, so when she admits “I have no idea what I am doing” and starts sketching out a blueprint for great classrooms, I tune in:

Now, beginning with the first day of school, I intentionally work at building a unique relationship with each student. I make sure to find reasons to genuinely value each of them. This starts with weekly “How is it going?” type questions on their warm up sheets and continues by using their mistakes on “Find the flub Friday” and through feedback quizzes. I also share a lot of myself with them. When we understand each other, my classes are more productive. I still make plans, but I allow flexibility to meet my students where they are.

David Cox describes “a difficult thing for students to believe”:

Once students begin to believe that the way they see something is the currency, then our job is to simply help them refine their communication so their audience can understand them. Only then does the syntax of mathematics matter.

“Help me understand you.”

“Help me see what you see.”

Kevin Hall thoughtfully deconstructs his attempts to teach linear function for meaning, and includes this gem:

Once you introduce the slope formula, slope becomes that formula. It barely even matters if today’s lesson created a nice footpath in students’ brains between “slope” and the change in one quantity per unit of change in another. Once that formula comes out, your measly footpath is no competition for the 8-lane highway that’s opened up between “slope” and (y2–y1)/(x2­-x1).

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Great Classroom Action

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Tricia Poulin makes some awesome moves in her #bottleflipping lesson, including this one:

Okay, so now the kicker: will this ratio be maintained no matter the size of the bottle?

Graham Fletcher offers us video of kindergarten students interacting in a 3-Act modeling task:

It’s always great to engage the youngins’ in 3-Act Tasks. I’ve heard colleagues say, “I don’t have time to do these types of lessons.” I hope this helps show that we don’t have time to not have the time.

Wendy Menard offers her own spin on the Money Duck, one of my favorite examples of expected value in the wild:

The students designed their own “Money Animals”, complete with a price, distribution, and an expected value. This was all done on one sheet; the design, price and distribution were visible to all, while the calculations were on the back. After everyone had finished, we had our Money Animal Bonanza.

Sarah Carter hosts the Mini-Metric Olympics, a series of data collection & analysis events with names like “Left-Handed Sponge Squeeze” and “Paper Plate Discus”:

After the measurements were all taken, we calculated our error for each event. One student insisted that she would do better if we calculated percent error instead, so we did that too to check and see if she was right. In the future, I think I would add a “percent error” column to the score tracking sheet.

Great Classroom Action

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A. O. Fradkin used her students as manipulatives in a game of addends:

The classic mistake was for kids to forget to count themselves. Then I would ask them, “How many kids are not hiding under the blanket?” When they would say the number of kids they saw, I’d follow up with, “So you’re hiding under the blanket?” And then they’d laugh.

Cathy Yenca put students to work once they finished their Desmos card sorts:

From here, it becomes a beautiful blur. Students continue to earn “expert” status and become “up for hire”, popping out of their seats to help a bud. At one point today, every struggling student had a proud one-on-one expert tutor, and I just stood there, scrolling through the teacher dashboard, with a silly grin on my face.

I’d love to know how we could employ experts without exacerbating status anxieties. Ideas?

Laurie Hailer offers a useful indicator of successful group work:

It looks like the past six weeks of having students sit in groups and emphasizing that they work together is possibly paying off. Today, instead of hearing, “I have a question,” I heard, “We have a question.”

David Sladkey switches from asking for questions to requiring questions:

My students were working independently on a few problem when I set the ground rules. I told my students that I was going to require them to ask a question when I was walking around to each person. I also said that if they did not have a math question, they could ask any other (appropriate) question that they liked. One way or another, they would have to ask me a question. It was amazing.

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Ryan:

I also have kids sign up to be an expert during group work, indicating that they’re open to taking questions from other students. Sometimes, after a really good small group conference, I’ll ask a student to sign up to be an expert.

Great Classroom Action

Jennifer Abel creates a promising variety of card sort activity:

Basically, after dealing the cards, the basic idea is for kids to pass one card to the left while at the same time receiving one card from the player to their right. The object of the game is to collect all cards with the same suit/type/category. Here are two examples that I recently created for next year.

Julie Morgan offers three sharp lesson-closing activities. My favorite is “Guess My Number”:

I choose a number between 1 and 1000 and write it on a piece of paper. Each group takes it in turns to ask me a questions about my number. The questions can vary from “is it even?” to “what do the digits add up to?” to “is it a palindrome?” (my classes know I like palindromes!) When a group thinks they have figured it out they write it down and bring it up to me. Each group is only allowed three attempts so cannot keep guessing randomly. I like this for emphasising mathematical knowledge such as multiples, primes, squares, etc.

Pam Rawson contributes to #LessonClose with both a flowchart that illustrates her thought process at the end of classes and then some example exit polls for both “content” and “process” objectives:

As a member of the Better Math Teaching Network, I had to come up with a plan – something in my practice that I can tweak, test, and adjust with ease. So, I decided to focus on class closure. Since I don’t have an actual process for this, I had to think intentionally about what I might be able to do. I created this process map.

Robert Kaplinsky offers the #ObserveMe challenge:

We can make the idea of peer observations commonplace. It’s time to take the first step.

Great Classroom Action

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Annie Forest gives you ten ideas for your last week of class:

Here is my criteria for what makes a good mathy activities for the end of the school year: no/low tech; still incorporate math or problem solving in some way; fun and engaging.

Hey I’ll pitch one in! Here’s an eight-year-old blog post of mine. Every student starts with a 2D paper circle and by the end they’ve collaborated to construct a 3D icosahedron!

Marissa Walczak started carrying around a whiteboard as she helps students with their classwork:

If I wanted to show something to students I would always have to ask if I could write on their paper (which I really don’t ever want to do), or I’d have to say “wait for one sec” and then I’d go grab a piece of scratch paper, or I’d draw something on the board and then it’s far away from the group and then everyone sees it even though I don’t want everyone to see it.

Christine Redemske’s class takes Popcorn Picker to the literal limit, making cylinders that are shorter and shorter and wider and wider.

Tina Cardone gets a lot of mileage out of a very simply-stated arithmetic problem:

In the next question students needed to decide what half of 2^50 would look like. All around the room students wrote 2^25. But children! We just talked about that! And then I realized that 1) it’s far from intuitive, that’s why they included more questions in the book to solidify this idea and 2) the language changed.