tag:blogger.com,1999:blog-91252639607038036392017-06-23T08:30:01.251-05:00Restructuring AlgebraKathryn Freednoreply@blogger.comBlogger124125tag:blogger.com,1999:blog-9125263960703803639.post-49668355971081001072016-12-30T12:10:00.000-06:002016-12-30T12:10:05.544-06:00Teachers Are Stressed; They Should Fix ThemselvesSomeone shared this article on twitter, and I was excited that NPR thought the flawed educational system needed addressed: <a href="http://www.npr.org/sections/ed/2016/12/30/505432203/teachers-are-stressed-and-that-should-stress-us-all?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social" target="_blank">Teachers Are Stressed, And That Should Stress Us All</a><br /><br />Then I read the article. It doesn't recommend systemic changes that are necessary to ensure teacher well being in the United States. It just suggests that teachers change themselves by learning to be more mindful. What a load of crock! So I alternatively title it "Teachers Are Stressed; The Should Fix Themselves"<br /><br />I'm not opposed to mindfulness. I think it is a great tool for both students and staff at schools across the country. I'm angered that it appears as though this massive educational problem can simply be solved by the teachers themselves. Simply buy the book, read it, and implement. Life will be better after that!<br /><br />Would you like to know what would decrease my stress? Here are some suggestions:<br /><br /><ul><li>More days off/Year round school - I know not everyone likes this idea, but I think spreading the stress of the school year out throughout the entire year would be helpful. Also I could take my kids to appointments without having to take time off, and then feeling guilty for taking time off. We need regular breaks during the year; more than just weekends.</li></ul><ul><li>More prep time/collaboration time - I need time to grade papers, talk with other teachers about strategies, and develop lessons for my classes. Those things are not automatically done, they take time. And 49 minutes a day is not enough.</li></ul><div>You know, that might really be all it takes. Teachers need time. We do a lot. Give us time. Give us a break. Let us breath without 20 kids staring at us to see if we're watching while they try to get away with something.</div><div><br /></div><div>Next time you write about teachers being stressed, acknowledge that we are not in a position to fix the system that needs changed. That is bigger than us and so something other than us is going to have to fix our stress.</div><div><br /></div><div>-<i>K.</i></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com1tag:blogger.com,1999:blog-9125263960703803639.post-10777660951275547312016-07-30T11:11:00.004-05:002016-07-30T11:11:48.050-05:00Unit Conversions PieceBefore #TMC16, I had asked for some help with lesson ideas for unit conversions. Anna Vance (@typeamathland), replied with this introduction that she has used<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/--nB_qCkryNs/V5zIOKXyAvI/AAAAAAAABX0/kUGClraAXJIJJQjk-IAqc_6m9y5JeDKwgCLcB/s1600/Image%2Bfrom%2BAnna.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://1.bp.blogspot.com/--nB_qCkryNs/V5zIOKXyAvI/AAAAAAAABX0/kUGClraAXJIJJQjk-IAqc_6m9y5JeDKwgCLcB/s400/Image%2Bfrom%2BAnna.PNG" width="356" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I was thinking this is pretty awesome! How can I make it better? How can I use it to create a cohesive lesson on unit conversions. I got another good idea from Gregory Taylor (@mathtans) that I would like to incorporate as well:</div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-W3bqtAlpvhA/V5zI5OEpD8I/AAAAAAAABX4/0WDq4NAfk5Yjk87ulOMd5y0sI8up7GX-QCLcB/s1600/Tweet%2Bfrom%2BGreg.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="207" src="https://4.bp.blogspot.com/-W3bqtAlpvhA/V5zI5OEpD8I/AAAAAAAABX4/0WDq4NAfk5Yjk87ulOMd5y0sI8up7GX-QCLcB/s400/Tweet%2Bfrom%2BGreg.PNG" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">At TMC, I got to talking a little more with Anna, and we had BOTH been trying to find a way to make the conversions a little more manipulative for students. I was still thinking numbers, but Anna thought shapes! And the beauty of shapes is that I can choose ones with symmetry, so that each fraction could be turned either way!!! This to me was the awesome part.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">So with a lot of trial and a little error, I created some cards that can be used to intro how dimensional analysis needs to be set up to cancel one thing and leave another. Here are the "conversion factors"</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-Ffx6S8QX4Dg/V5zKG7m_0tI/AAAAAAAABYI/1MhJwBRRqH02b7mPQeFJio5h8dN1CoxFACLcB/s1600/ConversionFactors.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://2.bp.blogspot.com/-Ffx6S8QX4Dg/V5zKG7m_0tI/AAAAAAAABYI/1MhJwBRRqH02b7mPQeFJio5h8dN1CoxFACLcB/s400/ConversionFactors.PNG" width="312" /></a></div><div class="separator" style="clear: both; text-align: left;">There are 6 of them, but they could all be flipped the other way, making 12 possible options for students to choose from. I also made cards to be the start and end of the conversion. Nothing too exciting to see here:</div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-kxX4C4_cae0/V5zKUn7vFgI/AAAAAAAABYM/kK_IVePaFYsgGlyRek4Kfmnz4WAZl8rqgCLcB/s1600/StartEnd.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-kxX4C4_cae0/V5zKUn7vFgI/AAAAAAAABYM/kK_IVePaFYsgGlyRek4Kfmnz4WAZl8rqgCLcB/s320/StartEnd.PNG" width="282" /></a></div><div class="separator" style="clear: both; text-align: left;">Then I played around to make sure I had enough of everything, but not too much. And I think I do. I like that sometimes there is only one solution, and sometimes there are three. At this point my plan for this activity would be to show the start and end I would like on my document camera and have students work in pairs. Then if they find a solution I will prompt, "Can you find another?" Sometimes they will be able to and sometimes not. Hopefully some students will be able to justify why they can or cannot find another solution. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I played around a lot with it and I don't want to put all the pictures here, because I tried to find all the solutions, but here are a few:</div><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-XTXzkwjRqUM/V5zLEzw8ZgI/AAAAAAAABYk/0BF7r2zN8iU8GAbq4ztibq1nTfJsjFddgCLcB/s1600/2016-07-27%2B10.28.08.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="225" src="https://3.bp.blogspot.com/-XTXzkwjRqUM/V5zLEzw8ZgI/AAAAAAAABYk/0BF7r2zN8iU8GAbq4ztibq1nTfJsjFddgCLcB/s400/2016-07-27%2B10.28.08.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: left;"><br /><a href="http://4.bp.blogspot.com/-IkVzlrpPEwI/V5zLgmEvTtI/AAAAAAAABY0/fIr1Sz7hUpwECyztNyMR1_5YiAH3ZoqjQCK4B/s1600/2016-07-27%2B10.27.40.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="https://4.bp.blogspot.com/-IkVzlrpPEwI/V5zLgmEvTtI/AAAAAAAABY0/fIr1Sz7hUpwECyztNyMR1_5YiAH3ZoqjQCK4B/s400/2016-07-27%2B10.27.40.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Start with a square and end with a hexadecagon has at least two solutions, but start with a octagon and end with a rhombus only has one.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="http://3.bp.blogspot.com/-pDiO4uGsank/V5zL3LyUM3I/AAAAAAAABZA/8O0jDw7JZk4t28beCX_gQFuRLC6Rm3E1wCK4B/s1600/2016-07-27%2B10.32.11.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="225" src="https://3.bp.blogspot.com/-pDiO4uGsank/V5zL3LyUM3I/AAAAAAAABZA/8O0jDw7JZk4t28beCX_gQFuRLC6Rm3E1wCK4B/s400/2016-07-27%2B10.32.11.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;">Obviously this is not an entire lesson, so I still have some more planning to do, but I like what I've got so far and I think it will give my students some good playing and thinking about math opportunities. I am trying to collaborate with the science teacher on this standard, so I've got a lot to do before I can be all the done thinking about it.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I have some other notes on what the rest of the lesson might be like, but really this next part is for me, so skip to the comments and throw questions or concerns up there. I'll post links to the docs at the bottom too!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Notes for Me:</div><div class="separator" style="clear: both; text-align: left;"></div><ul><li>Me: Shape manipulatives</li><li>Science: Number manipulatives</li><li>Think Input/Output (where input/output have the same value/amount/quantity)</li><li>Me: discuss conversion factors need to have a value of 1</li><li>What can we multiply by without changing the value of the input?</li><li>Science: look up conversion rates</li><li>Me: notes</li><li>Science: guided practice</li><li>Mistakes? Video? Student created mistakes?</li><li>Should we make an assignment menu? Due for both classes? Revision encouraged throughout?</li><li>I want students to journal after doing the shape manipulating! Need a good prompt.</li><li>Introduce new shape. Create one conversion factor that will allow you to convert this shape to any other shape in your set. How do you know this works? Maybe it doesn't, but you're close. How do you know it doesn't work?</li></ul><div>Here are the documents:</div><div><a href="https://drive.google.com/file/d/0BzN5J6ySejvyRmdBYVlscXhMTTA/view?usp=sharing" target="_blank">Conversion Factors WORD</a></div><div><a href="https://drive.google.com/file/d/0BzN5J6ySejvyX19qTjVoWjJCSzg/view?usp=sharing" target="_blank">Conversion Factors PDF</a></div><div><a href="https://drive.google.com/file/d/0BzN5J6ySejvyMExTQmZmZ015ak0/view?usp=sharing" target="_blank">Start End WORD</a></div><div><a href="https://drive.google.com/file/d/0BzN5J6ySejvyZTVGZXRnb29vMlE/view?usp=sharing" target="_blank">Start End PDF</a></div><div><br /></div><div>Let me know what you think!</div><div>-<i>Kathryn</i></div><br /><br />Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com2tag:blogger.com,1999:blog-9125263960703803639.post-90413133815938682282016-07-24T19:09:00.001-05:002016-07-24T19:09:06.962-05:00Checklist turned Tracking SheetAt TMC16, I went to lunch with a group to discuss SBG and Interactive Notebooks. We ended up mostly talking about SBG, which was great because I got a new idea! Jessica Breur (@BreurBreur) shared how teachers at her school use tracking sheets for the students to reflect on how they are doing with each target and record scores the teacher has given them. Then at the end of the unit the teacher collects and keeps them. I asked her to share with me, and she kindly did!<br /><br />While looking at all her resources and thinking through it all I was thinking about how it would make a lot of sense to combine this with my <a href="http://restructuringalgebra.blogspot.com/2014/07/checklists-why-im-excited-to-try-them.html" target="_blank">checklist</a>, since most of the assignments are recorded there anyway. Also students rarely keep their checklists after the unit is over, so it doesn't seem detrimental for me to keep them. I would just need to add quizzes and tasks to the checklist when we do them, which wouldn't be too tricky and would be incentive for students to make those up right away when they miss them (bonus!). So instead of using any of her wonderful resources, I worked on creating my own.<br /><br />I needed to break up the spots for assignments based on learning target and provide a space for students to graph their scores for each assignment, so I have a sample that looks like this:<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-HeZHnteuU9s/V5VVmz9Wo_I/AAAAAAAABXM/XsZa3qUTC3IKmddLp25n0PvqDR_L_ul2ACLcB/s1600/Tracking%2BSheet%2Bpic%2B1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="476" src="https://1.bp.blogspot.com/-HeZHnteuU9s/V5VVmz9Wo_I/AAAAAAAABXM/XsZa3qUTC3IKmddLp25n0PvqDR_L_ul2ACLcB/s640/Tracking%2BSheet%2Bpic%2B1.PNG" width="640" /></a></div><br />It has room for four assignments per learning target (3 learning targets on the front, zero or one or two on the back depending on unit), and a big miscellaneous section at the bottom of the back. I figured I would use the miscellaneous section for assignments that related to multiple (or no) learning targets and overflow if I need more than four assignments for a given learning target. Here is a picture of the back side:<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-xjk4sLHJkWY/V5VWQv5-V4I/AAAAAAAABXU/6f3pwwRH7yUvcSh3MDWurXayZbOg7fBTACLcB/s1600/Tracking%2BSheet%2Bpic%2B2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="512" src="https://2.bp.blogspot.com/-xjk4sLHJkWY/V5VWQv5-V4I/AAAAAAAABXU/6f3pwwRH7yUvcSh3MDWurXayZbOg7fBTACLcB/s640/Tracking%2BSheet%2Bpic%2B2.PNG" width="640" /></a></div><br />I did an example of what I would write if there were five assignments for the first learning target.<br /><br />Thoughts I still have:<br /><br /><ul><li>Will the stamp space be big enough for my stamps? (I'm going to test it out tomorrow)</li><li>I am concerned that I will end up needed more than four assignments often, making it pointless to separate it by learning target, but I need to fit three learning targets on the front when I have five learning targets in a unit. I am especially concerned if I am adding quizzes, group tasks & reflections, and open middle type problems to this.</li><li>I used to require students to have 80% of their checklist complete in order to take the test. I could do it that same way, or I could say you can at most one missing from each section. I want this to be a reflective tool, not just a punitive tool, but I also feel a need to hold them accountable.</li></ul><div>What potential concerns do you see? What things would you change? Any ideas on my thoughts above?</div><div><br /></div><div>-<i>Kathryn</i></div><div><br /></div><div>PS - I am on a blogging roll since TMC16, and I have a lot more ideas to come!</div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-46468983038191726832016-07-23T09:11:00.000-05:002016-07-23T09:11:34.249-05:00Writing in Math<span id="docs-internal-guid-d49b3d58-17c0-acd5-2c31-6c15ddf5fced"></span>At TMC I really felt pushed to have my students doing more reflection, which I had already been thinking about. I want them to have "math journals" where they can reflect on what we're doing in class, their homework, and "I see math" entries. I didn't go to Anna Blinstein's "Journaling and Writing in Mathematics" session, but maybe I should have. There were a lot of sessions I wanted to go to, but didn't, so I've committed myself to look over their resources on the wiki. I wanted to take some notes while looking over Anna's slides, so here they are. Also <a href="https://docs.google.com/presentation/d/1YUsjl8ZMKTKM4-3l4VisW2942goIotswK5m9C8AUn0Y/edit#slide=id.gc6f9e470d_0_0" target="_blank">here is a link to Anna's presentation</a>. It's way better than what I have here.<br /><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;"><br /></span></span></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;"><br /></span></span></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Initial Thoughts</span></span></div><ul style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="background-color: transparent; font-family: Roboto; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; font-family: "roboto"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What do you value in your class?</span></div></li></ul><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Learning. I tell my students "we are here to learn" often. I also value my students. As people. I care about them and their personal growth.</span></span></div><ul style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="background-color: transparent; font-family: Roboto; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; font-family: "roboto"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will doing more writing help you achieve this?</span></div></li></ul><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">I want to have my students keep a math journal so that they can reflect on lessons and share where "I see math"</span></span></div><ul style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="background-color: transparent; font-family: Roboto; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; font-family: "roboto"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What concerns do you have about doing more writing with students?</span></div></li></ul><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">I can't figure out if I want them to do it on paper or electronically and I can't figure out if/when I should read it. How I would find time for all of it and how it would be marked.</span></span></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;"><br /></span></span></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Reasons to Write in Math Class:</span></span></div><div><ul><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">metacognition/retention</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">communication</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">fun</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">better assessment</span></span></li></ul><div>Possible Prompts:</div><div><ul><li>Describe the mistake.</li><li><span style="color: #434343; font-family: "roboto"; line-height: 1.38; white-space: pre-wrap;">Summarize today’s lesson in a few sentences.</span></li><li><span style="color: #434343; font-family: "roboto"; line-height: 1.38; white-space: pre-wrap;">Which of these is correct? Explain how you can tell.</span></li><li><span style="color: #434343; font-family: "roboto"; line-height: 1.38; white-space: pre-wrap;">What would be a good question someone could ask about this topic?</span></li><li><span style="color: #434343; font-family: "roboto"; line-height: 1.38; white-space: pre-wrap;">What’s something that’s confusing to you right now?</span></li><li><span style="color: #434343; font-family: "roboto"; line-height: 1.38; white-space: pre-wrap;">Pick one problem and explain what you did and why.</span></li><li><span style="color: #434343; font-family: "roboto"; line-height: 1.38; white-space: pre-wrap;">Which homework problem was the hardest for you? Why?</span></li><li><span style="color: #434343; font-family: "roboto"; line-height: 1.38; white-space: pre-wrap;">Would you use strategy A or B here? Why?</span></li><li><span style="line-height: 1.38;">What is going well in class for you? What is not working as well?</span></li><li><span style="line-height: 1.38;">How do you learn best? What can I do as a teacher to help you learn?</span></li><li><span style="line-height: 1.38;">What are your goals for this semester? How will you reach them?</span></li><li><span style="line-height: 1.38;">What’s one good thing that happened this week?</span></li><li><span style="line-height: 1.38;">What is something mathematical about which you want to learn more?</span></li><li><span style="line-height: 1.38;">Did your performance on the quiz surprise you - why or why not?</span></li></ul></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Note to Self: Differentiate (to self) whether you want journal for the day to be metacognitive/reflective or an opportunity to assess student learning. Prepare prompts in both categories and place in notebook to use. Have one selected for the lesson, but be willing to change it up.</span></span></div></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;"><br /></span></span></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Ways to get buy-in:</span></span></div><div><ul><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">share student work (with class, parents, admin, on classroom, twitter, blog, wall)</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">respond to their writing</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Share purpose</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Give them interesting problems to write about</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">use during assessments?</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Give feedback:</span></span></li><ul><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">short is OK</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">coach on how to improve</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">acknowledge progress</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">ask students to reflect on their journaling</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">short and frequent is most important!</span></span></li></ul></ul><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Note to Self: If I decide to ask for formal write-ups, there is a structure outlined on the wiki</span></span></div></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;"><br /></span></span></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Assessing Journals:</span></span></div><div><ul><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Two sentences: acknowledge something good, suggest improvement</span></span></li><ul><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">more detail</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">clearer explanation</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">connect math/writing</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">better justification</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">more precision</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">more math vocab</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">include examples</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">extension</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">look for connections to other content</span></span></li></ul><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Scoring:</span></span></li><ul><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;"><span id="docs-internal-guid-bebe4ebd-17e1-72ca-6099-518991177f92"></span></span></span></li><li><span style="font-family: "roboto";"><span style="color: #434343; line-height: 1.38;">Foundational: student reflection responds to some part of the prompt and generates some insight about self and/or math (this is a 2)</span></span></li><li><span style="font-family: "roboto";"><span style="color: #434343; line-height: 1.38;">Proficient: student reflection engages with the prompt; uses reflection to plan and reach goals (this is a 3)</span></span></li><li><span style="font-family: "roboto";"><span style="color: #434343; line-height: 1.38;">Exemplary: student reflection yields insights, connections, and specific areas of need; student reflects deeply as part of process beyond specific prompt (this is a 4)</span></span></li></ul><li><span style="color: #434343; font-family: "roboto";"><span style="line-height: 22.08px; white-space: pre-wrap;">More scoring rubrics on wiki</span></span></li></ul><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Note to self: I could have students "redo" if they don't show foundational. Also, do I really want to score them? How would I connect to standards? SMP?</span></span></div><div><span style="font-family: roboto; line-height: 19.2px; white-space: pre-wrap;"><br /></span><span style="font-family: roboto; line-height: 19.2px; white-space: pre-wrap;">Thoughts Now</span><span style="font-family: roboto; line-height: 19.2px; white-space: pre-wrap;">:</span></div><div><span id="docs-internal-guid-d49b3d7c-17f9-0afe-698c-b88c8e4a348d"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;"><span id="docs-internal-guid-d49b3d7c-17f9-0afe-698c-b88c8e4a348d"><li dir="ltr" style="font-family: Roboto; list-style-type: disc; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="vertical-align: baseline; white-space: pre-wrap;">What would you change about your responses?</span></div></li></span></ul><span id="docs-internal-guid-d49b3d7c-17f9-0afe-698c-b88c8e4a348d"><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Still have same concerns</span></span></div><ul style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="font-family: Roboto; list-style-type: disc; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="vertical-align: baseline; white-space: pre-wrap;">Do you have any new ideas or concerns?</span></div></li></ul><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Lots of ideas on assessment, buy-in, questions to ask, and ways to give feedback</span></span></div><ul style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="font-family: Roboto; list-style-type: disc; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="vertical-align: baseline; white-space: pre-wrap;">What do you need to do in order to be able to include more writing in your classes?</span></div></li></ul><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">I need to decide if/how to score, how to have them keep their journal (notebook or electronic), when to check, and some prompts to give. I also need to set up notes to myself about the structure in my notebook.</span></span></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;"><br /></span></span></div><div><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Where do I go from here?</span></span></div><div><ul><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Ask Anna, Carmel, kristen about journaling on paper vs electronically</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Select some common prompts and organize into my notebook</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Determine goal frequency of journalling in class (twice a week?)</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">Talk with Nicole about scoring or not (when we go back to school)</span></span></li><li><span style="font-family: "roboto";"><span style="line-height: 19.2px; white-space: pre-wrap;">When lesson planning: select prompt for lesson, timing, and method for increasing student buy-in</span></span></li></ul><div><span style="font-family: roboto;"><span style="line-height: 19.2px; white-space: pre-wrap;">If I follow-through with this, you should be hearing more about journaling on this blog. Ideas, suggestions, comments, please leave them below or tweet me (@kathrynfreed). I'd love to continue this conversation, because I still have a long way to go with it.</span></span></div></div><div><span style="font-family: roboto;"><span style="line-height: 19.2px; white-space: pre-wrap;"><br /></span></span></div><div><span style="font-family: roboto;"><span style="line-height: 19.2px; white-space: pre-wrap;">-<i>Kathryn</i></span></span></div></span></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com2tag:blogger.com,1999:blog-9125263960703803639.post-80422558593184155502016-07-22T19:12:00.003-05:002016-07-22T19:12:49.269-05:00Algebra 1 Learning Targets and Reporting Standards<br />I've been working on my learning targets for this coming year and linking them to reporting standards. My goal is that the learning targets will be somewhat evenly spread out among my eight reporting standards. I'll present them unit by unit here, but first I should let you know what my codes for my reporting standards stand for.<br /><br />NQ = Number and Quantity<br />SSE = Seeing Structure in Expressions<br />ER = Exponents and Radicals<br />CRE = Creating and Reasoning with Equations<br />IBF = Interpreting and Building Functions<br />LER = Linear and Exponential Relationships<br />SID = Statistical Interpretation of Data<br />SMP = Standards for Mathematical Practice<br /><br />I've got 10 units set up for next year. Hoping for five each semester, but I could also probably do four first semester and six second because we have more time second semester and starting out the year always goes slow. I'm also hoping to give a performance task each unit, but I don't have them all the way planned out yet, so that's what you'll see at the bottom of each list of learning targets.<br /><br /><u>Numbers and Units</u><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-KFBB66SS4xg/V5KlN_ytBRI/AAAAAAAABV4/8HDy-eIa8yYqJI_7nBHWGh9SBcKyUFltwCLcB/s1600/NUM.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="149" src="https://4.bp.blogspot.com/-KFBB66SS4xg/V5KlN_ytBRI/AAAAAAAABV4/8HDy-eIa8yYqJI_7nBHWGh9SBcKyUFltwCLcB/s400/NUM.PNG" width="400" /></a></div><br /><u>Functions</u><br /><u><br /></u><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-2oRQ88G2Nls/V5KzlUCsvyI/AAAAAAAABWw/8FNZaDtQWHEd5GRf2Wb-blMnw9goL5xuwCLcB/s1600/FUN.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="157" src="https://3.bp.blogspot.com/-2oRQ88G2Nls/V5KzlUCsvyI/AAAAAAAABWw/8FNZaDtQWHEd5GRf2Wb-blMnw9goL5xuwCLcB/s400/FUN.PNG" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><u><br /></u></div><div class="separator" style="clear: both; text-align: left;"><u>Linear Functions</u></div><div class="separator" style="clear: both; text-align: left;"><u><br /></u></div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-zHq13G2dPC0/V5KzdwO0G6I/AAAAAAAABWQ/SOJOeeGOXeAXyqUQKPzHheB33968-T4vwCLcB/s1600/LIN.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="148" src="https://3.bp.blogspot.com/-zHq13G2dPC0/V5KzdwO0G6I/AAAAAAAABWQ/SOJOeeGOXeAXyqUQKPzHheB33968-T4vwCLcB/s400/LIN.PNG" width="400" /></a></div><br /><u>Exponents and Radicals</u><br /><u><br /></u><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-UuIiBgAazO0/V5Kzd5JSLMI/AAAAAAAABWY/-3fxc6RfwpgoiqCBdTKDyi0h8-JYS_EjQCLcB/s1600/ER.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="115" src="https://2.bp.blogspot.com/-UuIiBgAazO0/V5Kzd5JSLMI/AAAAAAAABWY/-3fxc6RfwpgoiqCBdTKDyi0h8-JYS_EjQCLcB/s400/ER.PNG" width="400" /></a></div><br /><u>Exponential Functions</u><br /><u><br /></u><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-RPZnIuOCzJw/V5Kzd356G8I/AAAAAAAABWU/KJLQVuX_BwMuJTUz6e3K28aHvCJDYVfVQCLcB/s1600/EXP.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="148" src="https://4.bp.blogspot.com/-RPZnIuOCzJw/V5Kzd356G8I/AAAAAAAABWU/KJLQVuX_BwMuJTUz6e3K28aHvCJDYVfVQCLcB/s400/EXP.PNG" width="400" /></a></div><a href="https://4.bp.blogspot.com/-RPZnIuOCzJw/V5Kzd356G8I/AAAAAAAABWU/KJLQVuX_BwMuJTUz6e3K28aHvCJDYVfVQCLcB/s1600/EXP.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://4.bp.blogspot.com/-RPZnIuOCzJw/V5Kzd356G8I/AAAAAAAABWU/KJLQVuX_BwMuJTUz6e3K28aHvCJDYVfVQCLcB/s1600/EXP.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><div style="text-align: left;"><br /></div><div style="text-align: left;"><u>Sequences</u></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-eypDAdTDmJ4/V5KzeYLib0I/AAAAAAAABWo/Ic7HQWasrB07H7b9FWDWztGTSvJrIJrxwCLcB/s1600/SEQ.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="113" src="https://4.bp.blogspot.com/-eypDAdTDmJ4/V5KzeYLib0I/AAAAAAAABWo/Ic7HQWasrB07H7b9FWDWztGTSvJrIJrxwCLcB/s400/SEQ.PNG" width="400" /></a></div><br /><u>Polynomials</u><br /><u><br /></u><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-DA-GPXprtds/V5KzePk7sII/AAAAAAAABWc/hD08TJtRkA4rV1H9xpb3H7Lg164JFDukgCLcB/s1600/POLY.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="138" src="https://4.bp.blogspot.com/-DA-GPXprtds/V5KzePk7sII/AAAAAAAABWc/hD08TJtRkA4rV1H9xpb3H7Lg164JFDukgCLcB/s400/POLY.PNG" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-LQnngmVnXss/V5Kzea_WcHI/AAAAAAAABWk/f4-GsBzjFqokkMCL3eZ2a5G81vq8qY9qgCLcB/s1600/SE.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a></div><div class="" style="clear: both; text-align: left;"><u>Quadratic Functions</u></div><div class="" style="clear: both; text-align: left;"><u><br /></u></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-ZVAZR7DafOE/V5KzeOPWZ0I/AAAAAAAABWg/PLHVqGvy7Qw907cCrLKP_VLUuGWDLOTIwCLcB/s1600/QUAD.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="138" src="https://4.bp.blogspot.com/-ZVAZR7DafOE/V5KzeOPWZ0I/AAAAAAAABWg/PLHVqGvy7Qw907cCrLKP_VLUuGWDLOTIwCLcB/s400/QUAD.PNG" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><u><br /></u></div><div class="separator" style="clear: both; text-align: left;"><u>Solving Equations</u></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-LQnngmVnXss/V5Kzea_WcHI/AAAAAAAABWk/f4-GsBzjFqokkMCL3eZ2a5G81vq8qY9qgCLcB/s1600/SE.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="113" src="https://1.bp.blogspot.com/-LQnngmVnXss/V5Kzea_WcHI/AAAAAAAABWk/f4-GsBzjFqokkMCL3eZ2a5G81vq8qY9qgCLcB/s400/SE.PNG" width="400" /></a></div><div><br /></div> <u>Statistics</u><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-lNBGqWomh6A/V5KzenFIA3I/AAAAAAAABWs/4bczdi6mRSsAAnyqrrOI0w_tEE-ZUbZ1ACLcB/s1600/STAT.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="157" src="https://3.bp.blogspot.com/-lNBGqWomh6A/V5KzenFIA3I/AAAAAAAABWs/4bczdi6mRSsAAnyqrrOI0w_tEE-ZUbZ1ACLcB/s400/STAT.PNG" width="400" /></a></div><br />So this is the basic plan. Questions, comments, concerns can be left below or by tweeting me (@kathrynfreed)<br /><br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com2tag:blogger.com,1999:blog-9125263960703803639.post-27633702687498524402016-06-17T07:46:00.002-05:002016-06-17T07:46:38.963-05:00Practice StructuresSo, Sarah Carter and I chatted on twitter some about practice structures, and she totally beat me to blogging about it. Read her post <a href="http://mathequalslove.blogspot.com/2016/06/crowd-sourcing-favorite-practice.html" target="_blank">here</a>. She also calls for you to submit the practice structures you use.<br /><br />My goal is to generate a reasonable list of practice structures that will be efficient for me to use and also beneficial for my students. Ones that make them think, move around, and engage in their learning. Efficiency is an issue because I don't want to always spend 15 minutes explaining a new structure. There are lots of options out there and if I'm always doing new things then the focus comes away from the learning. Here is my list so far, and I'm going to explain how I have/plan to use them and what the benefits I see are. I'm also interested in how these can be incorporated into student notebooks.<br /><br /><b>Card Sort</b>: I most often do this individually where each student gets the whole set and sorts and glues into his/her notebook. I like that it is a sorting activity, so good for organizing the learning in the brain. I like that it goes well into the notebook. I don't like that students don't have to explain. One idea on making this better is to have them do the sort as a group and pick a few each to put into their notebooks with an explanation. Which gives fewer, but more meaningful, examples in their notebooks.<br /><br />A few times this past year I made a whole class card sort where students each got one card and had to find their match. If the class had an uneven number then I would leave one out on a table and one person would match the table. As they match up they come check with me. Sometimes I time them and they compete class period to class period. Fun, but each student does not see all matches.<br /><br /><b>Quiz-Quiz-Trade</b>: I'm not really sure I do this correctly for it's given name...but I give each student a problem, have them work it out. Then after a set time I make everyone partner up, work their partner's problem (which becomes their problem), and talk through it together. (Maybe I could call it "Do-Trade-Do-Talk"; DTDT for short.) Then after a set time, new partners, repeat. There might be some benefit to having a student keep the same problem as "theirs" the whole time, but I'm not sure yet. Good practice. We often do 4-8 problems when we use this structure. <br /><br />I have a handout (pictured below) that they use and keep in their notebook pocket for the unit. This means that the students probably don't look at it ever again, but I feel like this past year my students were better at that, so perhaps I can help my students develop that better. I would suspect it would be easy to get students to put this in their notebooks as well.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-lYhHH8XwDHo/V2PopOq3pfI/AAAAAAAABVE/o4Lo6KlQ31suThX64fQkh4sJ6QWXREk5QCLcB/s1600/QQT.BlogJun2016.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://3.bp.blogspot.com/-lYhHH8XwDHo/V2PopOq3pfI/AAAAAAAABVE/o4Lo6KlQ31suThX64fQkh4sJ6QWXREk5QCLcB/s400/QQT.BlogJun2016.JPG" width="283" /></a></div><br /><br /><b>Stations</b>: I have 6 table groups set up in my classroom, so I usually do 6 stations. Students rotate based on my timer from group to group. I usually post answers on the back of the next station so students can check their work themselves. I don't always have great participation in stations, but it might be because I haven't found a good way for students to record their work. Sometimes it's just on whiteboards, so maybe they think it's less important?<br /><br />I have had some thoughts of making stations a more challenging structure - more than just rinse-repeat practice problems. This would make it more important for students to work together as a group, hopefully getting better involvement.<br /><br /><b>Jigsaw</b>: I have only done this a few times, and I think it was all last year. But I use this as a way to jump-start a class discussion where I want students to "notice" and "wonder" about a new idea. Each table group would be given a problem or group of problems to complete and present to the class, afterwards as a class we discuss patterns and try to draw a conclusion. It would be possible to have discussion questions for groups of students as well, but I generally facilitate the discussion as a class. Perhaps a well-written "talking points" could follow the sharing part and precede the group discussion. I want to use this more in the future as it seems to be a good use of class time.<br /><br /><b>Posted Problems</b>: I tape problems up to my walls and students do whichever they want in whatever order. I usually post answers for them to check as they are working. This gives them movement and the option of working alone or with a partner. Also works pretty easily in their notebooks.<br /><br /><b>Scavenger Hunt</b>: This is where problems AND answers are posted throughout the room. Students work a problem, then find the answer (to the one they just did) attached to the next problem they are to work. It is self checking (AWESOME), students can start anywhere because it just does a big loop, and makes kids move. A lot like "posted problems", but a little more work to set up and get students to understand the structure. Since I usually post answers so matter, I'm not sure the benefit of one over the other.<br /><br /><b>Coloring Page Worksheet</b>: Like a worksheet, but includes a picture to be colored as the problems are worked. Answers are placed in spaces in the picture and when students get an answer to one of the problems they find that space in the picture and color it. It is very calming for students to color, however I often have some students who just color and some students who just do the math. The students in the former group are the ones I'm concerned about. However, I feel it beats just a regular worksheet, which I use sometimes, too.<br /><br /><b>Add Em Up</b>: I'm sure I learned about this from Elizabeth at TMC14 during our morning session, but she has blogged about a complex number placemat activity <a href="http://cheesemonkeysf.blogspot.com/2014/02/arithmetic-of-complex-numbers-placemat.html" target="_blank">here</a>. I've done this once or twice and I need to do more of it. I just don't have a good answer to "What if I have a group of three?" Also it's a lot of paper to give each group all the placemats to do their work. Often I use whiteboards, so I could probably make that work better.<br /><br />If you haven't done it before, students work problems in their group in "rounds" and they are told what the sum of each of their results will be. In that way it is self checking. Each student does their individual work in the corner of a "placemat" which gets them focused together as a group. If their sum doesn't work out from the beginning then they have to check each others' work.<br /><br /><b>The Mistake Game</b>: I found this from Kelly. She actually has several posts on this structure, but here is <a href="https://kellyoshea.wordpress.com/2012/07/05/whiteboarding-mistake-game-a-guide/" target="_blank">The Guide</a>. Simplified, groups of students present solutions to problems that include at least one mistake. If they accidentally include more mistakes it is better. The audience has to find the mistakes. This is more engaging for the students. Read her post for more details.<br /><br />I have done this with my freshmen and my upper classmen. It works really well with my older students, however I don't think it's ever worked well with my freshmen. I'm not sure why. Maybe I need to persist and do it more often? I try to get all students to ask questions and present, but some are really hesitant and expect the other students to find all the mistakes for them :( What usually happens is it ends up taking FOREVER to find the mistake and then a student blurts it out instead of asking a question. Or the same student finds mistakes in 12 out of 15 problems.<br /><br />I really, really, really like this, but I need to find a way to make it work better in my Algebra classes.<br /><br /><b>Open Middle Style</b>: <a href="http://www.openmiddle.com/" target="_blank">This</a> is where #mtbos is compiling problems of this nature. These problems require a lot more thinking and tinkering with the mathematics than regular practice problems. I would like to provide students with at least one problem like this for each learning target we have. (Maybe these types of problems would work well as stations...hmm...) Sarah has posted some she has created <a href="http://mathequalslove.blogspot.com/2016/06/functionnot-function-open-middle-problem.html" target="_blank">here</a> and <a href="http://mathequalslove.blogspot.com/2016/06/evaluating-functions-puzzles-open.html" target="_blank">here</a>, and I have a few I might share as I work through my functions unit. However, there are a lot on the open middle site I linked above, so check them out!<br /><br />So those are the practice structures I use/have used/want to use. Some of them I want to use every unit (card sort, quiz-quiz-trade, stations, jigsaw, add em up, open middle) and some of them I'm not sure I want to use at all (scavenger hunt, coloring page, mistake game), but now I have a starting point as I work through my units.<br /><br />Please let me know your thoughts on any of these practice structures! Ones that are great, ones you don't like because..., ones I'm missing here that I should definitely include, etc. I would like to know so that I can use the best ones for my students.<br /><br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com1tag:blogger.com,1999:blog-9125263960703803639.post-87909276966594264472016-05-30T18:41:00.002-05:002016-05-30T18:41:29.230-05:00Restructuring...AgainWell, I'm at it again...trying to figure out how to make my classroom and curriculum better for my students. I like a lot of things about a lot of my units, but I found myself wondering if it would be more engaging and connected for students if I reordered some of the units. SO...this is what I'm thinking:<br /><br /><b>Unit 1: Numbers and Units</b><br />I am hoping to collaborate some on this with the science teacher. We will teach unit conversions together. It will be interesting as I have never done something like this before.<br /><br /><b>Unit 2: Functions</b><br />This is the big change. Instead of doing all the standards that are "close" to 8th grade standards first, and then starting functions second semester, I'm going to start with functions right away. I want have a more "function" focus throughout the year. I also really, really want my students to develop a lot of flexibility with their functional thinking, so hopefully having more time will help. (Some of the flexibility I want to see: evaluating from equation, graph, table; understanding function notation and y= are similar; find average rate of change and tie it into slope; thinking about "characteristics" of a graph: x/y-int; increasing/decreasing; extrema)<br /><b><br /></b><b>Unit 3: Linear Functions</b><br />So after a broad introduction to functions, we will focus on various types of function on and off. Linear is first!<br /><b><br /></b><b>Unit 4: Exponents and Radicals</b><br />As a preface to Exponential Functions unit next, we will manipulate exponential and radical expressions (hopefully with and without variables).<br /><br /><b>Unit 5: Exponential Functions</b><br />Back to another big function group. Going to discuss the characteristics of an exponential function algebraically, graphically, and numerically.<br /><br /><b>Unit 6: Sequences</b><br />Here we tie arithmetic sequences to linear functions and geometric sequences to exponential functions. Hopefully my students can see the domain of each of these functions will be restricted to the natural numbers. Also want to make sequences more challenging by including variables in the terms.<br /><br /><b>Unit 7: Polynomial Operations</b><br />Adding, subtracting, multiplying, and factoring polynomials. I LOVE polynomials. I need to make sure my students see more than just quadratics here, but it's OK if it's my focus.<br /><br /><b>Unit 8: Quadratic Functions</b><br />I have a lot of good things here, but it is not quite a cohesive unit yet. Needs a little bit more work to develop into that. Hopefully by not being THE LAST unit I will be able to be more cohesive.<br /><br /><b>Unit 9: Statistics</b><br />Saving statistics for this point will allow application of the three types of functions we study. We can do some fun regression for various functions.<br /><br /><b>Unit 10: Solving Equations</b><br />This will include solving linear equations (which we will constantly review throughout the year, since it is 8th grade, too), quadratic equations, and systems. I think I'm going to like that systems can involve quadratics :). We might have to discuss why we don't solve exponential functions yet in Algebra 1.<br /><br />Five units a semester seems doable, right? Better than 12? I think we did 8 this year. I'm hoping some intentional unit-specific planning this summer will allow me to progress better throughout the year.<br /><br />Let me know what you think! Am I missing something big that won't work with this? Have you tried it this way before? How did it go? I'll post learning targets and unit outlines later in the summer (hopefully)! But probably not chronologically.<br /><br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com2tag:blogger.com,1999:blog-9125263960703803639.post-15888215728715452492016-03-05T11:25:00.001-06:002016-03-05T11:25:48.553-06:00Stacking CupsI did <a href="http://blog.mrmeyer.com/2008/linear-fun-2-stacking-cups/" target="_blank">Stacking Cups</a> by Dan Meyer again. I haven't done it in a few years and I think my intro made it more successful this time. I let the students lead themselves to the problem. <br /><br />I just held up a cup and asked them about it. They talked about how it could hold water and food. I shared that they were pretty dirty because many other students had touched them. They were less eager for food and drinks then :)<br /><br />Eventually they started talking about how you could stack cups and I asked for them to keep listing different ways to stack them until the stacked them inside of each other. Then I set a small stack next to my water bottle and had them estimate how tall my water bottle was. We discussed how even though the the cups stacked halfway up my water bottle, we would need more than twice as many. I take a few estimates and then we calculate. I set it up by asking what else we could measure and three (of four) classes decided to measure me :) The other class chose a particular student and I went with that. I actually think that was the most fun!<br /><br />I also gave them some guiding questions based on standards we've been working on. Here are the questions I asked them to answer in their groups:<br /><ol><li> <div class="MsoNormal"><o:p> </o:p>Identify the independent and dependent variables. Select a letter to represent each.</div></li><li><div class="MsoNormal">How tall is one cup? How tall are two cups? Three? How could you organize this information?</div></li><li><div class="MsoNormal">Write an equation to model the situation. Check to make sure it matches the values that you stated in [2.]</div></li><li><div class="MsoNormal">What is the slope? Interpret the meaning of the slope in the context of the situation.</div></li><li><div class="MsoNormal">What is the y-intercept? Interpret the meaning of the y-intercept in the context of the situation.</div></li><li><div class="MsoNormal">What is your estimate for how many cups tall Mrs. Freed would be (closest without going over)? Explain how you determined your estimate.</div></li></ol><div>The next day we discussed as a class. I compiled all of the equations groups had created and we talked about how they related to the cup. We discussed how precision was important in order to calculate a correct estimate. Some groups had calculated an estimate and then put their actual estimate down because I said closest without going over.</div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-uUcPn7QexNk/VtsWPQ6So0I/AAAAAAAABSs/tmuguE5VO6E/s1600/StackingCups.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://3.bp.blogspot.com/-uUcPn7QexNk/VtsWPQ6So0I/AAAAAAAABSs/tmuguE5VO6E/s320/StackingCups.jpg" width="180" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">This is the class that decided to measure how many cups tall this student is.</td></tr></tbody></table><div>After discussing we measured and then I had them complete an individual reflection on google classroom. I asked them about an equation I had made up. The questions I asked were very similar to the ones in their group.</div><div><br /></div><div>What surprised me the most was how much more willing to do the math they were when they made up the question. And they were so surprised when they saw that I knew they were going to come up with that :)</div><div><br /></div><div>-<i>Kathryn</i></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-54114000937262107242016-01-30T12:01:00.000-06:002016-01-30T12:01:00.657-06:00Mrs. Freed, you taught me that!Here is another one good thing post!<div><br /></div><div>Yesterday my students were practicing evaluating functions using function notation, which really is just another excuse to practice order of operations and exponents work. One of my students was working on a problem and called me over because he got stuck. "Mrs. Freed, I don't know what I'm doing wrong." I took a look, saw that he had already tried it twice, looked over what he had done and pointed out a mistake. He was able to quickly fixed it and moved on with the problem. I recognized this as a huge improvement from last year, and took the time to acknowledge it.</div><div><br /></div><div>"One thing I see you doing right now is persevering when you encountered something that was challenging. You didn't give up. You didn't quit. You asked for help. You persevered. You moved on and kept going. This is a huge improvement from last year that I think is helping you be more successful."</div><div><br /></div><div>He looked at me, laughed a little and replied, "Mrs. Freed, you're the one who taught me to do that!"</div><div><br /></div><div>Next week, I'm planning on asking him what I did that helped him learn it, because I want all my students to learn it!</div><div><br /></div><div>-<i>Kathryn</i></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-62325982861885955762016-01-23T17:04:00.003-06:002016-01-23T17:04:57.896-06:00Checklists #MyFavorite<div class="separator" style="clear: both; text-align: center;"></div><div style="margin-left: 1em; margin-right: 1em;"></div><br /><br />As I was thinking about what My Favorite thing in the classroom was I thought of checklists. A year -and-a-half ago I wrote about <a href="http://restructuringalgebra.blogspot.com/2014/07/checklists-why-im-excited-to-try-them.html" target="_blank">why I was excited to try checklists</a>, but now I'm on the other side of it--I have used them for a long time!<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://exploremtbos.files.wordpress.com/2016/01/myfav.jpg?w=633&h=236" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="MyFav" border="0" height="223" src="https://exploremtbos.files.wordpress.com/2016/01/myfav.jpg?w=633&h=236" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>Here's a brief summary of how I have been using checklists. Students get a blank one at the beginning of a unit. As we progress we fill it out. I usually project it so students can update theirs while I walk around and give out stamps. When students have completed something they show me and I stamp it. At the end of the unit I calculate how many stamps is 80%, 90%, and 100%. They MUST have a least 80% of their checklist completed to take the unit test. I enter a score in the gradebook based on what percent of the stamps they have, but it doesn't affect the final grade.<br /><br />Reasons I love the checklist:<br /><div class="separator" style="clear: both; text-align: center;"></div><div style="margin-left: 1em; margin-right: 1em;"></div><br /><br /><ul><li>I helps students (and me) stay organized throughout the unit</li><li>It holds students accountable to doing the work</li><li>Students like getting stamps :)</li><li>Students can look back at the end of the unit and see EVERYTHING we've done. It gives a sense of accomplishment and reminds them "we did learn this"</li><li>It is the students' responsibility, emphasizing that they--rather than solely I--are responsible for their learning</li></ul><div>Something I'm trying this unit: I added a column to allow students a section to self-reflect at the end of the unit on each learning target. Hopefully this will help them focus their studies! Seeing a proficiency score next to the assignments we've done will show them what they can look at or work on to study for the test. I'll report back (but it might take a year-and-a-half!)</div><div><br /></div><div>Here is an image of what I use and a link below to a document:</div><div><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-FtFRNwunbBo/U8yFATMRPXI/AAAAAAAAA9U/76vd-BZcw0s/s1600/Checklist.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="http://3.bp.blogspot.com/-FtFRNwunbBo/U8yFATMRPXI/AAAAAAAAA9U/76vd-BZcw0s/s400/Checklist.JPG" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="https://drive.google.com/file/d/0BzN5J6ySejvyQ3MxVk9UeG9aS0k/view?usp=sharing" target="_blank">Link to Checklist in Drive</a> (download as word document to restore formatting)</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">-<i>Kathryn</i></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-57127915913647101522016-01-16T06:44:00.001-06:002016-01-16T06:44:01.559-06:00Desmos Picture<div class="separator" style="clear: both; text-align: center;"></div><div style="margin-left: 1em; margin-right: 1em;"></div><br /><br />My students in Algebra 1 are learning about functions, and we start with domain and range of relations. Due to amazing #MTBoS resources, I had some excellent resources to integrate into a week long lesson, which started with pictionary thanks to <a class="g-profile" href="https://plus.google.com/101223442650561061673" target="_blank">+John Scammell</a> (@scamdog) and his post <a href="https://thescamdog.wordpress.com/2012/10/26/domain-and-range-lesson/" target="_blank">here</a>.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://exploremtbos.files.wordpress.com/2016/01/onegoodthing.png?w=1500&h=" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="221" src="https://exploremtbos.files.wordpress.com/2016/01/onegoodthing.png?w=1500&h=" width="400" /></a></div><div><br /></div><div>My one good thing, however, is about the performance assessment I assigned to students using <a class="g-profile" href="https://plus.google.com/104345590401277074460" target="_blank">+Desmos</a> free online graphing calculator. On our PD day at the beginning of the semester I attended a session by our curriculum director @montemunsinger about creating rubrics for performance assessments, so I used it to help set u<span style="background-color: white;">p this rubric b</span>ased on my standard related to domain and range:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-BAPoJA1TQlI/Vpo5t1gpmqI/AAAAAAAABM8/mhLDRY813RI/s1600/DesmosRubric.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="232" src="http://2.bp.blogspot.com/-BAPoJA1TQlI/Vpo5t1gpmqI/AAAAAAAABM8/mhLDRY813RI/s400/DesmosRubric.PNG" width="400" /></a></div><div><br /></div><div>The assignment was to create a picture in Desmos with at least 10 relations. In addition, students must restrict the domain for three relations and the range for three relations. Then students complete a reflection where they explain one domain choice they made and one range choice they made. The reflection is important to me because it is their opportunity to share what they learned, not just what they created via trial and error. Don't get me wrong, the trial and error aspect of Desmos is the only thing that makes this assignment at all possible for my students, but I want to make sure that through the trial and error process they are learning something.</div><div><br /></div><div>So my #onegoodthing is watching my students create! We worked on it off and on throughout almost the whole week. Some students jumped right in and have created some awesome things, others wanted to copy a previous Desmos picture they saw, but could explain polar coordinates to me (shocker!) so I made them start over (aka not copy). Some students needed a lot of guidance at first ("Try y=mx+b and substitute some things in for m and b until you get what you want. Now what part of the line do you want for your picture? How do we do that?") and then were able to take off and just ask me for help with troubleshooting when they made an error ("Why did my whole line just disappear when I did the domain?" *I check and see -7.5<=x<=-8* "Remember to put the minimum on the left and the maximum on the right...").</div><div><br /></div><div>Hopefully, I can get permission to post some pictures here, but let's just say I've seen Olaf, a Christmas tree w/star and presents, batman symbol, personal designs, etc. My favorite part, however, is when the students learn about new types of relations. "How do I make a circle?" "How do I make an oval?" "Can you help me make this rounded?" I don't usually get to share about circles and ellipses in Algebra 1, but we did this week!</div><div><br /></div><div>-<i>Kathryn</i></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com2tag:blogger.com,1999:blog-9125263960703803639.post-41564372620206938112015-12-29T16:54:00.002-06:002015-12-29T17:07:04.774-06:00#5things I Need to Do this Week<b>5 Things I Need to Do this Week</b> - All I have left of break is the rest of this week!<br /><b><br /></b><b>1. Organize Student Supplies</b><br />I need to do this at least once a semester. I just put in an order to Bulk Office Supply, so once that arrives I can get to work. I also need to make some new flower pens.<br /><br /><b>2. Label my tables</b><br />I want to have each seat at each table labeled (I'm thinking with cards) so that I can easily assign students a random seat weekly. So far I've been doing every-other week, but I think my students would prefer weekly and I want them to see it be more random.<br /><b><br /></b><b>3. Plan the semester</b><br />As in big picture planning. What can I accomplish? I feel really far behind, but perhaps my goals for first semester were too ambitious.<br /><br /><b>4. Plan week one</b><br />This needs to happen in detail. I know I want to do a group work task and that we will be starting functions in Algebra. This is one of my favorite units and I've found even MORE great tasks to use with it! I also want to rethink homework and bellwork and see if I need to make any changes.<br /><br /><b>5. Finalize Semester 1 Grades</b><br />All I have left to score is my Algebra final, which means I've made some good progress! But then I have to do a second look through each class and make sure things look right.Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-805518705626846442015-10-17T12:11:00.001-05:002015-10-17T12:11:20.516-05:00Rearranging EquationsTo start solving multivariable equations for a variable, I have been using this <a href="https://drive.google.com/folderview?id=0BzN5J6ySejvyT0UyVDNJMzYxOWM&usp=sharing" target="_blank">task</a>. (Note: For viewable files, you must download them in word.)<br /><br />Here are the instructions:<br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-fApih2t84_c/ViJ9uE1SMpI/AAAAAAAABLg/7Sv7yH-YyjA/s1600/Instructions.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="246" src="http://3.bp.blogspot.com/-fApih2t84_c/ViJ9uE1SMpI/AAAAAAAABLg/7Sv7yH-YyjA/s640/Instructions.PNG" width="640" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div> And here is an example of the cut-outs I give to each group of students:<br /><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-gt1rNnNPkkw/ViJ9uKjAsyI/AAAAAAAABLk/BLmb7OR9vso/s1600/Student%2BCut%2BOuts.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://1.bp.blogspot.com/-gt1rNnNPkkw/ViJ9uKjAsyI/AAAAAAAABLk/BLmb7OR9vso/s640/Student%2BCut%2BOuts.PNG" width="577" /></a></div><br />The gist is that they have to decide which equations are derived from the "start" and explain what happened. <br /><br />This is the students' first exposure to this in my classroom, so they must rely on their background knowledge solving one variable equations and with multivariable equations in the past. Some students look for equations that have one solution in common with the "start" equation. Some students using adding/subtracting/multiplying/dividing reasoning as we do in solving one-variable equations. But this time I had a student use reasoning that was totally new to me, but also super-awesome :)<br /><br />Her reasoning was based on comparing these equations to her prior knowledge of adding/subtracting from elementary school. Consider the following set of equations "5 + 3 = 8" and "5 = 8 - 3" In elementary school they were taught the relationship between these statements. So my student used this reasoning to explain that "2x + 6y = 12" must bet the same as "6y = 12 - 2x" ISN'T THAT AWESOME!<br /><br />I feel that this is the impact conceptual understanding taught at all ages (in this case driven by common core) can be so beneficial to students. Also can we just celebrate for a second that this student was 100% comfortable extending from numbers to algebra? I think that is the epitome of deep conceptual understanding!<br /><br />I'm excited to share this reasoning with my classes on Monday so that others can benefit from it.<br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-37824193221834665392015-08-15T08:29:00.002-05:002015-08-15T08:30:06.138-05:00First Week Plans: Algebra 1Here are my basic plans for Algebra 1. I have four sections of this. Mostly freshmen, but some older students as well. However, I basically consider it a freshmen course and work hard to help my students feel welcomed to high school, learn the structures of our school, and help them stay organized for my class.<br /><br /><b>Monday 8/24</b><br /><br /><ul><li>Will be randomly assigned to a table as they come in. I will meet them at the door, high five them, work on learning their names, and assign them to their table</li><li>Numbers about me activity. I want to blog about this after school starts, but since I haven't yet, I'll give a little guidance. </li><div class="separator" style="clear: both; text-align: center;"></div><ul><li>When they come in this paper will be at their tables:</li></ul></ul><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-1HcTtDVYi6Y/Vc8ujgwak2I/AAAAAAAABJ0/SkI97nIOjsw/s1600/Table%2BPage.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="242" src="http://2.bp.blogspot.com/-1HcTtDVYi6Y/Vc8ujgwak2I/AAAAAAAABJ0/SkI97nIOjsw/s400/Table%2BPage.PNG" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><ul><ul><li style="text-align: left;">After everyone is in class and I have taken attendance and gotten settled, I will run through a powerpoint of the answers with pictures. And I say something like "Clearly the numbers are important, but the units attached to those numbers are just as important." to tie it into our first unit on numbers and units.</li><li style="text-align: left;">Then I give them this instruction:</li></ul></ul><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-sMDOBRYmZoo/Vc8vcNhaMpI/AAAAAAAABJ8/5zpFS0Y2DfA/s1600/Directions%2BAt%2BEnd.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="http://1.bp.blogspot.com/-sMDOBRYmZoo/Vc8vcNhaMpI/AAAAAAAABJ8/5zpFS0Y2DfA/s400/Directions%2BAt%2BEnd.PNG" width="400" /></a></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><ul><ul><li>Depending on time I might have them share their 5 numbers with an elbow partner. <br />Oh--and I need to change the instructions because they have to use a percent, fraction, decimal, or negative number. Maybe two out of the five numbers have to be one of those. We can't just be all positive integers :)</li></ul><li>Then we'll wrap up class. The first day we usually only have 20-30 minutes with students, so I think this will get us through. I will also say something like: "Make sure to have a notebook tomorrow like this *I hold up mine*. You will need one that you can use ONLY for this class and that you can use ALL YEAR LONG. If you brought it today you may find your folder by that wall and leave it in there so you don't have to worry about it tomorrow."</li></ul><div><b>Tuesday 8/25</b></div><div><ul><li>We will look at the syllabus...the plan is to glue it into our notebooks, but I just got an email from my principal that might change that plan--so we'll see. I will not read it all, but students might look over it in groups or something and do a 3-2-1 reflection on it to be handed in.</li><li>Talking Points Structure. We will learn about talking points today!!! I'm so excited. First we will talk about the structure, and glue that into our notebooks. Then I want some sort of model of talking points, so I might see if some teachers/or my family will make a video with me of a few rounds of talking points.</li><li>Talking about Talking Talking Points! Now the students get to try it for themselves--woohoo! We will share out at the end. Maybe we'll do a big circle to reflect on it. For sure each group hands in their group reflection.</li><li>Then they get to be crafty and turn their "5 numbers about me" into the back cover of their notebooks :) Then if they leave them with me I will tape them on with my super awesome Duck Brand EZ Start Packing Tape. It basically laminates the paper onto their cover. One reason I like to do this (because reasons not to are price, class time, and my time) is because they have now invested a lot into this notebook which will make it more likely to last the whole year.</li></ul><div>I just realized I could to syllabus, TP structure, and "numbers about me" as stations and then do the actual talking points at the end. That might save me the mess of clean up at the end of each class, because the "numbers about me" stuff would be contained to one area...hmmm...things to think about.</div></div><div><br /></div><div><b>Wednesday 8/26</b></div><div><ul><li>We will start the <a href="http://restructuringalgebra.blogspot.com/2015/08/number-line-task.html" target="_blank">number line task</a> I blogged about. Starting with Part 1. I'll probably allot 10 minutes. So timer and go.</li><li>Group Roles: We will discuss group work structure and roles. Gluing them into our notebooks. I will have all the "recorders" meet to discuss their role (and ask me questions if they have them), etc. Then they go back to their groups and share out: "my job is to..." I make sure to teach the resource managers how to ask a group question.</li><li>Number line task: Part 2. And before the end of class they must complete the reflection, which is mostly about their roles.</li></ul><div><b>Thursday 8/27</b></div></div><div><ul><li>Talking Points: talking about group roles. This gets them talking about group roles to remember what they learned yesterday about them. Some of the statements are opinions and others are about the roles themselves. We will reflect individually, as groups, and as a whole class afterwards.</li><li>Number Line Task: Part 3.</li><li>Exit Ticket: reflection of task---not sure whether I will have them complete this now or later if their class hasn't finished part 3.</li></ul><div><b>Friday 8/28</b></div></div><div><ul><li>Estimation 180. They will glue the handout into the back of their notebooks. We'll probably do two days to get the hang of it. From this point forward Estimation 180 is our Friday bellwork.</li><li>Expectations Foldable. This goes into our notebook and it talks about expected behaviors for certain methods of learning we will be doing. If I don't include the syllabus in their notebooks then I need to add to this page. I will likely put it into the notebook as a whole class, but then read through it and reflect in groups. Maybe have groups share out. This is also the time where I will share about "I was...I should have been..." reflection form I have students complete when they are not following directions.</li><li>Set up Unit 0. We will set up our first unit in our notebook. This includes a tab, table of contents, and pocket. We might also try to put in some notes depending on how the number line task went.</li><li>Homework: show off your notebook. I think at this point there will be enough stuff in the notebook that I want students to take it home and show it off. I will create a form for them to have completed. "I saw these things in the notebook...I have these questions...I would like to be contacted through this method..."</li></ul><div><b>Thoughts</b>:</div></div><div><ul><li>I want to set up google classroom sometime this week</li><li>Want to look into "Class Messenger" one of the downfalls of google classroom is that it leaves parents out. Might want to do class messenger. If so, include information on the "homework" for parents to see.</li><li>I really want to show the videos about How To Learn Math, either from the MOOC or from the "week of iMath" on youcubed.org</li><li>I also want to do Music Cues, but I haven't sat down to look at it yet, so can't plan it into classes yet.</li><li>Things I want to remember:</li><ul><li>Count down from 5 to get attention</li><li>Two Nice Things</li><li>High Fives</li><li>Introduce "while you were out" in each period when first student is absent</li><li>Write notes to students</li></ul><li>I'm sure there's more, but I'm out of thoughts for now!</li></ul></div></div><div style="text-align: left;">Give me all your thoughts! Tell me what parts you don't like or what parts need improvement--because I still have a week before school starts, so I can change it if I want to.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">-<i>Kathryn</i></div><br />Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com5tag:blogger.com,1999:blog-9125263960703803639.post-31564367833856276672015-08-14T17:52:00.001-05:002015-08-14T17:52:15.639-05:00First Week Plans: Algebra TopicsWell Andy (@rockychat3) was nice enough to share his entire year's worth of plans for his block Algebra course, and he said he was interested in hearing about mine. So here it goes! These are my plans for my Algebra Topics course, this is a course for students who have struggled some in math before. They take this course IN ADDITION to Algebra 1 (which I also teach and will be posting plans for later).<br /><br /><b>Monday 8/24</b><br /><ul><li>Randomly assign groups</li><li>Noah's Ark: I heard about this from Steph's post <a href="https://exceptmathteachers.wordpress.com/2015/08/06/noahs-ark/" target="_blank">here</a>. This post is what made me want to do this with my class right away. I am going to continue to remind myself to ask questions to make my students think.</li></ul><div><b>Tuesday 8/25</b></div><div><ul><li>Continue Noah's Ark, debrief if groups finish. I still need to think through some individual and group reflection questions.</li></ul><div><b>Wednesday 8/26</b></div></div><div><ul><li>New random groups</li><li>Stations:</li><ul><li>I have the SET cards and I will take a group and work with them to learn SET (I usually start by taking just one type of shading to simplify it.) We then use SET daily as warm up. Students always share out SETs with reasoning. I used the daily set puzzle online, which can be found <a href="http://www.setgame.com/set/puzzle" target="_blank">here</a>. </li><li>Another station will be the syllabus and I'll have students complete a 3-2-1 reflection as a group. </li><li>The third station will depend on whether or not I have an associate in my classroom. I might have the students complete a dispositions survey on their chromebooks</li></ul></ul><div><b>Thursday 8/27</b></div></div><div><ul><li>Review SET</li><li>Transition to Algebra: Unit 1 Launch<br />The transition to algebra curriculum can be found <a href="http://www.heinemann.com/transitiontoalgebra/" target="_blank">here</a>. My school purchased it. I really like that it helps students develop conceptual understanding. It takes time to work through the units, but developing conceptual understanding does take time. I try to do the lesson from these units on Tuesdays and Thursdays because that gives me time to look at students' work and reflectively consider how to help them develop better understanding in the next lesson.</li></ul><div><b>Friday 8/28</b></div></div><div><ul><li>New random groups (these will last for the whole next week)</li><li>Review SET</li><li>Problem Solving Task: Finding One Half<br />This task is a page of figures with part of it shaded. Students look through and select the ones where half of the figure is shaded. This looks for conceptual understanding of what half is. Mostly I use it to get students used to sharing their reasoning. I try to be really difficult and find a figure that's not "half" but that meets the rules that their explanation gave so that they have to learn to be more specific.</li></ul><div>Once we get going throughout the year I try to structure the course to be Monday/Wednesday support for learning in Algebra. This would be reteaching, fluency practice, mixed practice, review, or whatever the students need to help them be successful in Algebra. Tuesday/Thursday I do lessons from Transition to Algebra, as I mentioned above. Then I reserve Fridays for problem solving tasks, and sometimes these carry over onto Monday. I like having this structure because I feel like my students know what to expect (which is good), but more importantly I don't get off track with one thing or another. I'm held responsible for keeping the pace of the course moving along.</div></div><div><br /></div><div>Hope that helps!</div><div>-<i>Kathryn</i></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com3tag:blogger.com,1999:blog-9125263960703803639.post-17769251719508249282015-08-13T11:30:00.004-05:002015-08-23T07:48:27.008-05:00#5things I Like About WalkingRecently my family visited St. Louis. We walked a lot, and it reminded me of when I lived in Chicago and I also walked a lot. It made me miss walking a lot. And then I came home and there was this big conversation on twitter about the #FitBoS and I was sad again that I didn't walk more. So I just decided to walk more now, even though I don't have a fitbit and I'm using a less accurate phone app. <br /><br />I have been realizing the past week how many things I like about walking. I've been walking to and from school (which takes about 20 minutes) and other places that are closer than school. <br /><br /><b>1. Slowing Down</b><br />Walking is slower than driving, and it gives me time to just take time. Slowing down my life a bit is a good thing. Having 20 minutes or so to just relax and walk is wonderful. It is a time for me to just be.<br /><br /><b>2. Seeing People</b><br />I've seen so many of my students just from the times when I'm walking. Just this morning on my way to school two of my students were walking to football practice and I got to walk with them for about 10 minutes. That's a great opportunity to work on building relationships.<br /><br /><b>3. Feeling Healthier</b><br />I like that I have a goal and that when I reach it I really do feel as though I am taking control of getting myself healthier. And my body feels healthier too, well, not quite yet, but I can feel my muscles throughout my body getting stronger from my walking.<br /><br /><b>4. Being a One Car Family</b><br />We have been a one car family for a while, and I really like that we can do that. I appreciate that we have lower insurance bills and no car payments. I also feel that it is good for the environment because we do less driving than if we had two cars.<br /><br /><b>5. I Don't Have to Stop When School Starts</b><br />Sometimes during the summer I start things, but I can't keep up with them during the school year. I know that I can keep walking to and from school once school starts, and it probably won't take much more than that to meet my goal once I'm running around my classroom everyday!<br /><br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-87018705836549675902015-08-11T12:39:00.001-05:002015-08-11T12:39:39.264-05:00While You Were OutI've never had a good system for absent work that seemed efficient to me. Last year I had a <a href="http://restructuringalgebra.blogspot.com/2014/05/bulletin-board-calendar.html" target="_blank">big bulletin board</a> with each day of the week where I put handouts, but that doesn't summarize everything and it only worked for one class. And the folders fell down...a lot. This coming year I have three preps and I can't exactly put 15 folders up on my bulletin board with three calendars and expect that to work. <br /><br />I've also always wanted to try the "While You Were Out" form that gave more detail to each student rather than just handouts, but I don't have time at the end of the day to complete one for each student. But I implemented roles last year, and one of the Recorder's jobs is to "set aside papers for absent group members." Which really meant nothing last year, but will mean something this year.<br /><br /><b>So I made a <a href="https://drive.google.com/file/d/0BzN5J6ySejvyNGdnX2Y5X3JJcXc/view?usp=sharing" target="_blank">form</a>:</b><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/--0S6vti5UkA/VcoypFiJ8_I/AAAAAAAABJQ/cRD4Jp5hnRc/s1600/IMG_20150811_112657.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="http://3.bp.blogspot.com/--0S6vti5UkA/VcoypFiJ8_I/AAAAAAAABJQ/cRD4Jp5hnRc/s320/IMG_20150811_112657.jpg" width="320" /></a></div><b>And I made copies and put them on my bulletin board:</b><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-OsNrE3juNzw/Vcok7trceiI/AAAAAAAABI8/AC5UJub_zjs/s1600/IMG_20150811_112639.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="http://2.bp.blogspot.com/-OsNrE3juNzw/Vcok7trceiI/AAAAAAAABI8/AC5UJub_zjs/s320/IMG_20150811_112639.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><b><br /></b></div><div class="separator" style="clear: both; text-align: left;"><b>Now here's the plan</b>:</div>When a student is absent the recorder (or navigator who is the substitute recorder), will grab a "While you were out" form and complete it as we go throughout class. They will also collect any handouts for the student. At the end of class they will tack it back up onto the bulletin board. Then when the student returns he/she can check the bulletin board and grab his/her work.<br /><br />I will demonstrate how to complete the form in each class period during the first week when someone is absent. Then I will have to ensure that students are doing it from that point on.<br /><br /><b>My one concern</b>: leaving extra tacks for students to tack the work back up there...seems dangerous with freshmen, but I'm going to try!<br /><br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com1tag:blogger.com,1999:blog-9125263960703803639.post-68140869726772511782015-08-07T21:00:00.000-05:002015-08-09T09:07:56.900-05:00Number Line TaskSo this is the style of many of the tasks that I do in my room, heavy on math, lots of opportunities for me to check in with students as a group and individually, reflection, and math, not always context. But some people at #eduread wanted to see an example. <br /><br />I chose to share my Number Line Task because I know I want to do it in the first week of school, but it needed some modifications first! I did this task last year, but with less structure and it was chaotic, and one student in each class ended up sorting everyone. Ugh! No one got to learn! So I made changes this year to hopefully help with the learning part of it. It is in three parts. Part 1 is an individual task (basically think time for each student), Part 2 is as a group, and Part 3 is both class and group. <br /><br /><u style="font-weight: bold;">Number Line Task: Part 1</u><br /><div class="MsoNormal"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-43sR7KrS1ww/VcUrjGe0MNI/AAAAAAAABII/6lxRgv1LTmQ/s1600/NLTask.Part1..JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-43sR7KrS1ww/VcUrjGe0MNI/AAAAAAAABII/6lxRgv1LTmQ/s1600/NLTask.Part1..JPG" /></a></div><div class="MsoNormal">FYI: Each group is getting four different numbers on their paper. I have 6 tables of 4 students, so I have 6 different sets of 4 numbers.</div><div class="MsoNormal"><br /></div><div class="MsoNormal">I would expect students to take about 15 minutes on this. I plan to have them share with a partner and write one thing their partner said on the back of the paper. I am doing this because I really want all students to have a voice in my classroom, which means they need to get used to sharing and listening BOTH. So why not start right away?</div><div class="MsoNormal"><br /></div><div class="MsoNormal"><u style="font-weight: bold;">Number Line Task: Part 2</u></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-Fu1UCKuI_ys/VcUsQnkD_KI/AAAAAAAABIQ/DTwU6oMImHY/s1600/NLTask.Part2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-Fu1UCKuI_ys/VcUsQnkD_KI/AAAAAAAABIQ/DTwU6oMImHY/s1600/NLTask.Part2.JPG" /></a></div><div class="separator" style="clear: both; text-align: left;">Then as a group, students will complete the following reflection questions</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="MsoNormal">[1.] Who is the recorder? Give a specific example of how he/she performed his/her role well.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="separator" style="clear: both;"></div><div class="MsoNormal">[2.] Who is the resource manager? Give a specific example of how he/she performed his/her role well.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">[3.] Who is the navigator? Give a specific example of how he/she performed his/her role well.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">[4.] Who was the facilitator? Give a specific example of how he/she performed his/her role well.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal"></div><div class="MsoNormal">[5.] Who had the best “because”? Share it with me!<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">As you can see these are devised to help students learn to "play their roles" and "say their becauses". In between Part 1 and Part 2 we are going to learn what the roles of each group member are, so students will have it fresh in their heads...but another way of emphasizing it can't help!</div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><u>Number Line Task: Part 3</u></b></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">These are the directions students will get to read through in their groups.</div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-WdjHtTmAxFc/VcUtqtsMKzI/AAAAAAAABIc/LPGBTeexpOw/s1600/NLTask.Part3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-WdjHtTmAxFc/VcUtqtsMKzI/AAAAAAAABIc/LPGBTeexpOw/s1600/NLTask.Part3.JPG" /></a></div><div class="MsoNormal">Take an index card and write your number on it.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Soon all of the groups will work together to place all the numbers in order from least to greatest. Here are the rules:</div><div class="MsoNormal"></div><ul><li><span style="text-indent: -0.25in;">You may only address one person at a time, by comparing your number to his/hers</span></li><li><span style="font-family: Symbol; text-indent: -0.25in;"><span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span><span style="text-indent: -0.25in;">Say your becauses!</span></li><li><span style="text-indent: -0.25in;">The only thing you may bring with you is your index card</span></li><li><span style="text-indent: -0.25in;">When the class is ready, I will check your order, but I will only tell you “ALL CORRECT” or “NOT ALL CORRECT”</span></li><li><span style="text-indent: -0.25in;">We will keep working until we get “ALL CORRECT”</span></li><li><span style="font-family: Symbol; text-indent: -0.25in;"><span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span><span style="text-indent: -0.25in;">If you feel stuck, you may request “group time” where you will go back to your groups, ask your group members questions, use a calculator, ask a group question, and write notes on the back of your index card</span></li><li><span style="font-family: Symbol; text-indent: -0.25in;"><span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span><span style="text-indent: -0.25in;">“group time” will always be 90 seconds in duration</span></li><li><span style="font-family: Symbol; text-indent: -0.25in;"><span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span><span style="text-indent: -0.25in;">You may only ask me questions during “group time”</span></li><li><span style="font-family: Symbol; text-indent: -0.25in;"><span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span><span style="text-indent: -0.25in;">Remember, when you feel confused, make a mistake, or are thinking hard you are learning!—and that is t</span><span style="text-indent: -0.25in;">he goal</span></li></ul><div style="text-indent: -24px;"> After the class has worked and received and "ALL CORRECT" each student will complete the following reflection.</div><br /><div class="MsoNormal">[1.] What was the most challenging part of this task?</div><div class="MsoNormal"><span style="text-indent: -24px;">[2.]</span><span style="text-indent: -24px;"> </span><span style="text-indent: -24px;">What is one thing you learned?</span></div><div class="MsoNormal"><span style="text-indent: -24px;">[3.]</span><span style="text-indent: -24px;"> </span><span style="text-indent: -24px;">What is one question you still have?</span></div><div class="MsoNormal"><span style="text-indent: -24px;">[4.]</span><span style="text-indent: -24px;"> </span><span style="text-indent: -24px;">What is one question someone asked you?</span></div><div class="MsoNormal"><span style="text-indent: -24px;">[5.]</span><span style="text-indent: -24px;"> </span><span style="text-indent: -24px;">What number were you and what did you write on your index card? (Use the back if needed.)</span></div><div class="MsoNormal"><span style="text-indent: -24px;"><br /></span></div><div class="MsoNormal"><span style="text-indent: -24px;">All the documents I made for this task are in a folder <a href="https://drive.google.com/folderview?id=0BzN5J6ySejvyfkFwdTVUdkNLR003UW1hWEJXVVJyakIxT1Y5T0h2MFBzdTFwWlpMdnNLLVE&usp=sharing" target="_blank">here</a>. These are word docs, but it will open in google. Download to word to edit. Also everything is 2/page and Part 2 should be printed front and back. Enjoy!</span><br /><span style="text-indent: -24px;"><br /></span><span style="text-indent: -24px;">If you have ideas to make this better please let me know! I'm sure there is something better, but this is what I have :)</span><br /><span style="text-indent: -24px;"><br /></span><span style="text-indent: -24px;">-<i>Kathryn</i></span></div><div style="text-indent: -24px;"><div class="MsoNormal"><o:p></o:p></div></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div><div class="MsoNormal"></div><div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com5tag:blogger.com,1999:blog-9125263960703803639.post-1488886648947996322015-08-05T19:37:00.001-05:002015-08-05T19:39:54.881-05:00Algebra 1 Units, Learning Targets, Pacing, and Reporting StandardsI finally got to spend some quality time in my classroom this afternoon. It was just a couple hours, but I felt SO productive. After cleaning my group whiteboards with WD40, I set out to rearranging units, learning targets, and a pacing calendar.<br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-d7_q-Qzd2lQ/VcKoUmLGYgI/AAAAAAAABHg/zZzffXHRaIQ/s1600/2015-08-05%2B15.09.07.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="180" src="http://2.bp.blogspot.com/-d7_q-Qzd2lQ/VcKoUmLGYgI/AAAAAAAABHg/zZzffXHRaIQ/s320/2015-08-05%2B15.09.07.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Before</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-UKeMXBoUjXg/VcKoUo2Nh_I/AAAAAAAABHk/KLmxOwBuPuI/s1600/2015-08-05%2B15.12.00.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="180" src="http://2.bp.blogspot.com/-UKeMXBoUjXg/VcKoUo2Nh_I/AAAAAAAABHk/KLmxOwBuPuI/s320/2015-08-05%2B15.12.00.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">After</td></tr></tbody></table>[Sorry, the pictures are not that great.]<br /><br /><b><u>Reporting Standards</u></b><br /><br />One of the things that is new for me this year is that my school is moving forward with standards based grading. We have written "reporting standards" for one class (I chose Algebra 1), and students will receive a report card with those 4-8 standards on it for each class. So I thought about which reporting standards connect with each unit, which I'll share below as well.<br /><br />Here are the reporting standards:<br /><ul><li>Organize numbers, quantities, and units to solve problems (NQ)</li><ul><li>Numbers and Units; Exponents and Radicals</li></ul><li>Rewrite expressions to solve problems (SSE)</li><ul><li>Expressions and Equations; Polynomials; Quadratic Equations; Quadratic Functions</li></ul><li>Rewrite and evaluate exponential and radical expressions (ER)</li><ul><li>Exponents and Radicals; Polynomials; Quadratic Equations</li></ul><li>Create equations and use them to solve problems (CRE)</li><ul><li>Expressions and Equations; Linear Functions; Exponential Functions</li></ul><li>Build and interpret functions in multiple forms (IBF)</li><ul><li>Functions; Sequences; Linear Functions; Exponential Functions; Quadratic Functions</li></ul><li>Identify and compare linear and exponential relationships (LER)</li><ul><li>Linear Functions; Exponential Functions; Sequences</li></ul><li>Organize and analyze categorical and quantitative data (SID)</li><ul><li>Linear Functions; Exponential Functions; Quadratic Functions</li></ul><li>Approach problem solving as a mathematician (SMP)</li><ul><li>ALL!</li></ul></ul><div>I'm sticking with my goal of integrating the statistics throughout multiple units, and I've written my learning targets in a way that I think will allow that to work well. I will probably not test over statistics, but there will be various ways of assessing statistical analysis.</div><div><br /></div><div><b><u>Units and Learning Targets</u></b></div><div><div class="MsoNormal" style="text-indent: .5in;"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 0: Numbers and Units </b>(08.24-09.11)<b><o:p></o:p></b></div><div class="MsoNormal">I can identify and justify number order and equivalencies.<o:p></o:p></div><div class="MsoNormal">I can simplify numerical expressions by following the order of operations.<o:p></o:p></div><div class="MsoNormal">I can convert units.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 1: Expressions and Equations </b>(09.14-10.02)<b><o:p></o:p></b></div><div class="MsoNormal">I can identify and create equivalent algebraic expressions.<o:p></o:p></div><div class="MsoNormal">I can evaluate algebraic expressions for the given value(s) of the variable(s).<o:p></o:p></div><div class="MsoNormal">I can solve one-variable linear equations.<o:p></o:p></div><div class="MsoNormal">I can rearrange multi-variable linear equations for a given variable.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 2: Systems of Equations </b>(10.05-10.30)</div><div class="MsoNormal">I can state whether or not give values for the variables represent a solution to a system of equations.<o:p></o:p></div><div class="MsoNormal">I can estimate a solution to a system graphically.<o:p></o:p></div><div class="MsoNormal">I can estimation a solution to a system numerically.<o:p></o:p></div><div class="MsoNormal">I can solve a system algebraically.</div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 3: Functions </b>(11.02-11.20)</div><div class="MsoNormal">I can find the domain and range of a relation.<o:p></o:p></div><div class="MsoNormal">I can determine and justify if a relation is a function.<o:p></o:p></div><div class="MsoNormal">I can use function notation to describe, evaluate, and graph a function.*<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 4: Linear Functions </b>(11.23-12.17)</div><div class="MsoNormal">I can determine and justify if a function is linear.*<o:p></o:p></div><div class="MsoNormal">I can find the slope and y-intercept given a linear function.*<o:p></o:p></div><div class="MsoNormal">I can graph a linear function.*<o:p></o:p></div><div class="MsoNormal">I can define an explicit function to model a given situation.*<o:p></o:p></div><div class="MsoNormal">I can interpret the meaning of the slope and y-intercept of a function used to model a situation.*<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 5: Exponential Functions </b>(01.05-01.29)<b><o:p></o:p></b></div><div class="MsoNormal">I can determine and justify if a function is exponential.*<o:p></o:p></div><div class="MsoNormal">I can find the base and y-intercept given an exponential function.*<o:p></o:p></div><div class="MsoNormal">I can graph an exponential function.*<o:p></o:p></div><div class="MsoNormal">I can define an explicit function to model a given situation.*<o:p></o:p></div><div class="MsoNormal">I can interpret the meaning of the base and y-intercept of a function used to model a situation.*<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 6: Sequences </b>(02.01-02.12)</div><div class="MsoNormal">I can identify if a sequence is arithmetic, geometric, or neither.<o:p></o:p></div><div class="MsoNormal">I can describe a sequence recursively.<o:p></o:p></div><div class="MsoNormal">I can describe a sequence explicitly.</div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 7: Exponents and Radicals </b>(02.15-03.04)<b><o:p></o:p></b></div><div class="MsoNormal">I can evaluate exponents and radicals.<o:p></o:p></div><div class="MsoNormal">I can simplify exponential expressions.<o:p></o:p></div><div class="MsoNormal">I can simplify radical expressions.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 8: Polynomial Operations </b>(03.07-03.25)<b><o:p></o:p></b></div><div class="MsoNormal">I can identify the degree of a polynomial.<o:p></o:p></div><div class="MsoNormal">I can add and subtract polynomials.<o:p></o:p></div><div class="MsoNormal">I can multiply polynomials.<o:p></o:p></div><div class="MsoNormal">I can factor polynomials.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="text-indent: .5in;"><b>Unit 9: Quadratic Equations </b>(03.28-04.15)</div><div class="MsoNormal">I can solve a quadratic equation by factoring.<o:p></o:p></div><div class="MsoNormal">I can solve a quadratic equation by using the square root.<o:p></o:p></div><div class="MsoNormal">I can solve a quadratic equation by the quadratic formula.<o:p></o:p></div><div class="MsoNormal">I can determine which of the above methods is most effective for a given function.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="margin-left: .5in;"><b>Unit 10: Quadratic Functions </b>(04.18-05.13)</div><div class="MsoNormal">I can determine and justify if a function is quadratic.*<o:p></o:p></div><div class="MsoNormal">I can translate between standard, vertex, and factored form of a quadratic function.<o:p></o:p></div><div class="MsoNormal">I can find the zeros, vertex, and line of symmetry of a quadratic function.*<o:p></o:p></div><div class="MsoNormal">I can sketch a graph of a quadratic function.*<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoFooter">*Learning target includes statistical component<o:p></o:p></div><div class="MsoNormal"><br /></div></div><div><u style="font-weight: bold;">Notes</u>:</div><div><ul><li>The dates are an approximate for pacing, so NO, I will not end every unit on a Friday</li><li>I think I left a week open at the end of the year, which is good, because I didn't count holidays or long weekends when setting this out</li><li>It will change; I'm sure; it always does</li><li>Homework will be the same as last year</li><li>I want to have finals at the end of each semester be 7 sections, one for each reporting standard</li><li>I think this came out to 42 learning targets. I heard once that 30 was what you should aim for...so I'm a little higher than that, but I guess paring it down is a goal for next year!</li></ul><div>Well, that's a summary of my work from today! I hope you can use it in some way! If you have questions, please ask via comment here or twitter (@kathrynfreed), especially if you have an idea that can possibly make some part of this better.</div></div><div><br /></div><div>-<i>Kathryn</i></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-62267209889549327492015-07-31T08:36:00.001-05:002015-08-02T07:38:12.615-05:00Brain Dump...Beginning of the YearSo I have a bunch of random thoughts about the beginning of the year bouncing around in my head, and I need to get them out because I won't be able to hash anything out for a few days and I don't want to forget them!<br /><br />I've been thinking about my first day of school plans with my Algebra students, and although I still want to do the number line activity that I did last year (which I still need to blog about), I want to make a few changes and turn it into a longer task. This way I will be able to use it as a pre-assessment of our first unit (Numbers and Operations) as well. When I figure out what this is going to look like, I'll blog about it. Promise.<br /><br />So I think I'm going to go back to the "number about me" type of activity that I shared <a href="http://restructuringalgebra.blogspot.com/2013/08/day-1-lessons.html" target="_blank">here</a>. But I'm thinking about making my information as 5-10 multiple choice questions, Kahoot style, or with Plickers, or something else since we'll have chromebooks (maybe pear deck?). Then I'll have students submit their numbers as an exit ticket or an entrance ticket the next day. This definitely helps me to build relationships from day one because I learn 5 things about my students THAT THEY CHOOSE TO SHARE. And then we can turn this into the front or back of our ISNs :) I found that when students had decorated the covers they treated them better throughout the year, which is really important since I want the same notebook to last all year.<br /><br />I still need to send postcards home. That needs to be #1 at this point. <br /><br />I also really, really, really want to write students notes throughout the year. I also want to call parents regularly throughout the year. But those things take time and work, which I know will be really challenging once school starts.<br /><br />Another thing I read about somewhere at some point this past year was sending students home with their notebooks and having their assignment be to show an adult at home. I really want to do that within the first week with the syllabus and other things we will have in our notebook. Then I can have a parent sign and return it or email me. [I saw ____'s notebook. He/she showed me these things: I have these questions: You can contact me these ways: I prefer this method: ] This way I can collect phone numbers and email addresses as well, since sometimes they show up weird on PowerSchool when I try to look them up. Then I was thinking that as the year goes on and I make parent/student contact I can record notes on the back of the paper.<br /><br />Oh, and I want to be happy. Ridiculously happy. Every day. This didn't happen last year, and I need to bring it back. I love teaching. I really do. I need to ignore how frustrated I can get about all the work that is expected of us, and just be happy that I get to teach young souls about the awesomeness of math. Ignore how annoying it is when I already have my plans made and the school changes the schedule. Ignore that I hate it when other activities take my students out of class ALL. THE. TIME. And just enjoy teaching. Enjoy the students. Focus on the good.<br /><br />Well, I think that is the end of my brain dump for now. I may have to add more later...<br /><br />Update: Also, musical cues, because no one wants to here me talk all the time.<br /><br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-68433961041400286682015-07-17T23:01:00.002-05:002015-07-17T23:03:32.809-05:00#5things I need to do before school startsWell, when Julie (@jreulbach) tweeted about posting a blog by Friday, I thought that sounded easy enough, but it is 11pm on Friday night and I don't really thing I have much to say. So I'll go to a structure that often works well for me: #5things<br /><br /><b>1. Take a survey of my supplies</b><br />I need to go through my supplies look at what I have and figure out what things I need to buy prior to the beginning of the year. Everything is still all packed up, so I hesitate to do this because it means unpacking EVERYTHING!<br /><br /><b>2. Update my syllabi</b><br />I'm teaching a class that I haven't taught for a few years, so I really need to update that syllabus, and there are some minor changes I will make to my others. Those little updates should wait until we are back to school though, because I think we are making some school-wide changes that I will want to account for on the syllabi.<br /><br /><b>3. Big picture lesson plans</b><br />I need to make sure I have big picture ideas for the courses I'm teaching this year. I don't need to have every day planned out (although that would be nice), but I need a course map to follow to keep me on pace.<br /><br /><b>4. Plan integration of statistics standards</b><br />I have decided that I'm done leaving statistics until the end of the year. There is plenty we can do with statistics integrated into other units that will help differentiate between the ugly reality of the world and the simplicity of the mathematics we use to describe it. What I mean is that students will see how linearity can be used to describe a system that doesn't actually have the exact same rate of change at every step along the way, but it might be the best option.<br /><br /><b>5. Write and mail notes to my students</b><br />This year in order to boost student relationships, I want to send a note home to each of my future students prior to school starting (actually prior to the open house). I just want to say "Hey, I'm looking forward to having you in class!" I'm hoping that this will also help students I will be having for a second time start with a clean slate.<br /><br />Well it looks like I better get to work! Well, at least I have a month still :)<br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-74809592428105570752015-07-10T10:46:00.002-05:002015-07-10T10:46:32.617-05:00Thoughts about ReflectionI've been working on a task for my students for the beginning of next year, and I'm stuck deciding between two different types of reflection questions for them to complete afterwards. Essentially they will be answering some Talking Points-style questions in their groups. I'm stuck between asking them:<br /><br /><ul><li>Which are you most confident about? Why?</li><li>Which are you least confident about? Why?</li></ul><div>OR</div><div><ul><li>Which was the easiest to make a decision about? Why?</li><li>Which was the most difficult to make a decision about? Why?</li></ul><div>While I think it is over-kill to ask all four questions, and it is unlikely that my students would recognize the minor differences between the questions if posed all four, I feel it is likely I would get different responses depending on which questions I pose.</div></div><div><br /></div><div>Maybe I'm overthinking it, maybe not. What do you think?</div><div><br /></div><div>I think my goals from the reflection are:</div><div><ul><li>To help students see the value in the Talking Points structure</li><li>To help students think about their learning</li><li>To help me see what my students do and do not understand</li></ul><div><br /></div><div>Other reflection questions I plan to ask:</div><div><ul><li><span style="text-indent: -0.25in;">How easy or difficult was it to follow the talking points structure?</span></li><li><span style="text-indent: -0.25in;">What is one benefit you saw to using the talking points structure? One disadvantage?</span></li><li><span style="text-indent: -0.25in;">What is one thing you learned? What is one question you still have?</span></li></ul><span style="text-indent: -24px;"><div><span style="text-indent: -24px;"><br /></span></div>What do you think? Which set of questions will best help me meet the goals of the reflection when paired with my other questions? Should I do a combination of the pairs (one from each), if so which ones should I pick? Are my other reflection questions posed in a way that will help me meet the goals of the reflection?</span></div></div><div><span style="text-indent: -24px;"><br /></span></div><div><span style="text-indent: -24px;">-<i>Kathryn</i></span></div><div style="text-indent: -24px;"><br /></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-84942777561009295902015-06-15T16:00:00.000-05:002015-07-10T10:50:42.776-05:00Units and Learning Targets 2014-2015I often see a tweet from someone who is searching for learning targets for Algebra 1. Two summers ago I worked hard to create learning targets and units based off of the common core standards my district has chosen for Algebra 1. Those are posted on this blog, but I thought it might be valuable to share what I did this year, as it doesn't quite line up with what I shared before (planning and reality rarely align).<br /><br /><b>Unit 1: Number and Operations</b><br /><br /><ul><li>I can perform operations with integers.</li><li>I can identify and justify number equivalencies.</li><li>I can order numbers.</li></ul><div><b>Unit 2: Expressions</b></div><div><ul><li>I can use the distributive property to rewrite expressions in equivalent forms.</li><li>I can simplify expressions by combining like terms.</li><li>I can evaluate expressions for the given value(s) of the variable(s).</li></ul><div><b>Unit 3: Equations</b></div></div><div><ul><li>I can solve linear equations.</li><li>I can graph linear equations.</li><li>I can solve a multi-variable linear equation for a given variable.</li></ul><div><b>Unit 4: Systems of Equations</b></div></div><div><ul><li>I can state whether or not given values for the variables represent a solution to a system of equations.</li><li>I can estimate a solution to a system graphically.</li><li>I can solve a system using substitution.</li><li>I can solve a system using elimination.</li></ul><div><b>Unit 5: Sequences</b></div></div><div><ul><li>I can determine if a sequence is arithmetic, geometric, or neither.</li><li>I can describe a sequence recursively.</li><li>I can describe a sequence explicitly.</li></ul><div><b>Unit 6: Functions</b></div></div><div><ul><li>I can find the domain and range of a relation.</li><li>I can determine and justify if a relation is a function.</li><li>I can use function notation to describe, evaluate, and graph a function.</li></ul><div><b>Unit 7: Exponentials</b></div></div><div><ul><li>I can simplify and exponential expression.</li><li>I can determine and justify if a function is exponential.</li><li>I can find the base and y-intercept given an exponential function.</li><li>I can graph an exponential function.</li></ul><div><b>Unit 8: Polynomial Operations</b></div></div><div><ul><li>I can identify the degree of a polynomial.</li><li>I can add and subtract polynomials.</li><li>I can multiply polynomials.</li><li>I can factor polynomials.</li></ul><div><b>Unit 9: Quadratic Functions</b></div></div><div><ul><li>I can determine and justify if a function is quadratic.</li><li>I can find the zeros of a quadratic function.</li><li>I can sketch a graph of a quadratic function.</li><li>I can find the line of symmetry and vertex of a quadratic function.</li></ul><div><b>Unit 10: Statistics</b></div></div><div><ul><li>I can organize and analyze bivariate data.</li></ul><div><u>My (Brief) Reflection</u>:</div></div><div><ul><li>Units 1 and 2 were boring for many of my students this year, but things I perceived my students the previous year to need. Also things I think many students benefited from. I would like to do some sort of pretest to see which students could benefit from what...but that will be complicated...</li><li>I want to integrate statistics into my other units. It gives a setting to apply the other learning that is "real-world" and then I won't save it until the end and end up not being able to do it.</li><li>I need to focus somewhere on "rate of change" a little bit more...maybe since we didn't really do a linear functions unit this year that struggled.</li><li>I would like to take time to compare these to the original learning targets I planned out and decide which I prefer for which units.</li></ul><div>So here they are to borrow, steal, or edit! Enjoy :)</div></div><div>-<i>Kathryn</i></div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-65898460738327816072015-05-16T19:14:00.000-05:002015-05-16T19:14:10.173-05:00#5things To Welcome Next Year's 9th GraderslI LOVE meeting my future students! I do a lot of things to help them feel welcomed and to try to provide a smooth transition to high school.<br /><br /><b>1. Attend Their Math Class</b><br />I'm grateful that my principal will hire a 1/2 day sub so that I can attend their math classes one day and give them the Algebra Probe our district uses as a pretest. I get to meet them, talk to them about high school, Algebra, and then assess them on what they can do. All this happens in their 8th grade math class, which they are already comfortable in! Hooray!<br /><br /><b>2. Attend 8th Grade Parent Meeting</b><br />My district holds an 8th grade parent meeting in the spring for parents and students to attend. I attend this meeting too, so I get to see the students and their parents again :) I also work with other core and elective 9th grade teachers to have a supply list available to students and parents that night.<br /><br /><b>3. Learn Their Names--FAST</b><br />I work by tail end off to learn their names as soon as I can. I actually work on this all year. Whenever I encounter 8th graders at school or in the community I ask other people their names and I try to figure out their connections to my current 9th graders. Who is friends with whom...who is siblings with whom...etc. It helps a lot. Then when I go into their math class, I call them all by name and they are SHOCKED. One class this year was so surprised that they asked me to go around the room saying everyone's name, and they clapped when I finished :)<br /><br /><b>4. Tell Them I'm Excited</b><br />I always emphasize with them how excited I am to have them next year. I share my excitement and ask them what they are looking forward to and what they are nervous about. Some students shared about being worried they would embarrass themselves, so I shared something embarrassing I had done before--they all got to laugh at me :)<br /><br /><b>5. Mail Them a Postcard</b><br />OK--I've never actually done this before, but I really want to! I want to send a postcard home to each of my future students this summer. A few weeks before school starts just send them a quick note letting them know that I'm excited for them to come to high school! Then I can add a special note to kids I haven't met, kids who are in my homeroom, or kids I've encountered for other reasons.<br /><br />-<i>Kathryn</i>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com0tag:blogger.com,1999:blog-9125263960703803639.post-15756977781047338882015-05-09T07:25:00.001-05:002015-08-19T17:17:32.736-05:00New Homework StructureMy current homework structure is based off of @iisanumber (Kathryn Belmonte)'s presentation last year at #TMC14. Here is her write up on <a href="http://iisanumber.blogspot.com/2014/07/twitter-math-camp-2014-jenks-ok.html" target="_blank">Math Maintenance</a>. I used it to create a structure for homework for my students. Five problems, every night Monday through Thursday. On Tuesday we discussed Monday night's problems as our warm up. Here is a picture of what a week's worth of homework might look like:<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-no0lOpK_b5c/VU35C1V8-CI/AAAAAAAABF0/GAcRuitj1LY/s1600/MM%2BOld.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="385" src="http://2.bp.blogspot.com/-no0lOpK_b5c/VU35C1V8-CI/AAAAAAAABF0/GAcRuitj1LY/s640/MM%2BOld.jpg" width="640" /></a></div><br />Things that were going well:<br /><br /><ul><li>spiraling in the review, so things didn't get "old"</li><li>consistent structure</li><li>quick, approachable homework for my students</li></ul><div>Things that weren't going so well:</div><div><ul><li>there was so very clear evidence of copying</li><li>many low students were not completing it regularly</li></ul><div>And then, recently at a training by my local Area Education Agency (@ghaea) they shared this document with us: <a href="http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc_algebra_040715.pdf" target="_blank">Teaching Strategies For Improving Algebra Knowledge in Middle and High School Students</a> [large PDF]. This is a compilation of research surrounding teaching secondary mathematics by the Institute of Education Sciences. My understanding is that they summarize and compile all the research out there to make conclusions in one place. Making it more accessible to educators who do not have time or resources to find all the research that is out there. Pretty great resource for us to be taking advantage of. Unfortunately, there is not a whole ton of secondary mathematics education research out there, so even the recommendations they make based on the research have only minimal to moderate evidence to support them. Sad day.</div></div><div><br /></div><div>Their first recommendation is the one that caused me to change my Math Maintenance. It is: "Use solved problems to engage students in analyzing algebraic reasoning and strategies." This can be done in many ways, one of which is to juxtapose a correctly solved problem with a similar problem for them to complete. This forces students to look at a solved problem, think through the reasoning, and then apply it to a new (but similar) problem.</div><div><br /></div><div>At our training we were asked to think through ways that we could apply this in our classroom, and math maintenance seemed like a good place to start. Hopefully it will make it more accessible to all learners, while simultaneously making it more rigourous. Here is an example of what it looks like now.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-A0RluzIFeMk/VU36xOaPWyI/AAAAAAAABGA/HfJJwEcPW7U/s1600/MM%2BNew%2Bp1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://3.bp.blogspot.com/-A0RluzIFeMk/VU36xOaPWyI/AAAAAAAABGA/HfJJwEcPW7U/s640/MM%2BNew%2Bp1.jpg" width="492" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-5ldzeExOuV4/VU36xQVCSNI/AAAAAAAABGE/kKqfE0g4bNc/s1600/MM%2BNew%2Bp2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://4.bp.blogspot.com/-5ldzeExOuV4/VU36xQVCSNI/AAAAAAAABGE/kKqfE0g4bNc/s640/MM%2BNew%2Bp2.jpg" width="490" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Students who have successfully completed Math Maintenance in the past have been telling me that it is now harder, and I think that is a big win. They went from having to repeat the same thing over and over to having to actually think through what was happening in that type of problem. Students who had problems completing Math Maintenance like to have one that is already completed to look off of. I think that means this is a double win :)</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Could you see yourself doing something like this in your classroom?</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">-<i>Kathryn</i></div><div><br /><u>Update 8/19/2015</u>: Now by popular demand, <a href="https://drive.google.com/folderview?id=0B2jWQV_ymx42fmVxdjRxbVo5dkJqU005RXV3RGoxRDE5Nm5yWTlkSDlJZlJ4YXJqNkJGT3c&usp=sharing" target="_blank">here</a> is a folder where I uploaded all of my Math Maintenance assignments from the past year. They are all dated based on last year. I will not use these exact documents this year, but create it to cater to our current learning. Also I didn't start the new structure until the spring, so most are according to the old structure. And finally, these are the electronic versions, sometimes I write on documents before copying out for my students.</div>Kathryn Freedhttps://plus.google.com/109641384895535559376noreply@blogger.com13