We are done with EOCTs! Well, we finished about 2 weeks ago and are now taking finals but we are still done! In Georgia, like every other state, a end of the year test is given to assess student understanding. I scheduled about 7 days of review this year and then two weeks before the schedule was changed were I had 4 or 5 days with each class depending on when they took the test. I initially freaked out but calmed down and then was glad we had a limited number of days of review--reviewing can get pretty old for all parties involved. About 1 month before the EOCT, I gave each student a 14 front and back page packet that had 56 different pages of review. It was so big and used so many of my copies I had each student sign a form that they had received it--no extras here! They initially freaked out but I assured them that we would finish it before they realized it. I also gave each student a score sheet were I would sign-off each page as they completed it. Before the big test day, I collected just the sign-off sheet and it counted as 2 quiz grades. I was worried that students would try to forge my signature so I started by making it super personal but that took forever so I just initialed them. No student forged my signature--or at least that I picked up on! I do recommend using a big packet but only if you check it frequently, give your students work from it consistently, and check over the answers with them every time. I also want to mention that I just checked for completion and begged them to correct incorrect answers--it does not help to have a review packet with all the incorrect answers. The students mentioned that the packet went quickly--a page or two a day really pays off! As we completed a page, I posted the answer key on my bulletin board. That way, they could always refer to that to check answers in case they missed a day or had additional questions. Another teacher posted her outside her room (I have had issues with students swiping answer keys outside my room so everything remains inside.) The key to a large packet is to make a doable and to assure students you are not giving them a 56 page packet they had to complete and turn in a month later. They will procrastinate and it will be a headache for you, for them, and their parents.
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“If you can't explain it simply, you don't understand it well enough” --Albert Einstein If a student understands a topic they can teach it to anyone. I have used "Teach the Class" projects before (as explained in a previous post) but I wanted something more defined. I had both of my preps choose a topic (that I had predetmined) to present in the video. Now, I gave each group the breakdown of what type or problem I wanted them to present on and an example to model off of. They had either a 1 or 1.5 days in class to finish the problems that they would present on and turn those into me and then 2 full days in class to record/upload/edit their video. Students could NOT record until their problems were checked and approved by me. Then I created playlists for each class on my YouTube account and we watched the video as their review for their final test. Each topic that was presented was a review topic--not real sure how I feel about this as a method for all students to learn 10 new topics. Most groups worked really really well and created great videos! As a class, we then spent 2 days watching the videos. This served as their review for their final test! I also brought in popcorn for one day and set up the seats auditorium style. As a double bonus--these videos were available for them to watch at home in preparation for their final test. Important Notes/Reflections: 1) Limit the number of problems each group presents--aim for the videos to be between 6 and 12 minutes. 2) Limit the number of people in group to 2-3. Any more and it becomes more difficult to film and make sure everyone has an equal part in the video 3) There were a few issues with uploading so make sure to stress the importance of figuring that out with you the teacher asap. I ended up letting the groups that could not upload present in class with some points removed. 4) Also...it can take videos 48 hours to come up when searched for. Whoops! Either make the project due a few days before you plan on showing it or have students e-mail you the link. I do plan on using this project again but I will structure it a WHOLE lot more. Overall, the students enjoyed it and it was great to see all their hard work! Links to Each Classes Playlist: 3rd Period Playlist: http://www.youtube.com/playlist?list=PL97C49542A167ED67&feature=view_all 4th Period Playlist: http://www.youtube.com/playlist?list=PL5622AB2BE01B9A49&feature=view_all 5th Period Playlist: http://www.youtube.com/playlist?list=PL3AC9A5D7DFB5CCDF&feature=view_all 7th Period Playlist: http://www.youtube.com/playlist?list=PL3029588AC30DBD28&feature=view_all 8th Period Playlist: http://www.youtube.com/playlist?list=PL0F7EF5E935C9E604&feature=mh_lolz
I am reviewing Binomial Expansion with my support kiddos and I wanted an activity that had them working. I had them break-up into partners and then explained the activity. I had the following chart on the board to help explain.
I printed 6 copies of the pdf attached below and cut up the problems and placed them in the bags above. Problems 1-6 where in Bag A, 7-12 in Bag B, 13-18 in Bag C, 19-64 in Bag D, and 69-100 in Bag E. I increased the point value as the problems increased in difficulty. LEAVE THE QUESTION #S ATTACHED TO EACH SLIP OF PAPER. (Trust me, this will save your sanity) I also need to mention that I did not create the worksheet or answer sheet--I believe as the pdf states, that Steve Blade did. Thank you Steve Blade! I then let students pick which bag to draw a problem from and I recorded the problem number on my grade sheet in the corresponding Bag letter. The last page of the PDF has all solutions on it. I just looked at the number on the slip and checked it with the corresponding number on the solution page! The advantage of printing multiple sheets and having students draw, this eliminated groups working together or copying off each-other. I did not let students pick another problem till they got their current one correct. What I liked: 1) Gave students the opportunity to choose what type of problem they complete 2) Limited the number of types of problems the did to 3 of each kind 3) Gave students the flexibility to earn a higher grade and their grade was a true reflection of their effort Recommendations: 1) Encourage students to try all bags--I had students get stuck on the harder problems from Bag E and waste a good bit of time 2) I let my students earn up to a 130 on this assignment
I LOVE when I can bring the life of a mathematician into a lesson. Binomial Theorem/Expansion is a great example of this! I always introduce Binomial Expansion by first having my student complete an already started copy of Pascal's Triangle. This is one warm-up that every student does without prompting. They see it as a puzzle and not "math" but you may have to encourage students to keep looking for the pattern. When they enter the classroom, I hand them the sheet, wear a beret, and only speak in French. My french is limited and it is easy to see who the French students are on how they respond to my questions. I keep up the French speaking through the warm-up and then I go into the life of Blaise Pascal. (Source: http://en.wikipedia.org/wiki/Blaise_Pascal) Once that is done I introduce Binomial Expansion and tie that into Pascal's Triangle. I find that this method makes Binomial Expansion a little more exciting. Now, while I find BE very thrilling and life-changing, my students typically do not. I find the French speaking and little history lesson make a somewhat less thrilling topic a little more exciting. I also recommend teaching your students how to logically expand these problems and not have them memorize the different formulas. This is a concept were students can pick up on the pattern quickly and ignore the formal definition of the formula!
I find when teaching how to write the equations of lines the best progression is as follows: 1st: Graph the function when given the equation 2nd: Match a given graph to its equation 3rd: Write the equation of function given its graph I feel that this order helps students complete the last task better. For this matching game, I printed the solution page of the worksheet from kuta(http://www.kutasoftware.com/freeia2.html) and cut the equation and graph on separate index cards for each group. I knew my students would find it easy and it allowed the kiddos to work with one another on a task that was not that long. I planned on using this the opener to my student's review day for their upcoming quiz but then I started to make them. To make one set took me 10 minutes and I was planning on making 10. I made 2. I plan on making the rest to use for next year-I will be making these while watching a movie or getting a student to make them! While we reviewed, I handed out the index cards to students who where done and had them match with the sets I had completed. It worked well to keep those students working with something they find 'fun'! I also attached the notes I give my students when we first look at the writing the equation of an absolute value function graph. The lesson went well--my students typically find it "easy" and nice break. I see it as the calm before the storm. Piecewise functions are next.
My support classes are about to take their test/quiz on all conic sections in their Math 3 classes. I let my classes divide themselves into groups of 3 and then they had to get a large sheet of paper and 1 parabola question from me. They completed a total of 3 problems where their where either given the equation of a parabola and answered questions and graphed or the graph of a parabola where they answered questions and wrote the equation of the parabola. Reflection: 1) Happy with the overall result and it helped that in order to get the next problem, they had to have everything correct on the current problem. 2) Will have students work in groups of 2 next time. I feel it makes each student more accountable for more of the work. For an overall review, I am using the model but with 4 problems addressing parabolas, circles, hyperbolas, and ellipses. Visit my Teachers Pay Teachers store to download. You are able to customize the product for your student's needs. Absolute Value functions hold a dear place in my heart. I love the "V" shape graph that is produced and I love that the absolute value graph is ALWAYS symmetric. Once again, the summer math revision team at Fulton County did a great job at providing awesome graphic organizers to use for this topic. We completed each sheet in class--this was a review lesson of a topic covered in the fall so it went very quickly and throughout the lesson I heard my students say "Ah, it makes sense now." That is always good to hear!
The math Fulton County School summer revision team had this great sheet to use when teaching how to solve absolute value inequalities. I love it! ! It is easy to read, easy to fill out, clear, and a great tool for students to use while learning the different situations when solving absolute value inequalities.
I covered solving absolute value equations with my freshman today. It is a concept that students typically catch on quickly to. The only new part is setting the equation inside the absolute value bars to the same and opposite to the number that the equation is equal to. Once again, for these topics I like to end the class with an interactive activity rather then drill and kill problems. I found the game modeled after "Who Wants to be a Millionaire." I divided my class into 2 groups and then showed the site on my projector and we played! To make things easier on me, I assigned one person in each group to be the official answer. I just listened to that person. The game is great and my students enjoyed it. The one snag...it was easy so once a team got picked they got all the questions right and never switched to the other team. I guess it is a good problem to have--the team that won the coin toss got all the problems right! Reflection/Changes: 1) Will have students play against each other 1 to 1 in the computer lab 2) Will have all students write and work out each problem http://www.math-play.com/Absolute-Value-Equations/Absolute-Value-Equations.html Enjoy!I have attached a copy of the notes that I distributed to my students.
In Math 3 Support a big goal of mine for the Conic Unit is that students will be able to quickly identify if a given equation is a parabola, circle, ellipse, or a hyperbola. If my students can identify that quickly they will know what the standard form should look like before they begin the process of completing the square. As I was goggling conic activities, I ran across a great 16 page link that will just conics (yay!) and tied every topic to the GPS standard (double yay!) The last pages have a "Name that Conic" game. I enjoy using games in support since it breaks up the ordinary and all my students like to complete against each other. I let my students break themselves up into 8 equal groups and then rearrange the desks into groups. Directions: 1) Each group is given 1 small envelope with 5 notes cards. They get 2 minutes to "Name that Conic" and write their answers of the corresponding line of the answer sheet and place the index cards back in the envelope. 2) After two minutes say "Rotate". Each group will pass their envelope clockwise and receive a new envelope. 3) Repeat the cycle until each group has seen each envelope. 4) Collect and score the answer sheets. Link to 16 pages of great conic activities/handouts linked to GPS Standards--MM3G2a,b,c. The "Name that Conic" game is on pages 12-16. http://www.ciclt.net/ul/okresa/Math3Unit%202Lesson%204%20plan.pdf To extend the activity into an entire class, I included 6 problems in which the students had to identify which conic section was represented and then write the equation in standard form. Warning: There is a good bit of prep work for this activity. It would be a great one to have a student aid or a student who finishes early to cut/label for you! |
Natalie Turbiville
Educator who loves math and working with students. Archives
May 2016
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