Today we play around with learning how to do regression in Desmos in AFM. I didn’t get any photos from class, but we did intro the lesson with The Egg that’s taking Instagram by storm
Today was a good day for no one reason in particular. It was a good first week back and a nice start to second semester.
But oh my am I so very tired.
Today was the first real day of our triangle unit in geometry. So after the students pulled most of the weight in a proof of the Triangle Interior Angle Sum conjecture (wooooot!) we didn’t have enough time to start the next investigation. So I just turned the students loose with the AngLegs to play.
Ps. This is my class of 6. So we just sit in one big group and I sit on a desk near by.
My morning AFM class, who I love dearly, hate talking. Like. HATE talking. I spent all of last semester trying every thing I could think of to increase whole class discourse. Most of it with limited success. Part of the issue is it’s early in the morning by teenage standards –9am. It is either their first or second class of the day. The other part of the problem is I have a few very vocal kids who, bless their hearts, love to answer questions so the quiet ones defer to them. And for the sake of “keeping the class moving forward” I let the vocal kids do the talking, thusly perpetuating the cycle. Shame on me.
I wanted to work on being better this semester with these morning class kids. So today, on a whim, I decided to try a Stand and Talk for the intro to modeling activity. I gave them a zoomed in screen shot of a Desmos window with 3 functions. And I asked them to state what functions they thought they were and then to prove it to the best of their ability. Here’s a screen shot of the paper they had:
It was the first day of the modeling unit. They hadn’t learn how to prove a function is linear, or quadratic, or exponential. And they thought I was being evil when I had them working with their group. I was at one point accused of “throwing [them] in the deep end and watching them not swim.” To be honest this was intentional. I needed the student to realize they didn’t know what characteristics define the shape of their parent functions. I needed them to want a tool. To steal a Dan Meyer-ism, I needed a headache. So I made one.
Right as I could tell they were seconds from giving up I asked them to stand up with their paper and go and find a peer with whom they hadn’t talked to at all today. Then to discuss their thoughts and strategies.
Look at that glorious talking. ❤️
I have never been so excited about a noisy classroom in my career. I contained my glee but did sneak one picture. They were having such wonderful math conversations about what they were thinking.
In the end we walked away with 100% certainty that there was a linear function. And no clue what the other ones were.
We returned to seats. I pulled up the Desmos with the zoomed in graphs and I asked if zooming out would help. They said yes, and 3 zooms later a class of quiet teenagers were not-so-quietly voicing their feelings to their group on what the other two graphs had to be and why.
Yay for the start of second semester. Aside from the absolute displeasure that was a 5am wake up after weeks of sleeping in I had a wonderful day with students. We focused on review from first semester in geometry by playing trashketball. In AFM I did a Formative Assessment of review of quadratic and linear graphs before we officially start the modeling unit tomorrow.
Here are students working on the kinematic quadratic review.
I fell off the teach180 wagon hard towards the end of this semester. Between me and the toddler catching every cootie and school stuff this was just an easy ball to drop.
But I’m back! With two days left in the academic marking period before exams to bring you:
Geometry’s Transformations Wallpaper tracing day
Students made an 8.5″x11″ paper filled with transformations and then cut the page in half twice and filled in the empty space to create a repeating pattern than could be tessellated into a 24″x36″ print. These beauties go to the printer tomorrow.
AFM has the group portion of their final today, working on mortality data from hurricanes.
Today was our first assessment with Desmos. I have been forbidden from ever calling it “assessmos” again by my students.
I’ll let y’all know how it went once I get to grading.
Today in geometry we continued our exploration of transformations, doing a MAP transformations card sort with connecting transformations, as it was day 2 of the unit I really just wanted to see what the kids already knew. The hardest part of teaching at my school, since the kiddos come from all over, is I NEVER know what they know, so Formative Assessment is my best friend!
We then had some time in my afternoon class to play with the math play table and the end cuts from my dad’s wood picture frame business. It is a lot of fun to play with creating patterns with these!
So I fell off the teach 180 bandwagon. Apologies. It was for a combination of things:
- I’m up for contract re-evaluation so I had a ton of people in and out of my classroom observing me and it’s weird to be all “hold on a sec while I take a picture of this cool thing” and also be taken seriously by people who don’t get my Twitter family.
- The Marines stole my husband and there is always a huge learning curve to transitioning from parenting as a duo and parenting solo while he’s gone. Man I love the man and he completes me, so life feels harder when he’s gone. (Also, he makes the coffee in the morning, and HOLY HECK has that been an adjustment!)
- I have been feeling like a lack-luster teacher of late. To clarify, I know I’m not a bad teacher, I’ve just felt un-inspired and therefore cruddy about myself.
So what got me back here? Well two things:
A really cool doodle a kiddo made and hid from me all period before proclaiming, “I alpaca-Ed your desk”
A kiddo who I adore said something amazingly heart felt. I was too busy trying not to cry to remember the exact words, but he said some version of, “when I’m feeling hyper stressed and worried about all of life and how crazy things are, I take a deep breath and remind myself that I get to go to math class and life feels better.”
Holy shit y’all. This kid came to me hating math and while I haven’t explicitly asked him if he enjoys it yet, this tells me he likes my room and the culture in it. Pardon me while I cry like a baby and remember why I love this job #worthit #allthefeels
Today in geometry we did a Desmos activity on lines, angles, and transversals for Intro to vocab. I think it went well but we ran out of time to debrief so I’ll be using the snapshot feature to find some student responses for tomorrow’s debrief.
We did get some notes/thoughts from the activity on the board to group brainstorm.