I always remember dreading to teach conditionals, inverses, converse and contrapositives. Last year at a KLN meeting – a colleage, Susan, shared a lesson – she and her department had developed after training with Quality Core last year.
Since I’m now teaching geometry again, I decided it was a great time to try it out!
It was a beautiful lesson. However, with students who struggle with reading, I definitely see myself modifying just a bit.
Students were confused in the beginning – but after talking about the choices, taking time to do a sort with a partner / small group and talking about the different statements – each one can successfully identify and/or write each statement.
Susan’s Intro to Logic & Proof Lesson
This lesson includes reading, speaking, students get up and move, discussion, small group card sorts (inverse, converse, contrapositive), practice assignment also asks students to create their on set of statements (writing).
Simple. So effective. Thanks to Susan for sharing this with me!
Been playing with this idea for a couple of days – here’s a rough sketch. Rather than having students work a gazillon problems – I’ve decided to use a school map. I ran a copy of grid paper on a transparency and overlayed on a map of school – copied, added a rough set of axes. Placed points throughout.
Questions range from:
- Calculate the distance between Room 137 & Room 114.
- Find the coordinates between Room 137 & Room 114. What room are you closet to at this point?
- Connect Ag, Kitchen, Cafeteria & Workshop. What type of quadrilateral have your formed? How do you know? Prove it. We have not covered types quads – but they can use their BYOD to find this information if needed, right?
- Connect Library, Room 128, Room 116 and Room 114. Is it a rectangle? Or a square? (LOL) How do you know. This always comes up in discussion – I must say I love the “disagreements”.
- Connect Room 145, Room 142 and Band. What type of Triangle have you created? How do you know? Prove it.
- Connect the Gym, Library and Tan Hall – Find the perimeter & area of this triangle.
- What about having them “map” out their schedule and calculate “as the crow flies” distances between their destinations.
Anyone else have better ideas? Other uses for this?
I’m thinking it was @k8nowak who did a scavenger with other geometric concepts.
I was so excited to steal @druinok’s idea for this board. I picked up the “library book” pockets at the PTS but cute as they are – they are flimsy and rip easily. I wondered if laminating them would help…
Trim around the edges, then use a blade knife to oh so carefully cut a slit to open the pocket.
It worked! Now with the laminated ones – I can write target concepts that are included in the pocket for practice/remediation then I can erase if I need to switch out items as units progress.
When I decided INBs were a go for the school year, I loved @mgolding’s idea for storing copies & handouts in the hanging vertical file. Earlier in the summer, @druinok had mentioned Mardel online for some great finds. Someone else had tweeted – they had the Filetastics on sale for $5! I put them in my cart – logged in the next morning and they were no longer on sale. 😦 $12.99 now. Oh, well. Missed a great sale, they could wait.
When I was moved to my new classroom – there is no space. I had to order the filetastics – $12.99 or not. I visited their site, picked a green, red and black one – put them in the cart, went to check out & I got them for $5!!! woo-hoo! Somebody loves me!
I was a little leary when I first opened them up. But once I got them hanging – with a file folder in each pocket – they are VERY sturdy. Perfect. I felt this was a good way to use the space on the unused/extra door in my classroom. I started with all gray folders to match. I added my class colors in the bottom pockets – so I can place items/info for absent students – quizzes etc. I’ve passed back. I had a couple of packs of cute-mismatched file folders from Walmart – put them in to see how they looked (green side). I think I like them – got to get back there soon to see if I can find more – so they can at least be coordinated.
On the shelf against this wall – I followed @mgolding’s lead again – labeling where items need to be returned. Only 2 weeks in to the year – but so far, its made a huge difference. Simple. Effective.
Hopefully as students walk out of the room, they’ll look up to see the quote from Nike’s Olympic ads – “Find Your Greatness…”
Some great thoughts in their ads – if you haven’t seen / read them – its worth a look.
Yes, I know its Saturday – but I crashed before 8 last night and slept a solid 10 hours.
With football season underway (Go Lakers! 2-0, woohoo!) and Marching Band out for their first performance today, that means one thing – cool fall days are not too far away! Which means soup weather! Our family is not soup fans when its hot outside.
This is actually my SILs recipe – but it truly is my very favorite! Its best made a day or two early, so the flavors can meld. I have even frozen leftovers and they turned out just yummy!
Chicken Tortilla Soup
1 can diced green chiles
1/4 cup onion, diced (2 TBsp dried minced onion)
1/4 – 1/2 tsp garlic powder, to taste ( or add fresh minced garlic)
1 can diced tomatoes, with juice
1 can Rotel tomatoes & chiles
1 quart tomato juice (or a couple of cans of V-8)
4 cups chicken stock
1 tsp ground cumin
1 tsp chili powder
1/4 tsp black pepper
2 tsp. worcestershire sauce
1 beef bouillon cube
2 chicken bouillon cubes
1/2 – 1 lb. skinless chicken breasts
In large pot, cover chicken with water and cook until done – about 15 minutes (reserve 4 cups of stock for soup). Set aside to cool. In large pot heat chiles, onions & garlic. Add all ingredients (except chicken). Heat to boiling, reduce heat to medium and simmer 45 minutes-1 hour. Meanwhile, shred chicken and add to soup. Serve with tortilla chips as crackers, garnish with shredded cheese, sour cream, cilantro or diced avocado. Refrigerate or freeze leftovers.
I totally stole this pic from betty crocker – but it looks very similar. 🙂 And I like this wooden bowl, too! (wishlist!)
If you are a black bean or corn fan in your soups – add ’em!
For a great gift – use dried minced onions, garlic powder, bouillon cubes and create a spice packet of needed ingredients in small ziploc bag. Attach cooking directions to gift bag containing canned chicken, chicken stock, and remaining ingredients. I think worcestershire is the only thing not able to include in soup-gift pack. I would *LOVE* a gift like this!
So the pictures I thought I took for my Monday post were somehow not on my phone. Clueless. So, I’ll share a quick and easy activity I snagged from Everybody is a Genius blog. I created 8 different sketches (here blind draw). Students were asked to describe to their partners – using geometric terms – and their partners were to recreate the sketch without actually seeing it.
The more difficult task is to have students sit back to back or with a blinder between them…
Listening to them describe, you can easily assess whether they know the correct terminology or not.
Nothing cute and crafty this week but a quick and fun way for students to practice using their vocabulary!
Per request of Math Tales from the Spring – a quick bit on the Getting to Know You Venn Diagram.
This one – I loved – from Lesson Plan SOS using hula hoops!
I have seen this on several elementary pins – its hard to say just which ones exactly. My colleague shared how she used it in her classroom. In groups of 3, students were simply asked to find things they had in common and something that made them unique. Her story was about a reply from a student who had both red and blond hair…
Anyway, here is a sampe of what one could look like
venngetting to know you
Very simple. Could even be used as an intro to your unit which includes sets / intersections, unions, etc.
It could easily be modified for whatever your purpose!
Here is a list of questions I ask students to respond to as a getting to know you activity:
- If MATH were a food, what would it be? Explain.
- Would you eat it?
- If MATH were weather, how would you describe it?
- Finish the sentence – One time in MATH class…
- The BEST teacher I ever had was …. because … (this does not have to be a math teacher, even a school teacher – just anyone that has taught you something).
- 3 things I expect fof my teacher.
- 3 goals: one for this class; one for high school; one for life.
- In 20 years, what’s one thing Mrs. Wilson will remember about you…
You can learn a lot about student attitudes toward math based on the first 3 questions. Often times they will share something funny for Q4 – or a time they made a really good grade. Question 5 allows you to see something they may value outside of math class – if they happen to share a teachers name in my district, I will try to send that teacher a message, letting them know…we all need to hear the things we’ve done that stick with our students.
Students really do just want a teacher who enjoys teaching, who tries to make learning purposeful and engaging for their students and is willing to help them – allowing them to ask questions when needed. It amazes me they say not to sit behind my desk – seriously, that breaks my heart – because they’ve had that experience in a classroom. One student told me last year – she had not asked a question since 2nd grade because her teacher had yelled at her when she asked for help. So.Very.Sad. 7 years of not being engaged in math class.
I believe goal setting is important. I want to know those goals #1 so I can help students work toward them, but also so I can use them to find connections in my lessons.
Since I have had about 80% of my students in class before, I have been looking for other activities to use this year. A colleague shared a venn-diagram activity and I saw someone else blog about it as well – I like the idea, but I hate to use the same idea if another teacher in my building is/will be using it also.
My number 1 priority the first few days is to connect with each student – to start a foundational relationship – so they can trust I am there for one reason –