Tag Archives: My Favorite Friday

Developing Definitions

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I’m back!  Nearly 2 months? Yikes. Some fellow teachers on Twitter were committing to blogging once each week.  I think  that’s reasonable – besides, usually my best reflection comes during the moments I blog.  Reflection – seems to be the first thing I push aside when I just don’t have the time.  Yet, its the most valuable use of my time.

I’m sharing some successes from Kagan Geometry (one of my favorites by the way).

I was going to be out for a number of days due to being seated on the jury for a trial (give me 100+ teenagers over the courtroom anyday!).  I wanted to leave something productive.  I did short videos (<10 minutes) filling out certain pages in the INBs in addition to other activities.

The first Kagan activity was for vocabulary.  Each strip of paper included examples and counter-examples for each term.  I modified from the round-table recording it suggested.  Students were asked to pair up (a new partner for each new term) and develop their own definitions.  I loved it simply because most were terms students had previously been exposed to in middle school.

When I returned to the classroom, I ran through all I had left during my absences to address any concerns/questions.  Several students commneted how they liked (appreciated) doing the definitions this way.  Their comments ranged from – ‘You actually had to think about the terms; Talking with someone about it really helped you process what it was before writing it down;  The pictures of examples / nonexamples really helped understand the word better.’

Yesterday, we developed more definitions about angles.  When I told them what we were doing – they were excited about the activity.  Listening to the conversations – I was very happy with their discussion / questions / specifics they included in their definitions.

I remember several times in the past doing examples / non-examples, especially when using Frayer Models.  I believe taking it out of my hands/mouth and giving them the opportunity to work in pairs really enhanced their understanding of the terms.  Even when discussing HW  today – they used appropriately terminology.  Yeah!

Another Kagan activity I used as a LHP activity

from Kagan Geometry

from Kagan Geometry

– very similar to Everybody Is a Genius’  Blind Draw.  Students were placed into small groups and given 12 cards with written directions.  Person 1 chose a card, read the directions, gave others time to think and draw a diagram with labels.  The reader confirms/coaches/praises others’ work.  A new person chose a new card and the rounds continued until all cards had been used.  One thing I appreciated about this – another card asked students to draw a ray from E through M.  This allowed students to realize differences in very similar diagrams.

Again, when I returned to the classroom, students shared how this activity was different from anything they’d done before, saying it was both challenging but helpful in that it helped to clarify certain misconceptions they had; especially with labeling the diagrams.

I have learned the Kagan strategies help students develop and process concepts.  There are “game like” activities where students must find their match and discuss.  Visual, Auditory, Kinesthetic – something for everyone.  Its not an end all – be all resource.  But the amount of HW / practice is minimal when I’ve used these strategies correctly.  I am a firm believer that they help start a strong foundation to build upon.  Hey – if students are smiling and laughing while “doing definitions” – its gotta be good.

#myfavfriday Who Is Robert Wadlow & Super Size It!

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“My Favorite” was probably my favorite part of #TMC12, literally.  The snippets were quick ideas you could easily tweak for your own classroom.  So when @misscalcul8 suggested we continue – I was excited.  That is until I started thinking about what I would share.  How do I pick my favorite?   My favorite what?  I have a whole list of things I want to share – but today…a favorite unit I’ve used many, many times successfully with my students.

Sadly (for me), with CCSS, we have shifted the ratios/proportions completely to the middle school, so one of my favorite units Who Is Robert Wadlow? is no longer included in our Algebra I curriculum at the high school.  I would leave students with the question at the end of class the day before beginning the unit “Who is Robert Wadlow?”  Several would go home and look up – find information.  The following day, we would discuss, share his measurements (most in metric units) and as a class we would determine how to convert to standard units – so it would make the most since to our American Brains.  So my question – was he unnatural?  Or just a bigger version of us?  If you research, you’ll see how he was normal size baby when he was born.  We talk about how you go to the doctor for well-child visits and they measure you – plotting your height/weight on “that curve” and discuss why doctors do that.  How if we’re growing too fast/slow the doctors can run tests to see if something in our growth hormones need to be modified…

Anyway, to end the day we all measure our foot lengths and heights and create a scatterplot…surprised to see – its somewhat correlated (yes 9th graders are growing, so its not perfectly linear…) – then we add RW’s (ft, ht) to the plot…again, surprised to see, he fits the pattern…just a bigger version.  We calculate the height/foot length ratios for the class, then split the data out to boys and girls to see if there is indeed a common ratio…once again, surprised to see how close the ratios actually are.  We talk about people who are clumsy in while growing – what their ratios would look like – if they are too tall for their feet, etc.

I shoudl note I used this as opportunity to teach students how to enter data into lists on TI-84, L1=foot length, L2=height, L3 = (L2/L1) and how to create scatterplots on graphing calculator.

One year I even had students ask if this was related to Vertruvian Man and explore if they were similar to him.

As a final project in this unit, I would assign Super Size It as part of their unit assessment.

Y, B, H with their Super Size It projects.
Special K – scale factor of 5 …125 times more cereal!
Extra Gum – scale factor of 3 … 27 times more gum!
Chocolate Pudding – scale factor of 2 …8 times more pudding!
 
You could easily modify this activity to fit high school geometry – to determine how scale factors affect surface area / volume ratios.
 
Robert Wadlow Ratios & Proportions Unit Organizer
 
A few other files I have used within this unit –

So, for My Favorite Friday – one of my favorite units – I no longer get to use – hopefully one of you can use an idea or two and keep the spirit of Robert Wadlow & Super Size It alive!