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# Geometry Station Activities by Walch

With little time to plan, I jumped right in to a set of station activities for my semester – block Geometry classes!

My first run was with the parallel lines / transversals stations (I know its a bit out of order, but it will be okay!).

I instructed students to take out one sheet of graph paper and we folded them in half, labeling Station 1 & 2 sections on one side and Station 3 & 4 sections on the back side.   Students were in groups of 3 or 4.  I know the big idea is to move around to the various stations – but my new room is too small :(.  Rather than running a ton of copies, I made 3 complete sets of the statin instructions and placed them into page protectors.  Students completed their work on the graph paper.  When complete, they would exchange their station instructions for another station set located in front of the room.  This way students do not have to wait on other groups to complete before moving on.

Using a different color for each station, I highlighted the station # and any Words Worth Knowing (thanks everybody is a genius blog!).  Two of the lessons called for spaghetti, I used toothpicks.  Each student will also need protractors.  The stations are not dependent on one another, so order of completion did not matter.

The discussions were great because students’ angle measures were not equal to their group members’ but the same “patterns” occurred.  I probably like the discussion questions component of the activities best.  Each student responds to a given set of questions in writing.  Then they must pair up with someone who was not in their original group to discuss their responses.  Simple misconceptions are quickly cleared up during this time.

The layout of this lesson allows students to talk about and look for patterns during the station groups.  They process their new information as they write responses and allowed to share verbally again with a partner.  Finally, as a whole class we debrief the entire lesson(s).   This format really supports the literacy strategies discussed this summer in our twitter book chat #lit4math.

I like that no prior knowledge was required for students to successfully learn about transversals and the special angle relationships formed when parallel lines are present.

I have compared the listed CCSS for Geometry Station Activities to the suggested Geometry standards of Appendix A and this book addressed over 75% of those standards.  Only the measurement and any probability suggested for Geometry are not included in this book.  There are 16 station sets and I have my students for 18 weeks…my thought is to use at least one per week, as appropriate…  I’ll share more as we get in to the semester.  But for this first run, I say 2 thumbs up.

*Station 4 deals with corresponding angles – and I reworded Question #1, because it was misleading.  Anytime you use investigations, you should definitely go through the entire lesson / activity before presenting it to your students.  (duh?) I see this happen too often, teachers just pull out an activity and pass out to students with little/no knowledge of what students will expect / questions they will ask.  The book also gives a list of possible student misconceptions to watch for.

If your students are not used to this layout of lesson – it may take a little more time to get them through it.  Once students got a feel for it, the last stations went more smoothly and quickly.

I hope to hear more from others who are using station style lessons. @tbanks06 also shared some experiences with stations for #myfavfriday and said its the best \$40 you’ll spend this year!  Shop around – I found all 3 of my station books for under \$85 total.

Got to give a little shout out to HoppeNinjaMath – welcome her to math teacher blogging!

# Station Activities for Algebra I

I began working on creating cards for the activities needed in this book:.  I typed the “index cards” needed for several of the lessons.  Feel free to borrow/tweak and use in your classroom – and share – please, just don’t sell “my cards.”  You can find the card sets I completed here.

I am now teaching Algebra 2 and Geometry, so the Algebra I project is not going to get completed anytime soon.  Sorry.

# Made4Math #5 Polynomial Station Activities

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Its been one of those busy weeks, so I’ve not actually created anything “new” but decided to share something I used last spring.  The idea developed after @lmhenry9 tweeted a need for ideas to use with polynomial stations.  A month or so later – I decided to use a similar idea.

I purchased a bag of 8 wooden blocks from Hobby Lobby ~ \$3.  Used my sharpie to add expressions to the blocks.  Created instruction cards for each station.  Based on a pre-assessment, I grouped kids by similar struggles – those who were a step ahead could “play” more game-like activites – while I could spend time with groups who needed some extra support.  We spent a couple of days in class rotating activities.  I think most pictures are self explanatory.

1.  Collecting Like Terms

2.  Adding / Subtracting Polynomials* – let students know which “color” block is the first polynomial.  For a little discussion, ask if it really matters?  If so, when/why?

3.  Multiply Monomial x Polynomial

4.  Binomial x Binomial

5.  Factor Match – I didn’t have orginal copies with me to scan – but will get them posted here asap.

I also had a station utilzing a Tarsia-style puzzle with variety of polynomial multiplication expressions.

Tic Tac Times – Students pick 2 factos listed at bottom of the page and multiply.  Place game piece on the product.  First player to get 3 or 4 (you pick the rules) in a row, wins!  For more challenge, each player must use one of the factors just used by their opponent.

* A sidebar – while creating my blocks – my daughter asked what I was doing.  I replied – making a game for my students to play.  She asked – can I play it to?  My first instinct was to tell her No – but I bit my tongue.  And then I remembered a problem she had left on my board one day afterschool and my students had asked me what it was… (After school, she and a couple of other “teachers’ kids” hang out in my room and play school.) I realized it was very similar to how she had been adding and subtracting 3 digit numbers in class this year.  So I explained how the x^2 was like her 100’s, x was like the 10’s and the # was just one’s.  She rolled the blocks and did a few problems…I’m thinking – if a 2nd grader can do it – so can 9th graders, right?

So I went in the next day – and shared “her lesson” with the class.    I gave an example like the one above – referring back to the problem they had seen on my board.  They understood the process of decomposing the numbers to add/subtract.  I connected the example to (3x^2+4x+2)+(2x^2+3x+5) to get (5x^2+7x+7) – good to go.  Then I asked, WHAT IF we let x = 10…  you know – not one student missed these problems again…