Wednesday, March 24, 2010

Collecting data makes learning real (and fun)

One of the things I do to bring real life to math lessons is to have my mathletes collect data about themselves -- measuring the lengths of ears, smiles, forearms, lower legs, around calves and wrists, upper torso, and so on. It takes one full block (about 90 minutes) to complete the collection process (actually it never really ends), but the data is so very useful right away or for another lesson days away. I know the kids find it much more enjoyable than using the data sets in the textbook. Also, there is the added benefit of becoming accustomed to using metric measurement tools that provide accurate numbers. Today we used the Size of Shoe data (from toe to heel) to construct line plots, frequency distributions, and histograms. Measures of central tendency were also calculated from the data collected by each class.

Team Teaching with Technology

Last Friday, a fellow 6th grade math teacher (a very good one) and myself team taught our classes together using computers. It was such a productive day and we plan to do it every Friday now. We basically pair each of our students together and use a power point or a website for the students to work on together. The children enjoyed working with a member from another class and the teachers were able to pull the struggling students to a computer with us to work one on one with them. It was a little crowded, but the results were well worth it. It also happens that our regular and enrichment classes happen to be on opposite schedules so the regular students benefit from working with the accelerated students. The accelerated students reinforced their skills by helping "teach" another student.
The behavior was fantastic. The learning optimal. The motivation high. Hopefully it was not just the novelty and we can continue to use this technique to create a learning environment that helps all students.

Tuesday, March 23, 2010

Released Test Items in Powerpoint Format

In searching for different ways to review for our third nine week benchmark and SOLs, I found this website that has all the released test items in powerpoint format. I just wanted to share the link in case this would be helpful to anyone else. Other subjects are also available on the site. Hope this is helpful.

http://web.dps.k12.va.us/gibson/SOL%20PowerPoints/sol_released_tests_in_power_poin.htm

Saturday, March 20, 2010

Treasure Hunt Sequences

This is an activity to use with SOL 7.19. There are 16 cards like the one pictured on the far right. Each group or student has an answer sheet (pictured). I used groups of two. Each group starts at the card of their choice. The answer to each cards leads them to the next card. I put the cards up randomly around the room. If all the cards are answered correctly the numbers will form a loop similar to the game "I have, who has". The students were all actively involved and seemed to enjoy the activity.
You can find this and other free math PowerPoint's at www.worldofteaching.com

Thursday, March 18, 2010

End of Year Review

As the time for SOL testing is fast approaching and we are about to head into review full throttle, I thought I would share one of my favorite review techniques. My previous teammate and I compiled a 3-ring binder containing all of the released items from previous years. We made overhead transparencies for all of them and then catalogued them by SOL. This was a little tedious the first time around, but after the major work is done it's not so bad to add the new test each year. We then use these transparencies as the basis for our daily review in the 3 weeks prior to testing. Most of the time I will put the question up and have the students answer it on their own and then present the answer to me before I go over the question. This works well because it helps them to understand the "language of the SOL's" as well as gives me the opportunity to discuss test-taking strategies and common distractor answer choices. The released test items are a really great resource and I highly recommend that everyone uses them!

Wednesday, March 17, 2010

Method for SOL 7.22

I've been using a "two column" method for SOL 7.22 (One step equations and inequalities). It works well with the ThinkPads I've been using in that it helps kids to keep their work more organized and on track with following the steps. Basically they fold their paper in half "hot dog" style and then in half from end to end two more times. This creates two columns and four rows. One column is for the solution and the other for the check. I happen to have four steps for both the solution and the check but, you may use something different. I've found that keeping both sides to 4 steps helps them remember the steps easier. Even if some steps are somewhat automatic. This small paper folding excercise has become very routine for the students in that it is very similar to the ThinkPads I spoke about in a previous post. Their work is much easier to review and it's been a tremendous help this year. I believe it's also helped them to organized their thoughts and recall steps also.

What's My Rule

In the midst of our lesson on the characteristics of quadrilaterals, I used the activity given to us my Margie Mason "What's My Rule." Prior to this activity, we had discussed the characteristics of the different quadrilaterals on which they are to be tested. With some familiarity of the characteristics, the students in pairs categorized their shapes in an attempt to stump the rest of the class with a rule. In my directions, I gave them an example of different shapes that all had four congruent sides. They were asked to go more specific using sides, angles, and/or names. Some of the rules students came upon where: four right angles, but not all sides congruent, at least one right angle, irregular shapes, and no sides congruent. This activity deepened their understanding of quadrilaterals and proved to them that a square is always a rectangle, a parallelogram, and a rhombus even though not all of those shapes are always a square. So when I review characteristics of quadrilaterals, I ask, "What's My Rule."

Cold Calling

One idea that I'm experimenting with is the idea of cold calling. You give a problem and have everyone solve it in silence. Then, you "cold call" a student's name by drawing it out of a hat. I don't love the idea for my low level students because they may be very fearful of saying the wrong answer. I like it better after Think-Pair-Share. This way they have an opportunity to rehearse their answer with a partner before sharing with the group. Cold calling does keep students on their toes and gets students that don't normally share, to talk. It also raises the level of excitement in my class because some students want to be called upon, and it treats responses more like a game than just calling on those who raise their hands.

Sunday, March 14, 2010

Predictor Tests


With several "predictor tests" coming up for our math students, I am at a loss as to when I can and should be reviewing. Currently, I try to slip review into the "Do Nows," and homework each day, but sixth graders really need concentrated focus when they review. With our curriculum being so packed (like everyone else), there is not much other time. I am afraid I am not doing a good job of giving that to them before these tests. I fear even more the devastating effects this will have on the confidence levels when they are faced with things they do not remember. The rate of surrender will not be high and not give us accurate readings on how our students are performing or where they truly need help. It is very exhausting.

Wednesday, March 10, 2010

Surface Area and Volume

This is the time of the year in Geometry for teaching about surface area and volume. Helping the students understand how to find surface area and volume is too difficult. They can visualize where the areas are and what to do to find an answer with or without the formula. The problem I have is finding quality practice problems that challenge the students beyond finding the surface area and volume. The students are rarely asked to just find the surface and volume and these types of problems are difficult to make up. Does anyone know where I can go online to find some of these problems? I would really appreciate any ideas.

Tuesday, March 9, 2010

Team teaching

I would like to know what other teachers think about teaqm teaching. We have started doing this recently, and while starting out was difficult, it does seem an effective way to reach students. My partner and I put both of our classes in one room and divide up the areas of the lesson we each will cover. The teacher not actively leading the lesson, can then roam the room and help students stay on task and give on the spot aid.
Some of the difficulties have been managing the increased class size and making sure materials are ready-we do a lot of moving around, it isn''t possible to team teach each bell. I would sure like to hear if anyone has any ideas on improving the effectiveness of this.

3//=CvS

I was teaching my Geometry students about parallel lines and angle pairs:
-If two parallel lines are cut by a transversal, then each pair of alternate interior angles is congruent.
-If two parallel lines are cut by a transversal, then each pair of consecutive interior angles is supplementary.
-If two parallel lines are cut by a transversal, then each pair of alternate exterior angles is congruent.
At the end of my lesson, I asked my students to sum up what they have learned as a closure activity. One of my students went up to the board and wrote down "3//=CVS". I was confused, so I asked him to explain. He said to me, "Today in class, we learned three parallel lines theorems (3//) about (=) angles that are either congruent (C) or (v) supplementary (S)."

I thought that it is a very unique and fun way to help students memorize these theorems. Therefore, I would like to share it with everyone. I would never thought of it myself. I am always amazed how creative my students can be!

Monday, March 8, 2010

Formulas

Currently we are working on area, perimeter and circumference in order to perpare for the harder stuff like surface area and volume. I have taught the students to depend on the formula sheet. Pretty much everything they need is on there. By focusing on the easier formulas they should already know makes it much easier to introduce the harder ones. If they understand that all of the parts they need are labeled already for them. Now that they understand that they have realized that all they are doing is substituting. Because we have spent some quality time working on the easier formulas I asked my students the other day to solve for the volume of a rectangular prism, cylinder and a cone without going over it and they got it!

Vertical Communication

I would like to know more about experiences that you have had with vertical communications. I know I spend a lot of time thinking about why in the world my students do not know certain information (like how to multiply). I would like to work on a project to help me find an avenue in which I can talk with the elementary school teachers to see where the break down is occuring. If they find out that in the 7th grade their students cannot not demonstrate this skill, then maybe we can all work together to find a more effective way to teach and review it throughout the students' math career.

If you have been given the opportunity to meet with and discuss strategies with the other math teachers in your district, at various levels, I would love to hear how it was structured.

Tuesday, March 2, 2010

2009 Math SOL

We all know that during the 2010-2011 school year, teachers are supposed to teach the "old" and "new" math standards at each grade level. I am wondering if other districts have discussed how they will address the content that is shifting by more than one grade level. That content will be "lost in the shuffle" for many of our students. The properties that are currently part of the 7th grade curriculum are a good example!

Give them the answers

I just learned a great activity to help students have to think about why something is the answer. You give a class 8 or so answers. Then, you give them the questions that go with those answers. They have to then sit in small groups and discuss which answer goes with what. This way they have to justify answers, rather than come up with them.