# Posts tagged activity

13 results

## Student Created Which One Doesn’t Belong

Towards the end of the year, I had a few days left with my seniors. Since we had been doing Which One Doesn’t Belong in warm ups each week and I had stumbled across what Mary Bourassa did with her students (look here and here for her thoughts), I thought it would be fun and interesting to see what they came up with. Here’s what I did with my students: Day 1 – We went over what made a good “Which One Doesn’t Belong.” Rather than providing them the exact WODB I chose, I had them either sketch or write what each option was. Some of them we did as a whole class, others they filled out the tables in their small groups and then we discussed them as a class. It took about 40-45 minutes to go through all 7. Day 2 – We worked through some of the incomplete sets using the same tables I used with them the previous day. […]

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## Arithmetic Sequences Activity

As I was driving to work today, I was trying to come up with an activity to practice working with arithmetic sequences. I had 8 practice problems on a worksheet, but I knew that wouldn’t be enough practice for my Algebra 1 students. I had thought about going and creating a Polygraph at the Desmos Teacher website, but when I got to school, I saw the chromebooks were already taken for my Algebra 1 classes. (I may still go back and do this, though). The idea popped into my head to have students create their own arithmetic sequence. It would give me a chance to make sure they understood what an arithmetic sequence was and it would give them a chance to practice writing them and creating the equations, which is what I needed them to do. These are the directions I projected on to the Smart Board: I did modify them a bit after the first class. Originally, I did […]

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## Solving Inequalities Card Sort

In my Math 1 (not ready for Algebra 1 freshmen) class, we are working on solving and graphing inequalities. Today, my students were working with multiple step inequalities – some two-step, some with variables on both sides, and some with parentheses. I had students work in pairs and they were given twelve sets of cards, mixed up in baggies. There were twelve problems, twelve answers, and twelve graphs in each set. Their task was to match problem with answer and graph. I gave them this work page to show their work on: We had about 25 minutes or so in class to work on this. Many students got through 6 or so. When I printed the cards, I printed them on colored card stock and used a different color for each type (problems in one color, answers in another color, and graphs in a third color). Students in both classes worked fairly well. I had hoped they would get through […]

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## Daily Desmos Sub Plan

A couple of days before the last time I knew I was going to be out of the classroom, @Desmos tweeted this: How many of you have #EmergencyLessonPlans that say some thing like, “Ss will visit @DailyDesmos.com, pick a challenge, and…” #mathchat — Desmos.com (@Desmos) November 13, 2013 I thought about this tweet for about a second and realized that it would be the perfect solution to my sub plan problem for Calculus. Here is what I put together for them: I was hoping for more out of my Calculus students. They pretty much went for the easier ones and only turned in two. Granted, I wasn’t there for their last period Friday afternoon class, but I am guessing that it did not take them a majority of their 50 minute class period. I would like to use this again, but I definitely need to do some tweaking. Regardless, I did want to share it. Maybe it will inspire someone […]

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## Graphing Linear Functions Practice

I know I’ve been MIA as of late. Preparing lessons has been keeping me rather busy. I’m trying to get caught up here, but have been having trouble even sitting down to blog. Something I did last week was inspired by @pamjwilson: @lmhenry9 graphing the eqs? Would it work if you roll dice one is x-int, other y-int, graph, then write eq?, use sharpie to add neg to some — geomelirious (@pamjwilson) October 24, 2013 I happened to have some small wooden cubes from Hobby Lobby (like these but smaller) so I came up with numbers to put on the sides and set up the following stations: I told them to roll the dice three times and work out the resulting graph on dry erase boards. The activity did not take as long as I thought it may and I don’t think they took it as seriously as I would have liked. When doing it again, I think I would […]

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## Tomorrow is Fawn Day

Tomorrow, most of my plans for the day are inspired by Fawn Nguyen. As the year was beginning for me, Fawn tweeted this: How I plan my lessons: The more I talk, the less kids learn. — Fawn Nguyen (@fawnpnguyen) August 22, 2013 I have it written on a piece of Twitter Math Camp paper and it’s sitting at computer at school. As I was getting ready to plan tomorrow’s lesson on Algebraic Properties, I kept coming back to this thought. So, rather than me lecture on the properties, I designed this matching activity: Students will cut apart the second page and tape down the verbal description, the property in algebraic terms, and the property in numeric terms on the main page. Then we’ll go through a couple of examples and I’ll have some sort of in class practice for them (I’m still figuring that one out yet). Then in Algebra 1, we are working on arithmetic sequences. I went […]

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## Noticing and Wondering

Tuesday evening, Max spoke at the Global Math Department meeting about Noticing and Wondering. He has spoken about this before at Twitter Math Camp and I was a bit intrigued about it then. When I saw he was speaking Tuesday night, I knew I had to be there. Now, I’ll be honest, this is NOT something I have done with my students. I have had the tendency to instruct without letting them do a whole lot of exploring. Part of it for me is that there is so much material to teach in Algebra 2 (and I am having to play catch up from Algebra 1) and part of it is my own comfort level. However, as I was thinking about my lesson on Friday about the Remainder and Factor Theorem, inspiration struck me on Wednesday. My Algebra 2 students were having an assessment on Thursday and there would be enough time afterwards for them to do a little noticing and […]

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## Transformations Unit

Last year, I shared the transformations matching cards I used with my Advanced Algebra 2 students. With teaching transformations for the first time to all Algebra 2 students, I have revamped my lesson and cards. Thanks are due to @druinok for her help in hashing out what I was doing with this unit. I’m working with F.BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. After discussions with both @druinok and our pre-calculus teacher, I decided to hold off on the f(kx) portion. @druinok shared that in her state, they don’t do the horizontal stretches and compression in Algebra 2 and our pre-calculus teacher said that until […]

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## My Version of Log Wars

Today in Algebra 2, we did my version of Logarithm War. For the uninitiated, here is the post from Kate Nowak with her version. With my Algebra 2 students, my goal was to have them practice solving for x in a logarithmic equation. If you’ve read my blog as of late, I have been very frustrated with their lack of arithmetic skills, especially with regards to powers lately.  What I did was have them get into pairs and grab whiteboards. There are 36 cards (so if I had an odd number of students, there could be a group of 3 and still divide the piles into equal numbers) and they were divide the cards into equal piles. Each student was to work out their problem and the person with the highest answer got the cards. If they were equal, they were to lay down another card face down and then a 3rd card face up, which they were to work […]

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## Review Worksheet Twist

I decided to give my Algebra 2’s one more review day. After some deliberation, I decided to give them a review worksheet – partially because they would have a copy of all the problems I wanted them to practice so they could practice on their own, partially because I didn’t feel like trying to put together another review activity for them that they wouldn’t put a whole lot of effort into. On the way in to work, I came up with a plan that I hoped would help get questions answered. I think part of this inspiration came from @druinok. I handed out the worksheet and told the students I would project the answers on the SMARTBoard once I was done giving directions. They were to work on the worksheet problems and check their answers. If they were correct, they were to continue working on problems. If they were wrong, they were to try to figure out what they did […]

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