Celebrating a Year in Blogging!! My Workshop Presentation at the Math and Science Symposium

A year ago today, I began sharing my experience with journaling and education. I have been given the privilege of giving another presentation at the Math and Science Symposium.

I wanted to share the material I presented. I selected several foldables by other bloggers to show that the material I use daily doesn't come from just me. My top Algebra resource is Math=Love.

I'm really proud of myself. Over this past year I have prepped more of my foldables and notes on the computer to cut time in class and presentations.

I have uploaded all but one of the pieces to as a PDF to my google drive. This google drive is shared with the public. It has the PDFs from not only my presentation but also almost everything else I have put together with my computer-bathroom passes, syllabi, journal notes, Spencer Henry Behavioral Management, etc.

I like to start classroom journals and presentations with a tangram puzzle.

All journals and presentations also include what I call a reference pocket on the inside left cover. This is where reference charts for standardized testing, calculator guides, etc. are kept. For presentations, this is where I place my "Journal Wizard" brochure.

Next thing that comes up in journals is a "Unit Pocket" that procedes a definite section of material. I also use journals for professional development.

The next page presented showed how a general page appears in our journals.

The left side is used for two main parts-lesson frame/objective and critical writing/reflection. This has been something I have been striving to complete in journaling. Providing students with a direct objective and incorporating writing and reflections. I'm still struggling to make this a routine in my daily teachings.

I use the right side for the lessons, foldables, assignments, etc. There are other methods suggested such as putting the writing on the left and the lesson material on the right.

I found it very beneficial this year to go over sets of real numbers. This is not a concept that is directly assessed on any standardized testing, but it is apart of the language that is used and seen.

I have seen and used a Venn diagram format in the past, but I really like to do a flip style foldable to make this concept more interactive. Math=Love has a printable format without the flaps.

 

 

 

 

It's not prefected but it is a start.

Next page: Function Machine

I find it very important to demonstrate what a function is when refered to as a machine.

I use this Youtube video "Meat-A-Morphosis" to introduce functions. The kids get a kick out of it!

I tried to put the idea of a function machine into a pull tab foldable.

Then pull the green tab down to demonstrate the input of six and the ouput result.

Next up is a foldable that I spent hours trying to get the shape placement right. It is still not perfect, but demonstrates the relationship between the most popular quadrilaterals. The only one that I couldn't work in was a rhombus even though a square is a rhombus. This foldable can make a square, rectangle, right angle trapezoid, isosceles trapezoid, and parallelogram. If you would like a copy in Word to perfect the arrangement, send me an email and I'll send you a copy. Just be sure to share it back. :)

The next foldable is a steal from Math=Love. I typed it up completely to progress the pace of my presentation and provide a quick reference for Algebra 2 students. I can share this by email also so it can be edited.

I love this foldable on the Coordinate Plane. I adapted an idea from Region 15 consultant Marifrances and Math=Love posted a template for it. This can be created without a template by first cutting a square, second folding into sixteen squares, third cutting off each corner, and fourth cutting the two squares around the edge into two flaps.

The next foldable is for ordered pairs. I would look on Math=Love for a better illustration of how she taught and used it. I haven't used this in class yet and I ran out of time for my presentation.

Next up, Domain and Range. This is quickly becoming my new favorite thing to teach. Domain and Range was one concept that I didn't get until I started teaching. I struggled through college and had no idea what it was in high school.

I borrowed this acronym from Math=Love and turned it into a similar foldable as HOY VUX.

I pair this foldable that defines Domain and Range with one that is used as a tool for identifying the Domain and Range of a graph.

We use highlighters to identify the domain and range. This foldable is an amazing tool that helps kids understand and relate that domain is the vertical boundaries identified by the values of a horizontal axis and vice versa for range.

Thank you for your time! Share thoughts and comments!! It's been a wonderful year and still psyched to keep sharing.

 

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Graphing Ordered Pairs

I wanted to touch base on graphing ordered pairs and tie in a little geometry. I found this book while on a trip in California and the kids love it!!! There are a variety of pictures and it's not just a connect the dots. There are basic geometry questions and a thorough check on graphing ordered pairs skills.
As soon as I scan and upload the PDF, I'll let you know!
There's an excellent foldable for a more in depth look at the coordinate plane. And I believe Math=Love has typed it up.

The format and variety of graphing ordered pairs is great for the students. And I can keep a check on those geometry skills.

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Success!!! Simplifying Algebraic Expressions

I have found that I have success in teaching when I am able to present a concept properly to the students with full definitions, correct vocabulary, and examples outlined with strategy. I leave nothing questionable or allow something to be called "that thing". I have also learned that if a strategy, method, object, concept, term etc., has a name, students learn, relate, retain, and apply them more.

This technique is very easy for me in Geometry. Geometry is my specialty to teach; however, Algebra 1 has been a nightmare.

Key problem: I teach kids how to do the math and then they ask me WHY?

And I can't answer them because sometimes I don't know why. I never questioned what I was taught; it's just how you do the math. This needs to change.

My goal this year has been to raise my skill level in teaching Algebra 1 to my skill level of teaching Geometry. It has been slow. I am extremely behind. There's no excuse. And I'm freaking out! But there are positive results. My students understand and use what I have taught them. Some of the most difficult concepts for me to teach, have become easier and more approachable. I'm beginning to see the flow of Algebra 1 and how it builds upon each concept. With Geometry, it just clicked. The struggle I've had with Algebra 1 has been the sequence. I've asked, and I couldn't find an answer. This year, I decided to pick up the textbook as my core resource pulling in CSCOPE materials, EOC prep materials, and other supplemental materials.

This is a look at our journal for the first semester. We haven't even made it half way through the journal!

Here's one area that has kicked my tush every time I try to teach it: Simplifying Algebraic Expressions. When it arrived on the horizon, I spent a large amount of time researching other teachers' strategies. I typed up my journal page pulling information from the textbook along with thoughts found on Math=Love. I liked how she took the time to define each part and show how the term can be expanded and seen in different ways. This made a difference, and answered several questions from students throughout the unit. The definition of combining like terms was referenced multiple time. For instance, a student wanted to change the exponent when adding x and x to x squared. I refered the student to the definition followed by guiding questions.

Another strategy/activity I loved was "Sorting Like Terms". A colleague of mine writes pairs of terms on cards and students have to decide on Like or Unlike and justify.

Here's my journal page on Simplifying Algebraic Expressions.

 

When we got to the example adding distribution into the mix, we discuss the operations behind distribution and combining like terms and then determine the proper order based on GEMDAS.

And I love when some student says "you do the parenthesis first". That drives me crazy!!!!! We analyze that comment and what it really means in relation to GEMDAS and what operation distribution represents.

Instead of dropping one practice assignment on my students, I have three different assignments spread out over a week that we keep going back to. This helps them review and retain the skills of combining like terms. I want them comfortable and confident with this skill. Kuta Software has multiple practice pages and at different levels. There skills are improving!!

 

 

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