My Tool for Finding Slope & Slope Scrabble

Before our test, I decided to review finding slope with the two methods we had studied.

1. Counting Slope on a Graph

2. Slope Formula

Several of my Geometry students used a method earlier in the year that I thought Algebra 1 might appreciate.

• Positive: rise over run
• Negative: fall over crawl

 

We also discussed the staircase within a staircase.

Then we moved over to the slope formula. We also discussed the relationship between coordinate values and slope values of horizontal and vertical lines.

 

SLOPE SCRABBLE! Not as exciting as it sounds right now. We tried this but it was difficult to get the idea across to my students.

They had an excellent time finding slope for all of the problems cards I gave them. I even set up a table with all the solutions laid out so that they could match them.

The idea of slope scrabble is to begin at the origin and, using slope, make your way to the far blue dot in the corner to win. All of the other dots are things like double your slope, draw again, etc. There was some success with my students that have to patience to solve puzzles. Other students wanted to match slope again.

My students have an excellent understanding of slope.

I just wish I could troubleshoot the process and get this game going for them.

 

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Solving Equations is Like Wrapping Presents!

For my first year of teaching Algebra 1, I have made a lot of mistakes. These mistakes all revolve around an assumption. I assume that my students already know this and that. This comes from my experience in state testing remediation for 11th graders for the past three years. I now have realized that I have a chance to teach students to understand Algebra 1 from the beginning. I decided to review solving equations with my students, since this was a nightmare at the beginning of the year. I decided to teach them to understand each component of the process and what solving meant.

Step 1: "Unwrapping Your Solution"

I love reading educational material and Danika McKellar is one of my preferred authors. I remember her referencing gift-wrapping as a metaphor for solving equations. The idea of operations applied to a solution is similar to wrapping an object to hide its identity. To reveal the item, one has to reverse the process of wrapping, which is similar to finding a solution by reversing the applied operations.

It didn't turn out as spectacular as I would have preferred. However, this was a day well spent because my students no longer feared equations (for the most part).

First we started with x=3. Next, the students selected different operations and values to "wrap it up". Then in order to solve we reversed to process. When finished, we a concluded that solving is reversing the original operations. Hooray!!

 

Step 2: Properties Used to Solve

We identified the most common properties used in solving equations. Within the notes, we used the same equation to demonstrate how similar operations can be applied to acquire the desired result.

Step 3: How to Solve Those Equations

With the use of multi-door flap foldables, students identified each step in solving an equation by technical property and then by general vocabulary accumulated by the class. This step was critical in building their fluency in solving equations. Even lower level students that were hesitant in the process could solve.

Example1: We always started with the inside process.

Then finish by summing up with general words to help them identify the steps.

Example 2:

Step 4:

We moved from the in-depth process to identifying the general steps. By now, my students were using the vocabulary-properties, names of terms, quick steps, etc.

Step 5:

We reviewed with the giant Sorry board game. During this step, students started with a given equation including the solution and focused on the solving process.

Step 6:

TEST: I gave them a test in standardized format and received outstanding results! :)

 

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Looking Forward...

On a brighter note, I am looking forward to my next unit in Algebra thanks to Pinterest and all of these wonderful blogs that I following.

We will be solving equations and discussing slope. I plan to teach solving using the door flaps fold for a step by step process, over and over. I can't wait to introduce SLOPE DUDE! Majority of my Algebra class is boys and they will love SLOPE DUDE because they loved SLEEPY MAN.

Overwhelming...

I am finding the section on circles quite overwhelming. There are so many relationships, theorems, and formulas. Is there anything out there that provides an organized overview of circles??

 

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What happened??!?!?

"What happened?" is the question that just seems to resonate in my brain. My Algebra 1 kids bombed their test. I had such high expectations. All I want to do is cry....

A few tears later...

Alright, I will figure this out and we will come back stronger and better.

Game plan:

1. I gridded student responses (right/wrong) against names.
2. We have tutorials 7:30 am to 8 am and 3:35 pm to 4 pm. Starting tomorrow afternoon, I will have students that missed certain questions attend tutorials on a certain day. Example: All students that missed number one will attend morning tutorials Thursday. A revised question will be a half credit towards the original test grade.
3. I plan on the students completing an in depth revision for each question by identifying properties, writing explanations, and justifying their solution. I use the Cornell notes systems as a guide for organizing the process.
4. During class I will give what I call quiz strips. These consist of two to three problems. I create two to three sets of differing questions. Purpose: Students cannot cheat, but they can collaborate and teach each other about the concept.
5. I will administer accumulative quizzes. These quizzes focus on several concepts at once with a few questions.
6. We will retest. This method of repetitive practice and accumulation has proven true with my juniors in Algebra 2. There's not a function that they cannot transform or a transformation they cannot read. They love transformations of functions.
7. OVERALL: I am focusing on my level of questioning. I have several versions of Bloom's Taxonomy printed and posted around my classroom to help prompt and remind me of the higher level of vocabulary to use.

Looking for...

I am looking for strategies in Algebra 1 to build fluency in the foundational skills. Game ideas, practice methods, anything???

 

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