Thursday, December 13, 2012

Dividing Exponents Pencast

Click FULL SCREEN after you start playing the videos.

Dividing Exponents pp. 1~3
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Dec 13

Topic:  States of Matter

Question:  I will ask you when the bell rings

Wednesday, December 12, 2012

Dec 12

Topic:  Big Bang Theroy

Question/Task:  We will watch a short clip from The Big Bang Theory.  List all the science vocab words you hear.

Science World link

http://scienceworld.scholastic.com/issues/12_10_12

Tuesday, December 11, 2012

Dec 11

Topic:  Experiment

Question:  I'm going to show you a short article and ask you a question after.



What To Do When The Bus Doesn't Come And You Want To Scream. An Experiment


http://www.npr.org/blogs/krulwich/2012/12/06/166685434/what-to-do-when-the-bus-doesn-t-come-and-you-want-to-scream-an-experiment

Gollum performance

Monday, December 10, 2012

Dec 10

Grab a wm-up sheet

Page 60

Topic:  MB Trip

Question:  Guess a word that was used.


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Thursday, December 6, 2012

Monday, December 3, 2012

Dec 4

Topic:  Personal Clue

Question:  Get your page 57 (vocab sheet from yesterday).  Look at all your personal clues.  What do you think is your best personal clue?  Or what's the one that you would share with the class?  
Write it in the response space on your wm-up sheet.

Alie

Dec 3

Grab a wm-up sheet at the front table!

Page 56

Topic:  MB Trip

Question:  How many miles do you think we moved?




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Friday, November 30, 2012

The project I liked best was _________ because...

____________ project was unique because...

Monday, November 26, 2012

Friday, November 23, 2012

KenKen app...FREE



Sci Coupon opportunity

Why doe water collect on the window glass? Comment with the vocab word and explain why it happens!

Thursday, November 15, 2012

Nov 15

Topic:  Quiz

Question:  How well do you think you'll do on the quiz today?  Guess your grade.


Wednesday, November 14, 2012

MB Experiments for Kids

http://www.ehow.com/info_8470788_mythbusters-experiments-kids.html

Nov 14

Topic:  Quiz Prep

Question:  On a scale from 0-5 (0 being no help, 5 being a lot of help) how did creating an example AND answering questions from other groups help you with groups and variables?

Karlee and Haley

Monday, November 5, 2012

Nov 6 - Charge an iPod with fruit

Topic:  Energy video

Question:  No ? right now, just be ready to watch the video!


Nov 5

Grab a wm-up sheet!

Page 49

Topic:  MB Trip

Question:  What vocab word do you think was included in the 84 miles we gained?




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Saturday, November 3, 2012

FAST Thursday

Finding Answers and Solutions Together (FAST)

What is it:  Focus on problem solving steps and strategies

When is it:  Every other Thursday (I refer to it as FAST Thursday)

Why:  Utilize problem solving steps and strategies, practice using different strategies and following the steps, expand on problem solving thought process, practice explaining problem solving process by writing and sharing with peers.

Plus, it's a break away from the book and worksheets!  Students like variety and I hate to use the word 'fun,' but math is serious enough and having fun in math makes it more bearable.

First FAST Thursday:  Preparing Students
I hand out a packet that shows steps and strategies for problem solving.  We go over the steps and one example for each strategy.  It usually takes about 1.5 class periods, so I finish everything up the following day.

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Side Note:  Formatting on google drive is different than the actual word document - I don't like google drive, but don't know how else to share.

The following document was found online while I conducted research for my Master's program, which was focused on problem solving in math.  I use a 5 step process, but this is a good starting point, with 4 steps.
https://docs.google.com/document/d/13AuFpcooFNDIFqDY1jHcHzTRbTQdXYpsDezWgvp7jU8/edit
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Second FAST Thursday:  Introduce Step-by-Step Problem Solving Process

My fist activity is very basic.  I stress that I am interested in the PROCESS not the 'right' answer.  It takes a while for students to get used to explaining their problem solving process, but they make leaps and bounds from the beginning to the end!  I don't tell students whether their solutions are 'right' or 'wrong' since I'm not grading on the correct answer.  I tell them if their process is explained and connects back to their visual then they will be okay.


I tried using Scribd. after looking at another post from this week, it works great!  I'll try to convert everything over later this evening.

The following document was presented at a conference on problem solving in math.
PS - Step by Step


Second FAST Thursday Activity:  How many rectangles?

First I pass out the step-by-step worksheet and discuss that I expect them to fill out the paper as they work.  Again, I tell them to focus on the process, not the 'right' answer.  Instead of jumping right in and finding a solution quickly, they need to take their time and analyze what they are supposed to do and how they are going to do it.

After discussing the steps page, I pass out the rectangle activity.  I set my timer for 8 minutes and let them work alone.  I expect that they have 3-5 sentences for their explanation (later in the year, my expectations are 5 or more sentences, but since this is the first activity, I let them have 3 or more).  After the timer goes off, I have students work with a partner and discuss their individual steps and strategies.  Then we discuss as a class and compare the different ways to solve.  So far, I have about 7 different ways to solve (some are very similar to others).  I have a compiled list at school and will try to take a picture of it and post it later this week.

At the end of the class or the beginning of the next class, I ask students what was the point of doing the rectangle activity.
We come up with a list:
To get us to use problem solving steps and strategies
So we can share how we solved
To give use a break from daily practice from book lessons
So we know we aren't suppose to focus on the answer, but the process
To show that there is more than one way to solve problems

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Third FAST Thursday:  Introduce HOM (habit of mind) concept

HOM's are extended problem solving activities.  They take 2 days, so I only do them about every other month.

First HOM:  Handshake Problem
Students get the problem on one page and the step-by-step page stapled on top.  Most of the time I use this after a test or quiz.  So students spend about 15 min on a quiz and then work on this after for the remaining time.  They are supposed to complete it by themselves before sharing with a partner the next day.  This is where I start stressing 5 or more sentences to explain the problem solving process and tying back to the visual and strategy used.

On day 2, students get with a partner (sometimes students pick, other times it's random or I pick - see grouping students post http://msmilleson32.blogspot.com/2012/09/grouping-students.html)
Once paired up, students compare individual work with one another.  Then, they make a poster using pieces from each student or from one individual idea.
The poster must include:
Title
Strategy used
Visual
Bullet points explaining key concepts (i.e. strategy used, what was know, not known, etc.)

Rubric for grading:
Here are some examples of posters:



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Other FAST Thursday ideas:  Used throughout the year, 2011-2012 (The activities don't all require the use of the step-by-step worksheet)

Shape of Name:  http://msmilleson32.blogspot.com/2012/09/shape-of-name.html
Integer Poster:  http://msmilleson32.blogspot.com/2012/09/integer-posters.html
Congruent Figures:  http://msmilleson32.blogspot.com/2012/05/congruent-figures.html
Unit Rates and Tootsie Rolls Activity:  http://msmilleson32.blogspot.com/2012/03/unit-rates-tootsie-roll-paper-chain.html
Probability and Odds with Skittles:  http://msmilleson32.blogspot.com/2012/03/probability-and-odds-skittles-activity.html
Proportions (capture/recapture):  http://msmilleson32.blogspot.com/2012/03/capturerecapture-proportions-math.html
Golden Apples HOM:  http://msmilleson32.blogspot.com/2012/11/golden-apples-hom.html

I'm slowly trying to explain projects instead of just posting the students' work without explanations.  That is one of my goals for the school year - post and explain more frequently, so hopefully some of the items above are helpful.

MB trip info

The Weird Number - Natural Numbers or Fraction Activity

The Weird Number video is a quirky way to incorporates writing in math, as well as individuality and creativity.  Students watch part of The Weird Number video; stop at 3:31, just after the cloak is pulled from the unknown number.  Show the clip several times, allowing students to jot down details, such as character names and descriptions, setting details, etc.  After students have ideas and details down, they finish the story by writing what happens next.  In order to enhance the story, students also make a visual, by depicting a scene from their original story.

The Weird Number


Students visual examples