The project I liked best was _________ because...
____________ project was unique because...
Friday, November 30, 2012
Monday, November 26, 2012
Go Animate video
Make your own videos using the link below!
Animated Presentations - Powered by GoAnimate.
Friday, November 23, 2012
Sci Coupon opportunity
Why doe water collect on the window glass? Comment with the vocab word and explain why it happens!
Sunday, November 18, 2012
Saturday, November 17, 2012
Thursday, November 15, 2012
Wednesday, November 14, 2012
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?
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?
Tuesday, November 13, 2012
Monday, November 12, 2012
Nov 13
Topic: MB Trip
Question: Do you think we made it out of Wyoming with this week's entries?
View MythBusters in a larger map
Question: Do you think we made it out of Wyoming with this week's entries?
View MythBusters in a larger map
Thursday, November 8, 2012
Wednesday, November 7, 2012
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!
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?
View MythBusters in a larger map
Page 49
Topic: MB Trip
Question: What vocab word do you think was included in the 84 miles we gained?
View MythBusters in a larger map
Sunday, November 4, 2012
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.
----------------------------------------------------------------------------------------------------------------
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
----------------------------------------------------------------------------------------------------------------
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
----------------------------------------------------------------------------------------------------------------
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:
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.
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.
----------------------------------------------------------------------------------------------------------------
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
----------------------------------------------------------------------------------------------------------------
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
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
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
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:
----------------------------------------------------------------------------------------------------------------
Other FAST Thursday ideas: Used throughout the year, 2011-2012 (The activities don't all require the use of the step-by-step worksheet)
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.
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
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