Day 23

I had to miss today, but another math teacher covered my class. It was another shortened class period due to our Homecoming Pep Assembly. They worked through this review worksheet (below is the key, posted to the class blog for them to check their work over the weekend).

 

Their homework for the weekend was to finish the review worksheet if necessary and to prepare for their assessment on Monday over Graphing Linear Equations by Using Intercepts.

Day 16

As I mentioned in the previous post, I'm a day "behind" my original plan so that's why there's no "day 15."

The plan for today is a combination of reviewing the topics we've covered so far (proportions and percents, dimensional analysis, solving equations) and an introduction to graphing (beginning the transition from solving equations to graphing and interpreting them).

Today's opener reviews distributive property and solving equations with variables on both sides. (It's been a while since my last post, so just a reminder that we introduced that last Wednesday, reviewed it on Friday, and they were supposed to watch the video over the weekend. Day 16 is tomorrow, Monday.)

Today's lesson feels a little awkward because it's just a brief intro to graphing and then a review of other topics, but I still feel it's necessary. I think they need a little more practice with the concepts we've learned, and I also think that even though they've graphed on a coordinate plane before, they need a refresher on the basic structure (before we begin to go more in-depth over the next few weeks).

 

Tonight's homework includes asking them what we consider to be the x and y-axis of the Earth, what quadrant our school is in, and how the Earth is different than a coordinate plane. Then they'll need to complete the Solving Equations with Variables on Both Sides pre-assessment on the Moodle (two questions very similar to the questions they will have on the formal assessment in two days).

I then ask them to create a blog entry describing how they solve 3(x - 5) = -7x + 12. I ask them to not only solve it, but explain their thought process as if they were trying to demonstrate this for someone who didn't know anything about solving these types of equations (this won't be due for two days to give them a little more time if they need it).

I then give them some optional practice problems, directing them to Coolmath or Khan Academy if they feel like they want some additional practice (as little or as much as they think they need - completely optional but I wanted to provide them an opportunity for more practice if they want it).

So, not the most interesting day, but again one I feel is necessary. Anyone have a different opinion to share?

Day 11

Today is a PLC day, which means we start two hours late and classes are 40 minutes long (instead of 59). Today's opener reviews one-step equations and direct/inverse variations.

Partially due to the shortened classes, and partially due to it just being time to do some skill review, today is a "Carnegie Hall" day. ("How do you get to Carnegie Hall? Practice, practice, practice.") I'll provide the students with a worksheet and they'll work in groups to complete the problems. I haven't decided yet whether to break out the whiteboards for this or not, right now I'm thinking not. With about 10 minutes left in class we'll begin working through them on the smart board so that the "key" is posted to the blog and to try to clear up any remaining questions.

While I think it's fine just to have a "boring" practice day, I'm open to suggestions for how to spice it up a little. Just keep in mind that sometimes I think the students like just cranking away on problems like this, so I don't necessarily see a big problem with it (and they definitely need a little repetition/practice).