Baby Blogging Steps

I've made some tentative steps into having my Algebra students blog. So far they've had three posts I've asked them to do:

1. Reflective Blog Post #1 - Reflect on their first week or so of school and set some goals.
   
2. Explain Direct and Inverse Variation
   
3. Explain Solving Equations with Variables on Both Sides

Some students have done a nice job, some not so much, and some haven't blogged at all. I haven't really done this well in the sense that I'm not devoting any class time to this (I'd like to, but don't feel like I can make the time for it), but it's a start. You can check out the Student Blogs Page on the class blog if you want to read and comment on some of their blogs.

Day 20

Our opener today includes another sequence and some practice with graphing an equation using a table of values where they need to solve for y first.

Then today is another Carnegie Hall Day - practice, practice, practice. We'll do a bunch of graphing problems using tables of values to make sure we have the hang of it before our assessment tomorrow, and then we'll have some review problems over solving equations with variables on both sides, distributive property, proportions and percents, and dimensional analysis.

 

So, not a terribly interesting day, but again one I think they need periodically to reinforce some of these skills.
Their homework is to prepare for their assessment tomorrow over Graphing Linear Equations Using a Table of Values.

Day 19

Today's opener gives them another sequence and an opportunity to graph an equation by using a table of values.

Today's lesson is to explore time and distance relationships and to construct and interpret a graph from collected data. I've invited two of my assistant principals and my media specialist to join us in the gym hallway (long hallway not too far from our classroom), where they will follow a set of "walking directions" for 10 seconds. (e.g., walk at about 1 m/sec for 10 seconds; or walk at about 1 m/sec for 3 seconds, stop for 2 seconds, then walk at 2 m/s for 5 seconds; etc.).

Students are spaced 1 meter apart along the tape measure and as I count off the seconds they note the walker's position (if the walker is within 1 meter of the student). (I'm considering filming this as well so that they have the video to refer to later, but I'm worried that might be one thing too many.)

We'll have a total of 6 walks, then we'll return to the classroom. I will then collate the data for the first walk (maybe the first two if we have time), and then we'll work through graphing the data and answering the questions on the last slide. Then I'll collate the rest of the data and post it on the class blog later that day and they'll have to graph the remaining walks for homework (not enough time to collate all the data in class, so just getting them started so they have the idea).

Their homework over the weekend will be to finish the remaining graphs and to take the Graphing Linear Equations by Using a Table online pre-assessment (on the moodle).

Day 18

Today we begin with our assessment over Solving Equations with Variables on Both Sides, so the opener is simply this reminder slide:

The assessment is two questions, one a relatively simple equation with variables on both sides, and the second slightly more difficult as it involved using the distributive property first, then solving an equation with variables on both sides (very, very similar to the two problems on the online pre-assessment they should've completed on Day 16). I anticipate the assessment taking about 6-8 minutes (with some students being finished in two). When everyone is finished with the assessment, I then work the two problems on the smart board so they should have a pretty good idea of whether they got them right, and then that gets posted to the blog so that if they did miss them they can use that to study from for their re-assessment.

Then we move into the lesson for the day. I'll start with graphing two equations by using a table. My assumption here is that they've done this before this year, but many are probably not very comfortable with it. So we'll work through the two problems together and, for the second problem, talk about how it's often helpful to solve for y first to make this easier.

We'll then move into an application problem involving distance, rate and time.

My goal is to get them to be able to apply a recursive sequence (and looking ahead to applying a linear equation) to a semi-real-world problem, and also get some graphing practice.

Their homework for tonight is to watch the Graphing Linear Equations by Using a Table video,





and to check the portal for the results of their assessment and make an appointment to re-assess if necessary.

Day 17

Today we begin to make the transition from solving equations to creating and graphing them. Today's opener reviews distributive property, quadrants on the coordinate plane, and solving equations with variables on both sides (assessment over that last one is tomorrow).

Then I briefly define recursive sequence to give them the necessary vocabulary and relate it to pattern problems they've done in previous years. Then, in their groups, they explore patterns using toothpicks to create sequences of triangles and then eventually squares. The focus is on trying to nail down the idea of a starting value and then a rule to get to each successive term in the sequence, while giving them something concrete to work with (and throwing in a tiny bit of geometry).

If we finish early I'll throw some additional patterns on the board for them to practice finding the starting value and the rule (and possibly invite them to create their own for each other).

The homework will be to prepare for the Solving Equations with Variables on Both Sides assessment tomorrow (and to complete the blog post from yesterday if they haven't done that yet).

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?

First Three Weeks

So, it's been a while since I've written anything here. That's partly due to my other full-time job (tech coordinator for my building) dominating my time at the beginning of the school year, and partly due to not wanting to plan too far ahead until I saw how things were going with my students.

So far, things are going okay but not fantastic. I'm one day "behind" what I had blogged about (over-planned as usual, but not as badly as before) - so what I have for "Day 14" on my last post (which the plan was to teach today) won't happen until Friday, Day 15 (reminder that we don't meet on Thursdays). The students seem to be adjusting fairly well to my class (and, since most of them are freshmen, to high school), and they've done well as a class on the first couple of assessments.

On the not-so-positive side, they haven't quite bought in as much as I would like them to. It's been a struggle to get some of them to think and explore and inquire. That's not a huge surprise, but still disappointing. I'm hopeful that as we go along they'll want to sit back and receive less often and step forward and do more themselves more often. We'll see.

Here's the direct link to this year's class blog if you'd like to follow along, and note an additional page on this year's blog that pulls in the students' individual blogs. The two blogging prompts I've given have given me some interesting insights (including that it's going to be a struggle to get some of my students to blog in an Algebra class). Baby steps, I suppose.

Now that the beginning of the year madness with the tech part of my job has slowed down a bit (still there, just not quite as crazy), and now that I know my students a bit and can make some more informed plans, I hope to begin blogging again here about my plans for Day 16 and beyond.