#ExploreMTBoS2016 An Ordinary Lesson

The "Explore MTBoS" challenge is to blog a lesson.  I chose to report on today's lesson.  It's a skill lesson - adding/subtracting rational expressions.  We've analyzed graphs, discussed asymptotes and holes, and we are going to work on application problems in a few days... work, travel, cost, mixture, and inverse variation.

But in the middle of graph analysis and problem solving ... we have to learn the skill of adding/subtracting/multiplying/dividing expressions and solving equations.  We'll only spend 2 class periods on these basic skills.

This is one of those less glamorous lessons.

Today I have leftover popcorn from a fundraiser at Saturday's academic competitions.  I invite students to scoop out a cup and munch while we work.  I tell them I hope that every time they smell/taste popcorn in the near future they remember how to find the LCD of a rational expression.

My students are 9th and 10th graders - not too far removed from the middle school - so I ask them about their feelings towards fractions, and how they learned to add fractions.

I give them the problem, 1/6 + 4/15, and ask them to tell their neighbor how they found the sum.

I factor the denominators ... and then I launch into a story about my neighbor.  The story is borrowed directly from George Woodbury.  By the third class, I guess I get good at it ... they are hanging on every word ... and clap when I make the connection to the fractions on the board.  Later I hear them talking about the upgraded model of the grill (x + 4) vs (x + 4) squared as they are finding sums.

Then we jump into ClassKick, my favorite iPad app.  I've prepared slides for taking notes.  On those slides I demonstrate step by step how to add/subtract rational expressions.  The students follow along, working the problems with me.

Then I provide 2 slides with problems worked out with errors.  I ask students to find the errors, and then check in with their neighbors to see if they agree.  If they don't agree I encourage them to talk it out.









In these error problems we discuss the excluded values.  We've already studied asymptotes and holes so students are familiar with the concept of excluded values.  I ask students, "Why are values are excluded from the addends?"  I ask again - would those values be excluded even if the simplified sum was not affected by the values?









Next we stop for a couple of minutes of reflection.  What is the muddiest point for you?  Or on what step are you have the most difficulty?  And on a scale of 1 - 10, what is your confidence level at this time?

It's at this point that students' actions diverge depending on their confidence levels.  On the next slide I give them 3 videos I found online that explain adding/subtracting rationals.  None of the videos are long ... just one problem each.  I tell students that if their confidence level is less than a five, I want them to watch at least one video, and all three if they prefer.  Then move on into the class practice.  For others who rated themselves high on confidence they begin working on the class examples. Differentiation is based on students' perception of their understanding.




As students work on the class examples, I give simple "sticker" feedback electronically or help them at their desks as requested. Students who chose to watch a video get started on the problems a few minutes later.  Some students finish early and are asked to either help others or work on their BrainGenie goal which reinforces the skill.  I monitor student progress visually from the ClassKick projection showing everyone's work, and also specifically as I tour the room.




Overall the lesson went well.  Students will need more practice ... and that's difficult with our schedule.  I'm hoping they choose to do the 10 problems I assigned for homework.  I won't grade them ... I gave them worked out solutions.  They know they'll complete a learning check in the next class on this skill.

I wish I had had one more reflective time at the end ... has your confidence level improved with this practice today?

Exciting times in Algebra 2.

#EXPLOREMTBOS2016 My Favorite

This year I have several favorite tools that I use in every unit.

BrainGenie 

It's a free practice website.
It has math through pre-calculus.
Topics are broken down into skills that match our curriculum nicely.
To "pass" a skill, a student has to get four problems correct.
There is an instructional video explaining each skill.
The data tells me what problems students missed, how long they spent on the work, as well as the ones they got correct.
I use BrainGenie as extra practice on skill-based work.  I assign 1 - 6 skills per unit.  Students complete the work independently outside of class.  The work is typically due on test day.
BrainGenie provides immediate feedback and tutorials for students ... and easy grading for me.


Teacher Desmos Activities  

Our curriculum is set up to explore a function graphically, then to explore applications.  We work through about 8 functions during the year.  Polygraph, and now Marble Slides are go-to activities as we tackle one function after another!  In addition I use the opportunity to create my own activities.   Being able to set up lessons in Desmos is helpful.  I can monitor student responses, provide help to students who are stuck, while other students are able to work through the tasks on their own.  We pause on certain slides for class discussion.  Desmos activities capture students' interest.  They like the use of sliders to examine how parameters affect functions.  They l-o-v-e the game aspect of Polygraph.  And next week when they get to play with MarbleSlides they are going to have fun!

Quizizz  

My favorite web-based game tool is Quizizz!  Students told me about this one first because their chemistry teacher was using it.  Then I had the opportunity to talk with the chemistry teacher in a PD session - to learn more about the tool.  Students like it better than Kahoot because the questions are on their screen.  They get to move at their own pace.  And there is a leaderboard where they track their progress.  I like it because students can move at their own pace.  The questions are scrambled - students are all working on different questions.  I also like that I can use questions from public Quizzes ... just by selecting the individual questions that work for our content.  I can also use Quizizz as homework - although I have not tried that feature yet.  Students keep track of their progress but I get detailed reports about their work.  I rarely use Quizizz data for grades - instead I use it as informal data to help me plan the next lessons.  I can see what questions are giving kids fits!


One other favorite is ClassKick, my favorite iPad app.  I wrote about it here! 

I use these four tools as bones on which I build lessons!

#EXPLOREMTBOS2016 A Day in the Life

A day in the life ... Thursday, January 14, 2016

5:45 am ... my husband's alarm goes off.  That's my cue to snuggle down deeper for another 30 minutes.

6:15 am ... it's my turn to get up ... I crawl out of my warm cocoon and head to the shower.

6:40 am ... I'm dressed and my husband is delivering my coffee to my favorite chair.  I have a favorite recliner where I pull my thoughts together in the morning.

• I read a devotional thought or two - I've subscribed to a couple of devotionals that challenge me.  On this morning I read from the Henri Nouwen devotional, "Our minds are always active. We analyze, reflect, daydream, or dream. There is not a moment during the day or night when we are not thinking. You might say our thinking is "unceasing." ... we can convert our unceasing thinking into unceasing prayer by making our inner monologue into a continuing dialogue with our God, who is the source of all love."  Unceasing prayer is a goal!
• I check the family's latest postings in Facebook to keep up with those that are miles away.
• I check school email so I'm not blindsided when I arrive ... and review the day's plans.

7:15 am ... Time to fix a small breakfast and pack my lunch.  I typically toast a waffle, spread it with almond butter and munch on it while I prepare my lunch.  I like to take hummus, crackers, apples, and sometimes nuts, dried fruit, jerky for lunch.  It's simple, snack-like, and easy to put together.

7:35 am ... today is special - a colleague is picking me up; we are going to the school play together in the evening so we decided to car pool.  I keep an eye on the driveway while I finish getting ready for school.

8:10 am ... we arrive at school after a short drive ... and conversation about our latest challenges at school.  She has some issues with students; I had a parent email the night before that gave me pause. 

This morning I don't usually have tutoring but a couple of students stop by for help.  One just needs a quiet place to finish up her homework.  Another one needs technical help with his blog.  In between helping these few students, I boot up my computer, to check students' work completed online and to enter grades.

9:05 a.m. ... I have a PLC meeting first period of this day.  (We are on an A/B schedule; four periods a day; three of the are teaching periods; one is either conference or PLC meeting).  Our PLC meeting is next door in the team leader's classroom.  The team leader checks in with us to be sure we are all set to start the next unit on Friday.  That unit is planned, ready to go.  The focus of this meeting is the unit that starts in a couple of weeks.  We review assessment questions written by the district cadre.  Seven to 10 of those questions will be on our unit test.  We examine the content of the questions, the skills required, the TEKS addressed, and discuss how those questions are similar to ones we used last year.  After reviewing the assessment questions, we talk about the best way to outline the unit - how to sequence the topics.  We also review the calendar.  The pre-ap classes are expected to complete the unit in 6 days, and on-level in 7 days.  The unit is on applications of rational functions.  Students will need to solve rational equations, and use those skills in a variety of problems like work, travel, and planning events problems.  After we outline the skills, we divide up the work.  My assignment is to write additional assessment questions specifically for our pre-ap classes.  We supplement the district assessment questions with five to 10 of our own.  Our meeting breaks up with about 25 minutes to spare in the period.  I go back to my room to set up the classroom for today's "big" quiz and independent assignment.

10:35 a.m. ... Period 2 ... students enter, we chat a minute or two.  I take attendance.  I also teach a mini-lesson on simplifying rational expressions.  Students have had lessons and practice on factoring.  Now they just need to learn that you can cancel factors not terms.  I demonstrate with just a few examples.  The focus of our day is a "big" quiz wrapping up a mini unit on polynomials - a few topics that we could not squeeze into the first semester.  Since students will finish the quiz at different times, I have prepared an independent assignment for after the quiz on simplifying rational expressions.  I used a Google Form, embedded a couple of videos, and several practice questions.  As students finish up their quiz, they access the form on their laptops, and work on simplifying rational expressions.  This is pre-work for our unit on the characteristics of rational functions.

12:13 p.m. ... Lunch ... I snack and grade quizzes.  It's quiet.  I relax a bit, brew a cup of hot tea.

1:00 p.m. ... Period 3 ... same as period 2

2:30 p.m. ... Period 4 ... same as period 2

4:10 p.m. ... bell rings and I straighten up my desk.  I finished grading most quizzes of the day as students were working.  I feel good about the results.  I also peeked at the results of their work on the  Google form and they are doing well with the algebraic fractions.  I notice that I need to discuss how to factor out a negative one for factors that are opposites.

4:20 p.m. ... My colleague and I are excited.  We don't have afternoon tutorials.  We are headed out early ... headed out to dinner together and the school play.  This is not a typical day!

6:40 p.m. ... we arrive at the performing arts center.  This is a huge production of Mary Poppins.  As we review the list of actors and supporting cast, we realize that between the two of us we have taught 2/3 of the cast.

7:00 p.m. ... the lights go down, the curtains go up ... and oh my!  I knew our kids were talented and that the play would be good, BUT who knew it would be a-maz-ing!  I'm serious!  The singing was phenomenal!  The orchestra terrific.  The theater staff had secured permission to have a "flying" Mary Poppins.  The dancing was intricate!  WOW!  

10:30 p.m. ... we greet students in the lobby, offer hugs and congratulations.  Students are beaming - they love that we came to their play and they are proud of their accomplishments - rightfully so! I knew these kids were particularly strong math students but they are outstanding actors!  

11:00 p.m. ... I'm home, exhausted.  I review the plans for the next day to reassure myself that everything is in place.  The next day we will use two teacher-made activities on Desmos to introduce rational functions.  I'm feeling good about those ... and so, I can relax and slip into bed!