tag:blogger.com,1999:blog-2868168698024962812024-03-12T18:10:57.007-05:00Math Tales from the SpringA place for sharing fresh ideas about teaching high school math.Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.comBlogger105125tag:blogger.com,1999:blog-286816869802496281.post-52861595869902520142013-08-12T05:44:00.000-05:002013-08-12T05:44:02.878-05:00Equation Turnover Activity<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCGRGBc50KV_IcFDUvfkwxxhcn1pWXtClfleOWfKvtCY_JgdQamgIIPzKxBzeIf2oHdh5aZHaaNDHeuzzSiDvzfoc6uwZX0F8COYYovzJJFvxzZV0irwwdfL98fKlOd_XZy005Rjv4hAw/s1600/made+for+math.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCGRGBc50KV_IcFDUvfkwxxhcn1pWXtClfleOWfKvtCY_JgdQamgIIPzKxBzeIf2oHdh5aZHaaNDHeuzzSiDvzfoc6uwZX0F8COYYovzJJFvxzZV0irwwdfL98fKlOd_XZy005Rjv4hAw/s1600/made+for+math.png" /></a></div>
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This activity is a variation of the Star Chain Activity I use. It is a self checking activity but doesn't involve any cutting.<br />
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Step 1: Start with this <a href="https://app.box.com/s/vujhvpv2iszhvpvhr4gp">document</a><br />
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Step 2: Copy double sided on colored paper and laminate if you wish<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7SJH5V2wJS1YOC3CyjdaS3NKKElNzevbPywIIgXU_tjCQjzMF2F9o_2R6Rz4qaITdULEes0uS8S3n7YylJ1MovHTc40LAbkeGvgRvMNwEX8emj8JeUZNGDOYYQIVGnS6xAoHCpnkqBZU/s1600/photo+9.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7SJH5V2wJS1YOC3CyjdaS3NKKElNzevbPywIIgXU_tjCQjzMF2F9o_2R6Rz4qaITdULEes0uS8S3n7YylJ1MovHTc40LAbkeGvgRvMNwEX8emj8JeUZNGDOYYQIVGnS6xAoHCpnkqBZU/s320/photo+9.jpg" width="320" /></a></div>
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Step 3: Either independently or with a partner, students should place the cards on their desk with the answer side facing up. They should begin with the start card, work the problem on a piece of paper. When they determine the answer, they find that card and flip it over and work the new problem. If worked correctly, the last card will say Finish when they flip it over!<br />
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Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com3tag:blogger.com,1999:blog-286816869802496281.post-65701992101867579792013-08-09T07:07:00.000-05:002013-08-09T07:07:21.699-05:00Why Didn't I Think of ThisAs part of our district's Teacher Leader Collaborative, I helped facilitate a workshop today on interactive notebooks. I enjoyed working with teachers from all over our district from kindergarten to Precal as we explored how to engage students in writing and reflecting about the math they were learning in an interactive and engaging manner.<br />
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One of the teachers in the group I was working with was very experienced with interactive notebooks and she shared a great idea on how to place your grade level formula chart so that students have easy access to it no matter what page they are working on. Here is the finished product. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPJxzs3_STvwe7Hig_xdS1hpZHHDRAkVGjqUoEOfJI8rwCwHpO47V314aMsJPNpA0sjUVhMBOCH2EiXx4YKK_pa3cTXFPTTeQ4lLwefPdbR4LGZ-fYpPO3jHQcTFtUxZimrVrdkBHYny0/s1600/Finished+Product.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPJxzs3_STvwe7Hig_xdS1hpZHHDRAkVGjqUoEOfJI8rwCwHpO47V314aMsJPNpA0sjUVhMBOCH2EiXx4YKK_pa3cTXFPTTeQ4lLwefPdbR4LGZ-fYpPO3jHQcTFtUxZimrVrdkBHYny0/s320/Finished+Product.jpg" width="320" /></a></div>
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Step 1: Copy your state's formula chart one-sided. I drew dashed lines where I want the students to trim.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtgvep1bNKJ3GS_wyAvmI89EDC-G4MI-HdT4LrhDccNwGsLfVX3945HmStPIacxAs1Q4EnBEHYxWVyGKkNxGAMH_kj0p_NcGkX6T2qi86GXi0V2xYaZEdrzE3QXbA8SCq4ljDV5eZFAi0/s1600/photo+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtgvep1bNKJ3GS_wyAvmI89EDC-G4MI-HdT4LrhDccNwGsLfVX3945HmStPIacxAs1Q4EnBEHYxWVyGKkNxGAMH_kj0p_NcGkX6T2qi86GXi0V2xYaZEdrzE3QXbA8SCq4ljDV5eZFAi0/s320/photo+2.jpg" width="320" /></a></div>
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Step 2: Glue in right side like this. Make sure you can read all the formulas</div>
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Step 3: Glue in top like this</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhscWe1eRkEdsldEU4y1UyGI0jSC4BRdhxd5miTxR1-6VtPLaagbtc8xoOqrFlyxjlJBC5C4wq-0jqOMB0DqOBc5z5MWHss92Tug4VTlQkm9HFNXwMbGzwV3vO1r36ID_1P7gyHum-s4ZY/s1600/photo+5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhscWe1eRkEdsldEU4y1UyGI0jSC4BRdhxd5miTxR1-6VtPLaagbtc8xoOqrFlyxjlJBC5C4wq-0jqOMB0DqOBc5z5MWHss92Tug4VTlQkm9HFNXwMbGzwV3vO1r36ID_1P7gyHum-s4ZY/s320/photo+5.jpg" width="320" /></a></div>
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Step 4: Fold top down and right side in<br />
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Step 5: When students need formula chart, they can just open it up and it will be clearly visible no matter what page they are working on.</div>
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Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com2tag:blogger.com,1999:blog-286816869802496281.post-36862930573229606102013-07-11T14:00:00.000-05:002013-07-16T11:56:21.153-05:00CAMT 2013<br />
Welcome CAMT 2013 attendees!<br />
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Below you will find the links to today's session. The links will contain detailed instructions with photos and templates to help you with the activities that were presented today. Please feel free to contact me if you have any questions about any of the activities or if you have trouble with any of the links. <br />
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1. <strong>Row Games</strong>: I first learned about Row Games in 2009 from <a href="http://function-of-time.blogspot.com/2009/10/row-game.html">Kate Nowak of f(t).</a> You can read her post and see how she uses them. She also links to a couple of row games that she made.<br />
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Linear Function <a href="https://www.box.com/s/nv7yqtl0ss1vkz64ke4j">Row Game</a> <br />
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<a href="https://www.box.com/s/z279ojrw8kvuy30fo2bs">Exponent Row Game</a> Thanks to Lisa Henry at <a href="http://www.teachesmath.com/">Old Dog Learning New Math Tricks</a> for this amazing row game that fit my needs perfectly last semester as a great review of all the exponent rules!<br />
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<a href="https://www.box.com/s/egzy02802s7zdy897tjk">Polynomial Operations Row Game</a><br />
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2. <strong>Star Chains:</strong> This is an activity I picked up at CAMT around 10 years ago and I have been using it ever since. All you need is 8-18 problems that all have a different answer. You can type them or write them into my template. I have made many star chains over the years and the students always seem to enjoy them especially if I let them hang them up as decorations around the class when they are done.<br />
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Word of warning: I never cease to be amazed at how slowly students cut things apart. Because of this, the first star chain you do every year should have no more than 8-12 problems so that you will not only have time to explain the activity, but have time for students to cut out cards and work problems. Once they learn how a star chain works, they need very little instructions for the rest of the year and the process will go much faster.<br />
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<a href="https://www.box.com/s/8t8oatk3xf7ilicpmnat">Solving Linear Equations Star Chain</a><br />
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<a href="https://www.box.com/s/m4j788t3njwxe7on80nd">Rewrite in Slope Intercept Form Star Chain</a><br />
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Linear <a href="https://www.box.com/s/eu1ln11rutcwmnpmyq23">Function Review Star Chain</a><br />
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3. <strong>Add Em Up:</strong> This is a great self checking activity that forces students to work together to arrive at the correct answers. All the instructions can be found <a href="http://function-of-time.blogspot.com/2010/12/review-and-practice-add-em-up.html">HERE</a><br />
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This pic comes from Kate Nowak's classroom. I love how they color coordinated their calculators while playing "Add Em Up"<br />
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4. <strong>Appointment Test Review:</strong> This is a great way to review for a test that requires almost no teacher preparation! My students love when we do this and it is one of the few activities that doesn't seem to get old. I am able to do this 2 or 3 times a semester without the new wearing off.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8iT3_4x0rpCgGAsCzp4urfHXRPWNIeRYMiPnC7m95e80w_HuYLUX8e6YStgimN_licwP_JsOB2aQAXdoWsQ5I2S2HqYQ9tIGlM1aMTcMHtFlOq8jGaJHCL19mCWQD_9HZw52mAfXXjcU/s1600/DSCF0334.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8iT3_4x0rpCgGAsCzp4urfHXRPWNIeRYMiPnC7m95e80w_HuYLUX8e6YStgimN_licwP_JsOB2aQAXdoWsQ5I2S2HqYQ9tIGlM1aMTcMHtFlOq8jGaJHCL19mCWQD_9HZw52mAfXXjcU/s1600/DSCF0334.JPG" /></a></div>
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<a href="http://mathtalesfromthespring.blogspot.com/2010/09/appointment-test-review.html">Here are the detailed instructions</a><br />
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5. <strong>Speed Dating:</strong> Another great Kate Nowak idea that requires very little teacher preparation and is a great way to review for a test. I usually do this once each semester during final exam review time. The students absolutely love it!! Here are Kate's <a href="http://function-of-time.blogspot.com/2009/10/speed-dating.html">detailed instructions</a><br />
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6. <strong>Math Poker:</strong> This idea came to me from Elissa Miller at <a href="http://misscalculate.blogspot.com/2012/09/myfavfriday-math-poker.html">misscalcul8.</a> It requires very little teacher preparation and the students have a ball with this. <br />
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<a href="https://app.box.com/s/3despq8ongc5j6n09qgw">Math Poker Instructions</a><br />
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<a href="https://app.box.com/s/bc9n66c8py8rgkxfcfzd">Math Poker Student Answer Sheet</a><br />
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If you are new to blogs here are some great blogs that frequently share resources.<br />
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1. <a href="http://function-of-time.blogspot.com/"> f(t)-</a> This blog is one of the first blogs I found and began to follow sometime around 2007. Her ideas are always easy to implement and she has a great writing style. You will find resources here for algebra I, algebra II, Geometry, Precal, and Calculus.<br />
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2. <a href="http://samjshah.com/">Continuous Everywhere but Differentiable Nowhere-</a> Sam Shah is another blogger I started following around 2008. He teaches in Brooklyn New York and his blog is filled with amazing resources. Sam is active in promoting and helping new math bloggers get started and a super star in the mathblogosphere!<br />
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3. <a href="http://misscalculate.blogspot.com/">Misscalcul8</a>-Elissa Miller is a spunky young teacher who generously shares her amazing activities and resources with the rest of the world on her blog. I think I started following Elissa sometime in 2009 and since then I have used many of her ideas and resources in my classroom. If you peruse her writings long enough you will find inspiration for Algebra I, Algebra II, and Geometry. <br />
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4. <a href="http://mathequalslove.blogspot.com/">Math = Love</a>-I'm not sure how Sarah Hagan became such a super star teacher in such a short time, but I am sure glad she did! I started following her blog in 2012 and I frequently see her ideas all over Pinterest. She is especially talented when it comes to Interactive Notebooks and I frequently refer to her site when I am planning my own notebook pages.<br />
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5. <a href="http://kfouss.blogspot.com/">Moving On</a>-KFouss is a high school math teacher from Cincinnati. I can't remember how or when I started following this blog, but I love her down-to-earth writing style and the resources she shares are always helpful and easy to implement. She has resources on her blog for algebra I, algebra II, and precal<br />
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6. In 2012, I started following two amazing Middle School Blogs. These two teachers both teach Algebra I and their creativity and ideas never cease to amaze me. The first is Sarah at <a href="http://everybodyisageniusblog.blogspot.com/">Everybody is a Genius</a> and the other is Julie Reulbach at <a href="http://everybodyisageniusblog.blogspot.com/">I Speak Math</a>. If you are on pinterest then you have seen their ideas already. Check them out!<br />
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7. <a href="http://mathteachermambo.blogspot.com/">Math Teacher Mambo</a> is a fellow Texas blogger and one of the first bloggers I ever followed. I think I have been reading her blog since 2007 or 2008. If you are looking for great resources for algebra I, Geometry, Precal, Calculus, or Computer Science check out her blog and downloadable activities<br />
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8. <a href="http://pamjwilson.wordpress.com/">The Radical Rational-</a> Pam Wilson is a NBCT in Kentucky who willingly shares her years of experience with her readers. I love Pam's open and honest style and how she carefully reflects on her teaching and asks for advice from readers. Check out her filing cabinet link on the right side of her blog is it chock full of great resources!<br />
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9. <a href="http://statteacher.blogspot.com/">Teaching Statistics-</a> This amazing blog hosts <a href="http://statteacher.blogspot.com/search/label/%23made4math">Made for Math Mondays</a> and <a href="http://statteacher.blogspot.com/search/label/%23myfavfriday">My Favorite Fridays.</a><br />
You never know what you will find in these posts, but it will always amaze you!<br />
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10. <a href="http://squarerootofnegativeoneteachmath.blogspot.com/search/label/review">Square Root of Negative One</a>- I've been following Amy Gruen for quite a while now. Her blog is filled with great resources and she has some great review activities that you should really check out!<br />
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11. <a href="http://walkinginmathland.weebly.com/teaching-math-blog.html">Walking in Mathland-</a> Natalie Turbiville is another amazing young teacher who freely shares her resources with others. I have enjoyed using several of Natalie's ideas in my Algebra I and Math Models at classes. She has handy tabs at the top of her page to help you find want you are looking for.Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com3tag:blogger.com,1999:blog-286816869802496281.post-44420519374553387302013-07-08T13:57:00.000-05:002013-07-08T13:57:08.976-05:00Come See Me At CAMT!Hey fellow Texas Math Teachers,<br />
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I will be presenting at CAMT (Conference for Advancement of Mathematics Teaching) in San Antonio this Thursday, July 11, 2013. Please come by and see me. Let me know you are a blog reader and I will have a special gift for you!!!<br />
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My topic this year is Ready, Set, Engage. I will be sharing my favorite review and practice activities that I have learned from the math blogosphere and I can't wait to introduce many new readers to all of you who have so generously shared your ideas with me!<br />
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Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com1tag:blogger.com,1999:blog-286816869802496281.post-88110198438759936702013-01-07T18:12:00.000-06:002013-01-09T05:54:58.033-06:00Monomial Frayer Model<a href="http://www.blogger.com/" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>Today we started our unit on exponent rules and we completed this Frayer Model togther for our journals as an introduction to monomials.<br />
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This is one unit that students generally seem to do pretty well on as long as the problems are all of the same type but once you mix it up, they get confused with all the rules. As I introduce each new property, I hope to mix the problems up each day so that they get a little of previous lessons while still getting plenty of practice on the new rule.<br />
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As I was planning the week I realized I really need a foldable that summarizes all of the exponent rules. Just wondering if someone out there has one that they have already made so that I don't have to come up with one on my own. If so, and you don't mind sharing, I'd be forever grateful!!!<br />
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Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com3tag:blogger.com,1999:blog-286816869802496281.post-13566218458295483452012-12-04T17:52:00.001-06:002012-12-04T17:56:21.926-06:00Systems Flip BookHere are some pictures of the systems flip book we are working on right now. Hard to believe we have less than three weeks left in this semester!<br />
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Then I direct them to these two problems on the board and ask them to solve in any way they can. I usually sweeten the pot and offer candy to the first four who can give me correct answers. <br />
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Generally is there a lot of frustration at the beginning since I won't give them any directions. After a lot of hemming and hawing, most get down to work using some type of guess and check. They get pretty frustrated because many can get the coins to add up to the correct money value only to realize they don't have the right number of coins. <br />
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Every year I am surprised who gets the answer first. Many times it is a student who struggles with algebra but for some reason perks up with a challenge like this. <br />
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After this activity, I take a set of systems word problems that have multiple choice answers and I teach them to make guess and check charts for each problem in order to solve the system. <br />
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We will move onto algebraic methods week, but I want them to have an understanding that we are solving for two different variables and they must pay close attention to the wording in the problem. <br/><br/><div class="separator"style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdUVktr-l6r7p3sblHiSRvM8o8PuxjGUm6m8rkDzqFucy9pFh2g2LcbZxe9TOjV1dVlVZIE7Q24M1-my1siNFf5HAMwYq2x8tkFz2WiaGsE2Y6NV6MIKcHRtky8yXN5MwMgrkhbR-y45E/s640/blogger-image-846626357.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdUVktr-l6r7p3sblHiSRvM8o8PuxjGUm6m8rkDzqFucy9pFh2g2LcbZxe9TOjV1dVlVZIE7Q24M1-my1siNFf5HAMwYq2x8tkFz2WiaGsE2Y6NV6MIKcHRtky8yXN5MwMgrkhbR-y45E/s640/blogger-image-846626357.jpg" /></a></div> <br/><br/><div class="separator"style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbCqOiRQyU1AKy4mIzqGwG0mVs_BCGUm96CFPwN16koWHwjaOI-avpz0jWLeN8cE9OGeDWIUQH3JhQUexbd9QhUGEAN5jNoi9jAYK7P1z_6Nrqzmvjfj5YeUIAJEGMyujYjzX8jNejpuY/s640/blogger-image--897940895.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbCqOiRQyU1AKy4mIzqGwG0mVs_BCGUm96CFPwN16koWHwjaOI-avpz0jWLeN8cE9OGeDWIUQH3JhQUexbd9QhUGEAN5jNoi9jAYK7P1z_6Nrqzmvjfj5YeUIAJEGMyujYjzX8jNejpuY/s640/blogger-image--897940895.jpg" /></a></div> <br/><br/><div class="separator"style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi42_CIwiJD3kwX3ANz5Umbbrf7RntVMhlJyVdffwF0ZJ63LILoi0aqc6HjE3kgzk9O1S7BM7QYhbtEY_i6ejB6e_A27KWA4L7ckCkGfv2EP444ErtaUO_lCAabGd8pA-BQ5hJ97hUd-4k/s640/blogger-image--1804976119.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi42_CIwiJD3kwX3ANz5Umbbrf7RntVMhlJyVdffwF0ZJ63LILoi0aqc6HjE3kgzk9O1S7BM7QYhbtEY_i6ejB6e_A27KWA4L7ckCkGfv2EP444ErtaUO_lCAabGd8pA-BQ5hJ97hUd-4k/s640/blogger-image--1804976119.jpg" /></a></div>Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com4New Braunfels New Braunfels29.729659 -98.181479tag:blogger.com,1999:blog-286816869802496281.post-40871123381871445722012-11-04T07:14:00.000-06:002012-11-05T17:32:52.571-06:00Graphing Book Project<div class="separator" style="clear: both; text-align: center;">
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In order to encourage more writing in mathematics and to help our students make connections among all the graphing methods they have learned over the last month, our Algebra I team has assigned a graphing Project. The objective is simply to make, and illustrate a book demonstrating all of the graphing methods they have learned. <br />
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Pages will include graphing vertical and horizontal lines, graphing lines in y = mx + b form, graphing lines in standard form using intercepts, and graphing inequalities.<br />
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If you are interested in the graphing project description and grading rubric click <a href="https://www.box.com/s/ur37n9yxhxyqjl7n1gyk">here!</a><br />
<br />Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com3tag:blogger.com,1999:blog-286816869802496281.post-35927036371172927552012-11-02T05:40:00.000-05:002012-11-02T05:40:05.577-05:00I Hate the AlligatorEvery year when we study the graphing of linear inequalities in two variables, I get frustrated with my student's lack of understanding of inequality symbols. Of all the misconceptions that students learn in elementary school math, the alligator is the worst. You know what I'm talkin' about right??? The students learn that the alligator always eats the bigger number in order to help them understand the concept of an inequality. <br />
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Unfortunately, many students are completely stumped when determining if an ordered pair is a solution to an inequality when they end up with a statement like 0 < -6. They think that since the inequality is opening up toward the -6 that -6 is the bigger number and they shade their graph in the wrong part. It takes a lot of work to undo the concept of the alligator. I usually start with the number line and we talk about solutions of inequalities in one variable. The students have learned the "steps" in middle school, but they have no concept of what they are doing. They learn tricks for knowing which way to shade their number line, like "always draw your arrow the direction the symbol is pointing". I understand that teachers are trying to use terms that the student will understand, but I think if you give them enough visual examples and not just the "steps" they will eventually understand the concept of less than, greater than, and equal to.<br />
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Sorry for the rant today, my Algebra class really are going great and I don't have a lot to complain about, but gosh I hate that alligator and I just needed to tell someone.Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com5tag:blogger.com,1999:blog-286816869802496281.post-645478340681670472012-10-23T20:03:00.000-05:002012-10-23T20:04:19.135-05:00Linear Function Star Chain<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNa6YvsVVEaUaznhyphenhyphendgGgTB4OCi0v_Mlpxl-ZqXb_TkfxKUJg4xh904SnKHeF_44sWrSdt8J3FgdkVw8Au-AXae1SXerp3vwJ7gNHUYTiECnmujFDv8PbH1SJne6-rz_JPN0UekLVnuxs/s1600/star+chain.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNa6YvsVVEaUaznhyphenhyphendgGgTB4OCi0v_Mlpxl-ZqXb_TkfxKUJg4xh904SnKHeF_44sWrSdt8J3FgdkVw8Au-AXae1SXerp3vwJ7gNHUYTiECnmujFDv8PbH1SJne6-rz_JPN0UekLVnuxs/s320/star+chain.jpg" width="298" /></a></div>
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I've posted about this activity before, but I wanted to share a new Star Chain I made this week to review linear functions. My students really struggled on a quiz last week when I mixed up the problem types. I asked students to find slope, x-intercepts, y-intercepts , and zeros from all different types of situations. They had been doing great when we studied each topic by itself, but once I mixed them all up on a quiz, many of them couldn't seem to remember what to do when. They were finding rise over run when all I asked for was the x-intercept, or when asked to find a zero, they would find the y-intercept. <br />
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I can't say that I blame them. They've got a lot of brand new vocabulary floating around in their sweet little heads and they haven't yet made all the connections necessary to differentiate between all the critical elements of a line.<br />
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After doing a little reteach yesterday, I decided to pull out one of my older activities that I use when I need something that is completed individually and is self-checking. The students seemed to enjoy making these star chains once they got the hang of how it worked. They are very easy to make if you use my template. All you need is twelve problems and 12 unique answers. Be sure and give your star chain a trial run and make sure it doesn't loop back on itself. I learned that lesson the hard way.<br />
I would also allow at least 30 minutes to do this activity or a little more if your students are slow at cutting things out.<br />
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You can click <a href="http://mathtalesfromthespring.blogspot.com/2010/09/self-checking-practice-activity.html">here</a> to see the original post which explains how the activity works<br />
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Here is the <a href="https://www.box.com/s/eu1ln11rutcwmnpmyq23">Linear Function Star Chain</a> I used today. It contains a mix of problems which require students to find slope, intercepts, and zeros from a variety of representations.<br />
<br />Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com3tag:blogger.com,1999:blog-286816869802496281.post-67801375090544550722012-10-19T05:00:00.000-05:002012-10-19T05:00:06.903-05:00Football Frenzy <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCqckRc1Ny7-NL-XHBKOFDjRF_AknVtFa9djyeK2vTScdyDaaKZqK9K_MgeGnD86L_SGj9qizsUIo8tVg-ExaTiVvYOPUd9fRSx7qpOPP9KfQIGBZuoWglLrwavMKbdHC1CEfGACMsVVU/s1600/my+favorite+friday+logo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCqckRc1Ny7-NL-XHBKOFDjRF_AknVtFa9djyeK2vTScdyDaaKZqK9K_MgeGnD86L_SGj9qizsUIo8tVg-ExaTiVvYOPUd9fRSx7qpOPP9KfQIGBZuoWglLrwavMKbdHC1CEfGACMsVVU/s320/my+favorite+friday+logo.jpg" width="320" /></a></div>
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Today, I'd like to share an activity from one of my amazing colleagues. My friend, Bonnie, shared this activity with our team last week and I asked her if I could share it on my blog. This activity is perfect for those fall Fridays when your students are more concerned about the big game than they are about staying on task and completing another boring homework assignment. This activity would also be great for the Friday before the Super Bowl. <br />
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If you are familiar with my <a href="https://www.box.com/s/4btg37yqb8qwhffc3thd">Ghosts in the Graveyard</a>, it is a very similar idea. Students work in groups to complete a set of problem cards with the goal of moving their game piece down a football field in order to score a touchdown. Bonnie, used this activity to practice factoring, but you could practice just about any topic with this game.<br />
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Materials Needed:<br />
1. A large football field that your can draw onto your whiteboard or some green butcher paper<br />
2. A marker for each team to move down the field<br />
3. 5-6 problem cards for each yardage: 5, 10, 15
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZppu9v7sfLXExQ29NwcwOcYDcydlRxWaqYLcw-mFQbwOwIErLTZ0VeJrKoRYeOUZLKM4ALkKzMEj0k-AFaIy1n5IvM-tHqm-PVTmK4D8CItALvjdyfF9tK3wvX4ZIf9ZZJwdq0OIjehI/s1600/factoring+football+3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="191" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZppu9v7sfLXExQ29NwcwOcYDcydlRxWaqYLcw-mFQbwOwIErLTZ0VeJrKoRYeOUZLKM4ALkKzMEj0k-AFaIy1n5IvM-tHqm-PVTmK4D8CItALvjdyfF9tK3wvX4ZIf9ZZJwdq0OIjehI/s320/factoring+football+3.jpg" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh35Wr1ntU0L8quK2Nn-2wIOHNGI1M_CCjkE73HxqyM0DcKeA2J3H9MClrJqRLsZEeigHUayrWnj9z6ObxuWXTFFoxmduyjgaNib_lpa8mB9qEGOmmQF8SP8OJTwmG97brXv1Vslkv7jk/s1600/factoring+football+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="191" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh35Wr1ntU0L8quK2Nn-2wIOHNGI1M_CCjkE73HxqyM0DcKeA2J3H9MClrJqRLsZEeigHUayrWnj9z6ObxuWXTFFoxmduyjgaNib_lpa8mB9qEGOmmQF8SP8OJTwmG97brXv1Vslkv7jk/s320/factoring+football+2.jpg" width="320" /></a></div>
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<span style="font-size: 10pt; line-height: 115%;"><span style="font-family: Arial;">Instructions:<o:p></o:p></span></span></div>
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<span style="font-size: 10pt; line-height: 115%;"><span style="font-family: Arial;">1.<span style="mso-spacerun: yes;"> </span>Place students in groups of three or four</span></span></div>
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<span style="font-size: 10pt; line-height: 115%;"><span style="font-family: Arial;">2.<span style="mso-spacerun: yes;"> </span>Give each group a “5 yard card”.<span style="mso-spacerun: yes;"> </span>If group works all problems correctly,
advance their marker 5 yards on the football field.<span style="mso-spacerun: yes;"> </span>Once successful on a “5 yard card” they may
advance to a “10 yard card”.<span style="mso-spacerun: yes;"> </span>If
successful, advance their marker 10 yards and they may work a “15 yard card”</span></span></div>
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<span style="font-size: 10pt; line-height: 115%;"><span style="font-family: Arial;">3.<span style="mso-spacerun: yes;"> </span>If the group is unsuccessful at any level,
they must work another card on that same level before they move on.</span></span></div>
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<span style="font-size: 10pt; line-height: 115%; mso-no-proof: yes;"><span style="font-family: Arial;">4.<span style="mso-spacerun: yes;"> </span>Once successful at every level,
they may work cards at any level they choose.</span></span></div>
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<span style="font-size: 10pt; line-height: 115%; mso-no-proof: yes;"><span style="font-family: Arial;">5.<span style="mso-spacerun: yes;"> </span>First group to score a touchdown
wins</span></span></div>
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<span style="font-size: 10pt; line-height: 115%; mso-no-proof: yes;"><span style="font-family: Arial;">Here are the generic <a href="https://www.box.com/s/pj5do7i0sag037q25hgl">Football Frenzy</a> instructions complete with templates for the football cards and markers</span></span></div>
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<span style="line-height: 115%; mso-no-proof: yes;">Here is my friend's Football Factoring activity</span></div>
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<span style="font-size: 10pt; line-height: 115%; mso-no-proof: yes;"><a href="https://www.box.com/s/8frh4gakn60ubsbas6fj">Factoring Football Cards</a></span></div>
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<span style="font-size: 10pt; line-height: 115%; mso-no-proof: yes;"><a href="https://www.box.com/s/4btg37yqb8qwhffc3thd">Factoring Football Answer Key</a></span></div>
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Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com2tag:blogger.com,1999:blog-286816869802496281.post-19399732696803950762012-10-05T05:00:00.000-05:002012-10-05T05:00:14.612-05:00Ghosts In The Graveyard (New and Revised)<div class="separator" style="clear: both; text-align: center;">
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It's hard to believe, but October is already here and even though we are still dealing with temperatures in the 90's here in South Texas, it is time to start planning for my favorite activity of the entire year.<br />
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Ghosts in the Graveyard is an activity that I use every Halloween to review concepts I've taught since the beginning of school. The activity has proven so popular that I've also had to create games to celebrate Thanksgiving and Christmas. I've also had wonderful feedback from readers who've tried this activity in their classroom with great success. <br />
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If you want to try it in your classroom, it is time to start planning now, because it will take you a little time to get it all together. The main preparation is developing your ghost problem cards, getting them laminated, and then cutting out the little ghosts. <br />
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Materials you will need<br />
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8-10 problem cards (I will provide you with a template)<br />
4 Tombstones that you will draw and hang up on your board<br />
About 50 little ghosts for each class (template provided)<br />
Answer Sheet for each student<br />
Answer Key<br />
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Objective: Collect as many "little ghosts" as possible by working together as a group to complete a set of review problems.<br />
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Instructions.<br />
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1. On each large ghost template, write or type 3 or 4 problems (I copy onto orange paper and laminate)<br />
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2. Before each class hang up four tombstones at the front of the room<br />
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3. Place students in groups of 3-4 and give each student an answer sheet to record their work<br />
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4. Pass out a problem card to each group and place the extra cards at the front of the room<br />
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5. Students work together to complete the problems on their card and then call you over when they are finished to check their answers. If all three problems are correct (and every single person has worked the problem) I give them a "little ghost" which they write their group number on and place on one of the tombstones at the front of the room. They can place all their "little ghosts" on the same tombstone or they can split them up.<br />
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6. After finishing their first card, they go pick up another card and begin working on it with the goal of collecting as many "little ghosts" as possible.<br />
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7. About 10 minutes before the end of class, I call time and then the fun starts.<br />
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8. What they don't know at the beginning of the class is that I have assigned a point value of each tombstone. So Tombstone #1 might be worth 25 points, #3 might be worth 50 points etc. <br />
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9. To calculate the score, count the number of ghosts on each tombstone and multiply by the point value.<br />
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10. The cool thing about this game is that the group that does the most problems doesn't necessarily win. This is one of the few activities I do that the students will literally beg to do "One more problem"!<br />
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Get all the templates, instructions, and student answer sheet <a href="https://www.box.com/s/a48d62646a18981974ab">here</a>Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com7tag:blogger.com,1999:blog-286816869802496281.post-65899489776483476452012-09-25T21:44:00.000-05:002012-09-25T21:44:43.827-05:00Matching a Verbal Description to a GraphLast week we were studying matching Verbal Descriptions to a graph. Some students are naturally good at this, and others really struggle. Despite my best efforts to teach this topic, when looking at a Speed v. Time graph that increases and then decreases, many students will invariably choose the answer choice that indicates someone is walking up a hill and then down a hill.<br />
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I decided to try an interactive approach this year and selected twelve graphs and 18 verbal descriptions. I had the students cut out the verbal descriptions and then work together in groups to match the descriptions to the graphs. This activity turned out to be quite difficult for many of the students and looking back, I decided that having six incorrect answers was just too much and made the activity unnecessarily difficult. I reworked the activity to include only three incorrect answers in an effort to make it a little less time consuming.<br />
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You can download the activity <a href="https://www.box.com/s/o9sv396unmxq1reg7bjk">here.</a>Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com2tag:blogger.com,1999:blog-286816869802496281.post-89093591800336432072012-09-13T21:48:00.000-05:002012-09-13T21:49:00.005-05:00Function Vocabulary Journal EntryCan't take any credit for this one. One of my colleagues did this journal entry with her students to help them keep all the function vocabulary we are learning straight. I like how hers came out, so I'm gonna have to try it myself. Thought I'd show you her pictures. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidA0xxnrQa8b0Nq5TaS6pioXNwktqi5AWvMU99_iA4dD8L4WpiFovCN1volSLJMntIH6Ilxz73TvwlmPIpcmpwRiMJzKmCZmHAXlnEQ_LNUw1hiJs5KGd9esybq46X0-EsnPUIKfVr3L0/s1600/function+vocabulary+1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidA0xxnrQa8b0Nq5TaS6pioXNwktqi5AWvMU99_iA4dD8L4WpiFovCN1volSLJMntIH6Ilxz73TvwlmPIpcmpwRiMJzKmCZmHAXlnEQ_LNUw1hiJs5KGd9esybq46X0-EsnPUIKfVr3L0/s640/function+vocabulary+1.jpg" width="478" /></a></div>
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<br />Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com0tag:blogger.com,1999:blog-286816869802496281.post-67787505481879092012-09-10T19:38:00.003-05:002012-09-10T19:39:12.761-05:00All The Cool Kids Will Be There!Hey guys, if you haven't joined the Global Math Department yet, you don't know what your missing. Every Tuesday night, you can find a bunch of us chatting, learning, and collaborating about different topics. <br />
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Anyway, come out tomorrow night at 9:00 Eastern Time and join me and a group of fantastic ladies as we present our favorite Review Games. Don't be left out! Join the Global Math Department so you can start to put names and faces with all your favorite bloggers. <br />
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Tomorrow's agenda:<br />
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Lisa Henry will lead a panel of presenters who will share their favorite review games. Presenters include Lisa Henry (An Old Math Dog Learning New Tricks, @lmhenry9), Kim Hughey (Math Tales from the Spring), Julie Reulbach (I Speak Math, @jreulbach), Alisan Royster (@G8rAli), Remi Smith (The Math Smith, @reminoodle), and Sue VanHattum (Math Mama Writes, @suevanhattum).<br />
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If you are unable to attend, the sessions are recorded and you can download and watch at your leisure. Hope to see you there!Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com1tag:blogger.com,1999:blog-286816869802496281.post-40404146487831103702012-09-10T18:19:00.001-05:002012-09-11T19:38:44.797-05:00Graphing Calcualtor Cheat Sheet<div class="separator" style="clear: both; text-align: center;">
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Here in the great state of Texas, Algebra I for all has been a mantra for the last fifteen years or so. When we first started down this road of requiring Algebra I for HS graduation (and now algebra II), many of us wondered how we would ever get some of our students to pass Algebra I. We were told that the graphing calculator would be the great equalizer and allow us to teach Algebra concepts to students who were behind mathematically. <br />
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I'm not going to get into my views about the role of the graphing calculator in Algebra I. Like any tool, it can be used to help or hinder mathematical maturity depending on the teacher. I try to take a balanced approach and teach everything by hand and then on the calculator. This enables my 9th graders to be very proficient with the basic capabilities of the calculator by the time they finish Algebra I and increases their chances of success on our state End of Course Exam.<br />
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In my old school where we had a student population that was over 70% economically disadvantaged and about 60% of my students had failed their 8th grade state math exam, we gave out calculators the 2nd day of school and never looked back.<br />
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In my new school, which is only about 30% economically disadvantaged, we teach our first unit (functions) without the calculator and then begin to use them in our 2nd unit (Solving Equations).<br />
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On the first day of using the calculator, I pass out this cheat sheet and let them play around with the buttons while I go over some of the basic features. This cheat sheet pretty much covers most of the basic features that we will use in the first semester. The students are expected to keep this cheat sheet all year in the Reference Section of their binder along with their formula charts and other important information I give them.<br />
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<a href="https://www.box.com/s/izdz2ofszvx1zl9qf1hf">Here</a> it is if you'd like a copy.<br />
<br />Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com1tag:blogger.com,1999:blog-286816869802496281.post-17601867058474784622012-09-08T10:15:00.000-05:002012-09-08T10:15:31.897-05:00Translating Verbal Phrases into Algebraic Expressions<div class="separator" style="clear: both; text-align: center;">
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I'm a little behind in recording my INB activities. Wow, the first two weeks of school have been a whirlwind. I finally started to get a little caught up yesterday since I gave long quizzes and was able to organize the piles of paper that were EVERYWHERE. <br />
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This INB activity is actually one I did the first week of school. Our first lesson in Algebra I is on Translating Verbal Phrases. We then extend this lesson on the next day by learning how to take a verbal phrase like "The set of y-values are three less than twice the x-value" and create function rules, mappings, tables, and graphs.<br />
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The lesson went well, it was short enough to keep their attention and then the INB activity allowed them to practice in a hands on way. I then assigned a puzzle page for homework that had a corny joke at the top. When I handed it out, I was surprised to hear kids say things like, "I love these things".<br />
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Here are the files if you'd like to download them. One thing I have found about cut and paste activities. Give the students the page that they have to cut out first and give them about three or four minutes to get started cutting. By then almost everyone will be done or almost done cutting. Then pass out the "answer mats". If you don't do this, some just want to write the answers down on the mat and skip the whole cutting part. This may sound strange, but I think the whole act of cutting and pasting the answers seems to make the material stick in the brain better than just trying to write down the answers as quick as you can and get it turned down. It is a deliberate effort on my part to get them to slow down and THINK.<br />
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<a href="https://www.box.com/s/iyem1h2o8lxgre0pj2yg">Lesson</a><br />
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<a href="https://www.box.com/s/fyqxoegeaa9jfrg0tos9">Translating Verbal Phrases into Algebraic Expressions Cut and Paste</a><br />
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<a href="https://www.box.com/s/rgsdxd9ohyqxjjdnxtk9">Puzzle Page Translating Verbal Phrases</a><br />
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Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com5tag:blogger.com,1999:blog-286816869802496281.post-40807119307179095522012-09-06T18:43:00.001-05:002012-09-06T18:59:34.145-05:00Domain and Range Cut and Paste Activity<div class="separator" style="clear: both; text-align: center;">
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My Algebra I students have been working on domain and range for the last couple of days. I'm not completely satisfied with my lessons and really need to tweak them, however, we did do a cut and paste activity today that worked well.<br />
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For this activity, I had the students work with a partner, but they each had their own cards and answer mat. The purpose of the partners was so that they would help each other and not rely on me to answer every little question they had.<br />
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I passed out the domain and range cards first and had them cut them out. When everyone was almost finished, I passed out the answer mat which was made up of eight different graphs. I asked them to place the domain and range cards onto the appropriate graph but wait to do the gluing until they checked their answers. After about 10-15 minutes, I put the answers up on my document camera and let them start pasting their answers.<br />
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As I circulated the room, I heard lots of students say that they were finally "getting" domain and range. In the past, one of my biggest struggles is teaching the students how to properly write the domain and range. I will get lots of answer like -3 > x > 5 or other answers that don't really make sense. This activity provides a way to scaffold the instruction so that they are able to focus on the concept and not worry about the correct notation. Tomorrow, my plan is to give them eight more graphs but no answers and have them come up with the domain and range on their own.<br />
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The activity is <a href="https://www.box.com/s/kim0aoufr6ifochts81p">here </a>if you'd like to download it however, if your state requires your Algebra I students to use interval notation, you will have to edit the answer cards.<br />
<br />Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com6tag:blogger.com,1999:blog-286816869802496281.post-40110088873907208422012-09-04T20:14:00.000-05:002012-09-04T20:20:01.240-05:00Student Graded BindersYesterday I posted <a href="http://mathtalesfromthespring.blogspot.com/2012/09/binder-project.html">here</a> about my binder set up and my plan to have the students grade each other's binder. I am happy to report that the process went fantastic. The students did a great job using the rubric to grade their partner's binder and all I had to do was walk around and see if there were any questions about the process. When the students walked in I had a slide up on the projector that gave explicit instructions as to what papers should be in which section. I gave them about five minutes to do any last minute organizing and then we spent about 10 minutes grading. <br />
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Here is the best part, 91% of my students showed up today with a complete binder including all their dividers and a decorated cover. Tomorrow, I will begin to call all the parents of the students that did not bring binders.<br />
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I think the key to success is making this grade a major test grade. In the past, I have not enforced the binder requirment and so I got about 70% participation. This year, the binder is going to play a huge role in making Algebra I interactive so I feel that the time I spend making sure they are set up properly will pay off in the end and ultimately result in increased student learning.Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com0tag:blogger.com,1999:blog-286816869802496281.post-57042431127088273382012-09-03T19:25:00.000-05:002012-09-03T19:25:45.393-05:00Binder Project<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj2SSQvrdLgflHA_OuiPlj4CkPeF14Bt2BVHvXcihmePHBtju19CD1mENAuFonry3zXVH5N04HRVCIVzhmJIFZb9jwcy6elFInblj6rp7n_KUkaS2_Dw5BkJAJIzyekUHSjZuwrB6KlHY/s1600/made+for+math+monday.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj2SSQvrdLgflHA_OuiPlj4CkPeF14Bt2BVHvXcihmePHBtju19CD1mENAuFonry3zXVH5N04HRVCIVzhmJIFZb9jwcy6elFInblj6rp7n_KUkaS2_Dw5BkJAJIzyekUHSjZuwrB6KlHY/s1600/made+for+math+monday.png" /></a></div>
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In my <a href="http://mathtalesfromthespring.blogspot.com/2012/09/interactive-notebook-woes.html">last post</a> I discussed the organizational system I will be using this year. Students are required to have a 3 ring binder dedicated solely to Algebra I. Their binders will have four dividers labeled reference, notes, quizzes, and journal. Because having their binders every day will be such an important part of the class, I decided to create a project that involved setting up their binder and creating a cover with "Numbers About Me". This Binder Project will count as a major test grade.<br />
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I gave out this project description on the 2nd day of School (August 28) and gave them until the Tuesday after Labor Day to complete the binder set up. Every day for the first week we discussed the binder and the importance of getting it set up as soon as possible. <br />
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The reference section will contain a student progress sheet, a syllabus, bell schedule, monthly calendar, State formula chart, a plastic sheet protector containing a coordinate grid that we will use as a white board and anything else I can think of to put it in there.<br />
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The notes section will contain the notes for the current unit only.<br />
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The quiz section will contain all graded and corrected quizzes<br />
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The journal section will contain a table of contents, warm-ups, journal entries from given prompts, activities we do like card sorts, matching activities, frayer models, foldables, and anything else that will summarize our learning for each unit.<br />
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If you are interested in my project description and grading rubric you can download it <a href="https://www.box.com/s/ffvt9tplx57bh9hogdf1">here</a><br />
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My plan is for students to grade each other's binders. I know, I know, this may or may not go well, but I will find out tomorrow (the day after Labor Day). <a href="https://www.box.com/s/s99vss98bzpjbp9sfec5">This is the rubric</a> I intend to hand out to the student's to help them grade their classmate's binder. I plan to walk around the room and monitor this process. Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com1tag:blogger.com,1999:blog-286816869802496281.post-66046629012626542152012-09-03T14:14:00.001-05:002012-09-03T14:14:23.068-05:00Interactive Notebook WoesOkay, I've gotta come clean with something. As much as I was pumped to begin Interactive Notebooking in my classes this year, I have not really jumped in with both feet like I wanted to. I backed off after talking to the other teachers in my department and looking at a few challenges that were going to take a lot of time and effort on my part to overcome. So I'm doing a form of interactive notebooking called journaling. My entire department is on board with this endeavour and I'm going to try to blog and reflect on our journaling activities this year. Next year, who knows, we might be ready to fully jump into the Interactive Notebooks. In the meantime, we have created a new section of our notebook called "Journal". In this section, we are pasting in activities we do, foldables, graphic organizers, frayer models, writing prompts, and even warm-ups<br />
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These are the challenges that swayed me into staying with the traditional binder:<br />
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1. Our department uses common guided notes for each topic. These notes were created by us as a department and they are formatted to fit into a 3 ring binder. The thought of reformatting these notes for a composition notebook or even taking the time to paste them into a spiral seemed like a precious waste of class time. Goal for next year would be to get away from these altogether and create my own interactive notes for the RHP of a composition notebook. Downfall for this goal is in my current system, I am easily able to give out copies of notes to my many students who have special accommodations that say they must be given a copy of class notes. Not sure how to do INB's with these students. I teach 2 inclusion classes with kids that have disabilities of everything from blindness, to autism, to severe dyslexia. Meeting these accommodations is not a choice, but is my responsibility. My current system is also so wonderful for absent students. I fill out the notes under the document camera and then copy them at the end of the day for everyone absent. I am also able to easily upload them our online student website.<br />
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2. Our department has lots of schedule changes. All of us currently require a binder with the same exact setup so that if a student transfers from one teacher to another, their notebook should work for any class. If I do composition books and a student comes to me from another teacher who uses the binder system, how will I catch them up? <br />
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3. The third challenge is personal. Many times, I get this great idea and jump in with both feet. Often times I learn my great idea will require more time and organization that I was prepared for and my great idea fizzles. I was so fearful that INB's would become something that I was gung ho about for awhile and then gave up when I discovered they were requiring more than I thought they would. I think, I am second guessing my ability to stick with something. I think the approach I am taking this year is a good compromise. I'm staying with a system that has worked for me for the last few years and adding a piece that will hopefully make student learning come alive and be more engaging.<br />
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Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com2tag:blogger.com,1999:blog-286816869802496281.post-10383602435030598682012-09-01T17:52:00.000-05:002012-09-01T17:52:16.606-05:00Addressing the Behavior and Not the StudentDuring our inservice meetings before school, we had a great speaker who was not only humorous, but was full of helpful advice that could be applied to any classroom. One of the things I took away from her presentation was a discipline technique that is simple and effective with any age of student.<br />
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Over the years, I've learned it is best to avoid direct confrontation with teenagers and to not put them in a position where they have to defend themselves in front of their peers. Although I do my best to avoid this type of nasty situation, there are times when for one reason or another, I find myself having to confront unwanted behavior in my classroom.<br />
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The technique the speaker presented is simply to avoid conflict by addressing the behavior and not the student. She demonstrated several situations and did a great job by using dramatic pauses as she addressed the evil deed doer.<br />
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So this week when I saw headphones in Johnny's ears, I didn't say a word to Johnny. I simply gazed out into the classroom and said, without looking at anyone in particular, "If you (dramatic pause) currently have earbuds in your ears, I am going to need you to take them out at this time". The entire class looked around trying to figure out who had the earphones and the guilty person sheepishly took them out while I continued teaching.<br />
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When charming little Ashley had her cell phone underneath her back pack and was busy texting, I stopped my lesson and calmly said, "If you (dramatic pause) currently have your cell phone out, I am going to need you to put that away". Again, instant compliance and I don't think anyone other than the offender had a clue who it was that had their cell phone out.<br />
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In one class after lunch, I looked out and saw several heads on the desk, so you guessed it, I simply said "If you currently have your head down on your desk, I'm going to need you to lift it up right now." Every single person complied without a single argument.<br />
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I literally used this technique every day last week without a single problem. The flow of the lesson was not interrupted by someone trying to defend themselves by saying "I'm just checking my phone to see what time it is or "my earbuds are in, but my music is off". There was no need to defend themselves because I never pointed them out in front of the class. <br />
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I can't believe I've been teaching fifteen years and no one has ever shared this technique with me before. It is so simple that I can't believe I didn't think of it myself. What kind of techniques do you use to put a stop to unwanted behavior?Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com3tag:blogger.com,1999:blog-286816869802496281.post-9899889959353924042012-08-31T05:00:00.000-05:002012-08-31T05:49:23.226-05:00For Ladies Only<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgFLhfedCi7fVW79dqEz2LuCcUDZo4kYbf608FETWLjELwgMA15mZtFU3QSbcwxRmLrk44Uzjxx7w1H4ww8KlJPxzv8xtuTum3cEYMXE9VnaJmzR4aChxMuFSb9G9YuSQHTA6i06AgRmE/s1600/my+favorite+friday+logo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgFLhfedCi7fVW79dqEz2LuCcUDZo4kYbf608FETWLjELwgMA15mZtFU3QSbcwxRmLrk44Uzjxx7w1H4ww8KlJPxzv8xtuTum3cEYMXE9VnaJmzR4aChxMuFSb9G9YuSQHTA6i06AgRmE/s320/my+favorite+friday+logo.jpg" width="320" /></a></div>
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This summer, I broke down and bought a Groupon for a facial. I've never had one before and was very curious about the experience. As much as I enjoyed the treatment, it was a small piece of beauty advice I got from my aestitician that made the experience worth the money I paid for it.<br />
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I have oily skin and my makeup tends to absorb into my face by 10:00 every morning. I have used many types of face primers and most recently have been wearing one by Bare Minerals. I think I pay $25.00 for one ounce. <br />
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Anyway, this kind lady recommended that I try a product called Monistat Chafing Relief Powder Gel.<br />
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As skeptical as I was, I went to Target and found this tube which cost me $4.46 at Target. I couldn't believe how it made my skin feel. It truly did everything she said it would. I put about a dime size on my face and let it dry. I applied my foundation a few minutes later and it gave my makeup a flawless, matte look that lasted all day. I will never go back to expensive primer again. Try it, I think you will like it! Just be sure you don't accidently buy the Monistat for yeast infections. Not sure what that would do to your face!<br />
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I also found some reviews <a href="http://www.drugstore.com/monistat-soothing-care-chafing-relief-powder-gel/qxp139254?tab=1">here</a>, if you'd like to look at some more user opinions.<br />
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<br />Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com3tag:blogger.com,1999:blog-286816869802496281.post-19032491851924851152012-08-27T20:03:00.000-05:002012-09-01T17:54:00.035-05:00First Day Reflections 2012Sorry for the boring nature of this post, but I am primarily writing to myself so I can remember next year, what I did on day one. What went wrong, what went right, what I'd change, and what I would leave the same.<br />
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To be honest, today was just so-so for me. As I am recovering from foot surgery, I am not 100% either physically or mentally. My doctor wasn't crazy about me going back to work after only two weeks, but I promised to be good and keep my feet elevated as much as possible.<br />
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Here was my initial plan. Notice how I planned down to the minute. What a joke! You know what they say about the best <a href="http://www.brighthubeducation.com/high-school-english-lessons/25587-the-best-laid-plans-of-mice-and-men-lesson-plan/">laid plans of mice and men.</a> <br />
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;">1.<span style="mso-spacerun: yes;"> </span>Students Enter/Sit Where they want and begin
filling out the Birthday Card (5 min)<o:p></o:p></span></span></div>
<strong><span style="color: red;">This activity went OK. I love the birthday cards. This is the 2nd year I have used them. I have a special bulletin board I put them on. At the beginning of every month, I make up some little birthday cards for the students and attach a package of skittles. The kids love to have their birthday recognized in front of the other students. </span></strong><br />
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;">2.<span style="mso-spacerun: yes;"> </span>Teacher/Class Introduction (5 min)</span></span></div>
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<span style="line-height: 115%;"><span style="color: red; font-family: Arial;"><o:p>Not sure what I was thinking when I planned the five minutes. I love to talk and easily got distracted in each class talking to them about myself and why I became a teacher. Most of the classes wanted to know all about my foot and even asked to see pictures of the scars (which I didn't show!) Next year allow at least 10 minutes</o:p></span></span></div>
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;">3.<span style="mso-spacerun: yes;"> </span>Students place themselves in alphabetical
order by their first name, then I pass around the roster sheet for students to
fill in their names.<span style="mso-spacerun: yes;"> </span>I will then use
this to make my seating charts. (5 min)<o:p></o:p></span></span></div>
<span style="color: red;">Again, five minutes for this activity was a complete joke. Could not believe how difficult this was for my 9th graders, but the juniors did very well. BTW, this is my first time to order students by first name. This process was recommended to me by another teacher as a quick way to learn names. I could already tell a huge difference in the number of names I knew at the end of the first day. So overall, I will keep this activity, but allow 15 minutes for it next year.</span><br />
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;">4.<span style="mso-spacerun: yes;"> </span>Discuss Supplies (Binder must be ready by
Tuesday-Test Grade)<span style="mso-spacerun: yes;"> </span>(5 min)</span></span></div>
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;"><o:p></o:p></span></span> </div>
<span style="color: red;">In reality, this took about 10 minutes</span><br />
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;">5.<span style="mso-spacerun: yes;"> </span>Parent Homework<span style="mso-spacerun: yes;"> </span>(5 min)<o:p></o:p></span></span></div>
<span style="color: red;">This activity also took about 10 minutes</span><br />
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;">6.<span style="mso-spacerun: yes;"> </span>Syllabus (1st Page only) (10 min)</span></span></div>
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<span style="font-size: 8pt; line-height: 115%;"><span style="color: red; font-size: small;">Did not get to</span></span></div>
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;">7.<span style="mso-spacerun: yes;"> </span>Activity:<span style="mso-spacerun: yes;">
</span>What Math Number Am I??<span style="mso-spacerun: yes;"> </span>(10 min)<o:p></o:p></span></span></div>
<span style="font-size: 8pt; line-height: 115%;"><span style="color: red; font-size: small;">Did not get to</span></span><br />
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<span style="font-size: 8pt; line-height: 115%;"><span style="font-family: Arial;">8.<span style="mso-spacerun: yes;"> </span>Weighted Averages activity (10 min)<o:p></o:p></span></span></div>
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<span style="font-size: 8pt; line-height: 115%;"><span style="color: red; font-size: small;">Did not get to</span></span>Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com0tag:blogger.com,1999:blog-286816869802496281.post-7591060144885175562012-08-27T17:00:00.000-05:002012-08-27T18:02:41.415-05:00Made 4 Math Inspired Projects<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiBXMdZq1v7b9Tlx3CUXQgvvvmsHR2D4y3OlaS6frl6GalmwBTZnmXqF-K1bHF2E6urqhwAJZ-OVJoi2DPCiOXKAjKxWmuY4tv8USFzGY39CnKcinZiTP9FJf71R7qaDpdlEPZ4lN6mLc/s1600/made+for+math+monday.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiBXMdZq1v7b9Tlx3CUXQgvvvmsHR2D4y3OlaS6frl6GalmwBTZnmXqF-K1bHF2E6urqhwAJZ-OVJoi2DPCiOXKAjKxWmuY4tv8USFzGY39CnKcinZiTP9FJf71R7qaDpdlEPZ4lN6mLc/s1600/made+for+math+monday.png" /></a></div>
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Thanks to my foot surgery, I've had plenty of time the last few weeks scouring blogs and looking at classroom setup ideas. I have been so inspired by many of the Made 4 Math posts and have been itchin' to get in my classroom and try some of these ideas out for myself. Since I'm supposed to stay off my feet, I enlisted my mom to go to my classroomm with me and help me with a few of the Made 4 Math Projects. There are still many more ideas I want to try, but these will probably be the only two I will have time to do before school starts on Monday.<br />
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Mrs Simmons over at <a href="http://hsimmons32.wordpress.com/2012/08/06/keeping-up-with-them-12/">Mrs. Simmon's Blog</a> inspired me with this great idea.<br />
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Here is my mom and I's take on Mrs. Simmon's great idea. The only thing I would do different would be to center to the board under my name. Unfortunately, I found these cute letters to put up after the board was done, and I didn't feel like redoing the entire thing.</div>
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Every year I get dinged on my evaluation for my incomplete objectives. Don't tell anyone I said this, but it just seems like there are more important things to teaching than making sure your objectives get written properly on the board.<br />
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Well this year, I am determined to do better. When I found this picture, last week, I immediately printed a copy of it and showed it to my mom and asked her to help me replicate it. I am so sorry that I can't remember which blog this came from so if this is your bulletin board, will you leave me a comment so I can link to your blog and give credit where credit is due?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvXl-B7NXm7esz-c3KHSRRtsc8UYfOnbrOpTpPRZCpHe5FsHQKlakkiMYxfLGw0iiibCWGe2yZnexETNuVwNdeiBmLs_JTbQ3HYdaTxVWZ7owH3Sj_LIpjvm3xkBnjPJ5QiBCOMA1n8E4/s1600/objective+board.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvXl-B7NXm7esz-c3KHSRRtsc8UYfOnbrOpTpPRZCpHe5FsHQKlakkiMYxfLGw0iiibCWGe2yZnexETNuVwNdeiBmLs_JTbQ3HYdaTxVWZ7owH3Sj_LIpjvm3xkBnjPJ5QiBCOMA1n8E4/s320/objective+board.jpg" width="320" /></a></div>
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We didn't have any of the cute colors of painter's tape, but we did have some cheap back to school border that we found at Walmart of 0.88 a package. I'd like to take credit for this board, but really my mom did all the work since our freshmen orientation was held Friday morning and I was busy handing out supply lists and meeting my new students while she put the board together. I love how it came out!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSHX9gklY-5HusqGH7RUDn8HeTLZ5VL37IIgjjl19HHQTg8G0c5dZ7KNVyXmxg1v5dlfPOwaSTJjDyrL0WV7ekM1K4mWKYBvWbVHkjwIU2RY3YJDGSNSz-7dKin11kcfnFhYgeTikrXqM/s1600/objective+board+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSHX9gklY-5HusqGH7RUDn8HeTLZ5VL37IIgjjl19HHQTg8G0c5dZ7KNVyXmxg1v5dlfPOwaSTJjDyrL0WV7ekM1K4mWKYBvWbVHkjwIU2RY3YJDGSNSz-7dKin11kcfnFhYgeTikrXqM/s320/objective+board+2.jpg" width="320" /></a></div>
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Here is my classroom door</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg46V4YPr6kruJ39kb0YrEgmEmh3Hg5tQ7x6USRD_wbtpr9EEri9NsHmi3uxVbmJVz8zwXoshMnbfW7wUFk3rkSZbr4iuHYNP0bc7H8gowL_MNjBqpxC14GSzhi17BtvYzdXja5qJiI0ko/s1600/classroom+door.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg46V4YPr6kruJ39kb0YrEgmEmh3Hg5tQ7x6USRD_wbtpr9EEri9NsHmi3uxVbmJVz8zwXoshMnbfW7wUFk3rkSZbr4iuHYNP0bc7H8gowL_MNjBqpxC14GSzhi17BtvYzdXja5qJiI0ko/s400/classroom+door.jpg" width="400" /></a></div>
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A random bulletin board of family pics<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMxCIV1gIG1QE51148YK2VV4ZrJjcTQshxoK68IByauW4JcQa8qX4RNTg9g0oigj-mhQd1vuorF6cOXo77mwVsqdsW30OjBvM3LqZ_p_YbgBqJ_15Hz9WUxZcRygrlRRlWyMCeLvzFtk4/s1600/classeoom+pics.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMxCIV1gIG1QE51148YK2VV4ZrJjcTQshxoK68IByauW4JcQa8qX4RNTg9g0oigj-mhQd1vuorF6cOXo77mwVsqdsW30OjBvM3LqZ_p_YbgBqJ_15Hz9WUxZcRygrlRRlWyMCeLvzFtk4/s320/classeoom+pics.jpg" width="238" /></a></div>
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<br />Kim Hugheyhttp://www.blogger.com/profile/14765229714690518433noreply@blogger.com1