Posted in Activities, BreakoutEDU, Solving Equations

Solar Eclipse Breakout

The Total Solar Eclipse happens at the beginning of our school year. Since we will still be in the introduction/relationship building phase and won’t have learned new content, I wanted to create a BreakoutEDU that included prior knowledge. I searched online to see if any already existed and stumbled upon a digital one created by Wendy Lentz. I loved it, but my students won’t have their Chromebooks yet, so I needed one that wasn’t 100% reliant on technology. I also wanted to incorporate math. I did borrow her video and Google Form (with her permission) and included it in my Breakout. Definitely check out Wendy’s! She did an amazing job.

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Downloads from NASA https://eclipse2017.nasa.gov/downloadables

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I plan to do this with my Freshman. You can adapt it for any age you like. I’ve linked to the folder with all of my resources. You will need to make a copy to edit. The form will not be editable for you but you can email me if you would like the ability to edit.

My breakout needs a small, medium, and large box. It uses the following locks: 3-digit, two 4-digit, 4- letter, 5-letter, directional, & a keyed padlock.

You will also need a Chromebook or iPad and black light with marker. I have included instructions to make red-letter code glasses and you will need red cellophane and cardstock to make those.

Please let me know if you use it and/or tag me in your photos on Twitter (@TTmomTT). I love to see students using resources I’ve shared.

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Posted in Activities, Circles, Geometry, Solving Equations

Choose Your Own Adventure

This has become one of my favorite projects to do. I stole the idea from Matt Miller in his book Ditch That Textbook. As Alice Keeler often says, you shouldn’t have 30 of the exact same thing and with this project, you have 30 unique stories. I’ve done this with Algebra when we review solving equations and in Geometry as an assessment for Segments and Angles in Circles. I love that students have to know common misconceptions to create realistic wrong answers. Great conversations happen when you challenge their wrong answers and why they chose them. I love that they have to peer edit, revise, then peer edit again. I also love that in Geometry we learn how to use Google Drawing. I try to throw Google Apps lessons in whenever I can. We also have a great conversation about Creative Commons licensing and how I can’t publish their adventure to the world if they have used copyrighted material. This year I created a hyperdoc¬†so students would have all of their instructions in one place. I also gave them the scoring guide so they could work through their partners problems and also check for navigation issues.

Here are a couple of exemplary examples from my students.

I love the Wizard’s School because she actually made the circles part of the story. Very well done.

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The second example, Journey to be a Mage, is from Algebra 1. This student wanted to make sure I could share his story so he drew all of his images on notepad on his iPhone. Amazing!

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The last two are just good examples (they may have an error here and there) of stories and images. The one with the dog was my student taking images of her dog. She was so excited.

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I have included a link to the hyperdoc. It is view only but you can make a copy and edit as you wish.

This is a link to the PDF version of the scoring guide I give students to peer edit with.

Please leave enough time to conference with your students through the journey and give them time to peer edit and correct. We want them to do it right so it can be shared with the world.

Posted in Questioning, Solving Equations

Solving Equations Questions

When we began our first unit in Algebra we wanted to set the stage for good questioning and not just wrote note taking. Here are a few of the questions we used with our table groups so students would talk and form knowledge about what we were learning. We encourage students to debate with each other and provide solid mathematical evidence to support their thoughts.

  • Variable
    • At your table, discuss the variable in the problem and how you would solve for it: 2x-4=10
  • Operations
    • 4x+8=18 How do you use inverse operations to solve this?
  • Coefficient
    • Locate the coefficient(s), what happens to the coefficient when you solve.
      • 5x=3x+2
  • Expression vs equation
    • How could you make this expression an equation? Now solve at your table.
    • 3.5x+12

When are are finished with each section, we ask the students what they think would be important to write down. Some write a lot, some not as much. It’s important for them to learn how much information they need for their own learning.