# My first #ObserveMe went poorly

Well, I was really looking forward to being observed using the #ObserveMe rubric from Robert Kaplinsky. I’ve really been consciously aware of elements from the rubric and want to make sure that in every class I am allowing time for students to work together, to ask questions, use diagrams and discuss strategies. I want them to do partner work, individual work, and participate in full class discussions.

Today, I had a colleague scheduled to visit me and do an observation for 30 minutes. I was trying to accomplish two things today:

• Connect intercepts of a graph of polynomial functions to the factored form of the equation
• Teach how to factor after creating a desire to use factored form

I’ve noticed that most of my students struggle with factoring. This year it seems to be that more students struggle with it than in the past. So, I don’t think they struggle, really, I think they just haven’t practiced it enough. Maybe it’s just not as emphasized as it used to be. No problem. But, for polynomial functions, factored form is pretty nice.

I’ve seen that most of my students can factor using GCF really well and they can factor quadratics really well when a is 1 and some do well when a is something other than one. They are good with the box method and the diamond method. Some are using the box method to factor higher order polynomials too (third degree, mostly). But, most struggle if they are used to the diamond method and a isn’t 1. Many also have a hard time recognizing a difference of two squares. So, lots to review and lots to learn.

Because we just finished a grading period last Friday, I spent much of the weekend grading and planning. I had some trouble finding what I was looking for for today’s actual focus. Polynomials: graphing, factored form, factoring. There’s actually a lot out there, but I can be picky and I didn’t want to create my own. I ended up purchasing a bundle on Teachers Pay Teachers. There was a good assortment of problems, note templates and it was well organized, covering all of the concepts and factoring that I was looking for.

Anyhow, for the observation, I had thought to focus our class discussion and activities on multiple representations of polynomials – equations, tables and graphs. Then, with the help of Desmos, students worked together to complete an assortment of questions. Some were lower level fill in the blank, others were more big picture, “How do you know when you are done factoring?” I’m still thinking about that. I can’t wait to see what they say.

Well, in the last 30 minutes of our 90 minute class, it was time to focus on factoring rules and patterns. Using what I thought was a pretty nice set of sample problems and a nice set of practice problems, I projected my note sheet so that we could all go through the problems together. But, suddenly it’s was 9:05. I had 5 factoring concepts to get through in 25 minutes. So, I pretty much grabbed the reigns, led/dominated the conversation and worked through the examples (too quickly), with students mostly following my lead.

First set: Factoring with GCF, difference of two squares, then together. Ideally, those were review, right? So, going quickly through those is okay, right? (No, Laurie, not right. The whole reason I was doing it was because there some people who needed to learn/relearn that.)

Next: Hurry, gotta get to the sum and difference of cubes!

We got there, and I really just told them the rule, did a couple of sample problems (which weren’t super easy) and gave them the assignment. I didn’t get to the fifth concept, so cut the assignment short. No problem, we can go over that next time. Class ends…

Observation wise, my colleague was there for the last 30 minutes – the transition, then the ‘I lead, you follow’ method of instruction. Not my finest. She gave me all zeros.

Well, as much as it hurt my pride, it was really good feedback. I’m glad that I know I don’t usually teach like that. And, my students are actually doing really well this year. Things are generally really good. That is not meant to be a deflection or me trying to give myself a pass. I took that feedback to heart and immediately tried to find better ways to teach it.

To be honest, on some of the nuts and bolts stuff, I default to direct instruction. I would have been complacent about that and never changed had it not been for that rubric. I never expected to be an all zeros teacher. I know part of the problem was getting stressed about the time. Usually, I don’t care about that. But, overall, I feel like I am behind schedule, so I was feeling pressured to get that factoring happening.

As I’ve had the day to think about it, the direct instruction was okay, the notes and practice problems were all fine. It was the way I organized the discussion that left no room for student input, problem solving, strategy analysis, practice or interactions with each other, much less with me.

I might have run my next class the same as the first had it not been for that feedback. Instead, I gave more time for the factoring, and had students suggest first steps. We tried various methods. I had students talk to each other and work on a problems together.

Time was a factor today, certainly. However, my conscious decision to organize the conversation around student input and interactions in my second class, allowed students to have more time to think and express their reasoning. More time to ask questions of each other and answer questions. Those processes lead to better retention and interest.

On the upside, I’m glad that I know where my students are with factoring and was taking steps to improve what they know and expand on it at the Algebra 2 level. I look forward to seeing my first class again in two days, to better address those concepts and get some meaningful conversations and practice happening. That’s one of the great things about teaching. You get to see them again and fix what you did wrong.

Thanks, Robert Kaplinsky for that rubric. Thanks, my dear Colleague, for your time and feedback.

# The kids were a bit unruly today…

I take that unruliness as a challenge to work on a more engaging experience for them. Today I was teaching polynomial expression operations, which is, admittedly, one of the more nuts and bolts type of topics and not terribly exciting math. This blog post is about how to find ways to raise the engagement on some of the dryer topics that we cover.

And, what’s ‘dry’ to me means that I can’t readily think of great activities, applications, or problems that engage.

To create a higher level of interest is to create a higher engagement level. This means less need for a disciplined atmosphere centered on direct instruction when the kids are just not in the mood. Which is often in my 5th period (after lunch) class.

The kids are energetic, they are social and they are comfortable enough that they interrupt, throw stuff and eat candy, throwing the wrappers on the floor, sometimes near the garbage can. God bless ’em. 🙂 I really do love these kids and I have fun with them. BUT, I do have a hard time getting through direct instruction for 20-30 minutes, so it drags out longer, which makes it even tougher for me and for them. Way too much!! Especially for the half of the class that is quietly waiting to get through a concept or problem.

Let me say, direct instruction has it’s place, but it’s not working well for me with this group. So, I need options. First stop: Desmos. What great activities already exist for us?

So many! Here’s a link to the classroom activities that come up when I search on Polynomial Functions: http://bit.ly/2drqtGd and a screen shot of the list. If you haven’t already, please set up a teacher account at Create Desmos Teacher Account and get inspired!

It think for polynomial function operations, though, I’m not really seeing anything that I could use. Bummer. Hmm… Let me think about a flipped approach.

At the site, you can click the Semester 2 tab, then click polynomial functions, there’s a lesson for operations. The site provides a student note page that students can print and fill out while they watch the video. This way, they have guided notes, they can go at their own pace, and they can ask questions when they get to class. In class, we can quickly summarize the key concepts and ask questions. They can do that in groups, or as a whole class.

Would this really help in terms of engagement? Well, hard to say, but at least I wouldn’t be trying to hold their attention so long when it’s just physically hard for them to stay tuned. They would get a very similar experience of direct instruction, just when they are not in a group with their friends after lunch on a warm day. So, I think it’s an improvement, but it’s not exactly innovative or exciting.

Next, if I do the flipped math for instruction, what activity could I have this energetic group do during class? One option is some sort of matching activity. But, wouldn’t it be better to do a live matching activity where they are the variables? Like, everyone gets to be a cubed-x or a squared-x or a single-x or a constant term? Then, I could write problems on the board and they could group themselves as the equation and solution, and maybe make a video, and maybe put it on YouTube and maybe I could tweet it and blog about it. 🙂 Wow, I’m gonna do that next time.

Another option is to create some open questions. Ways to do this include using some closed questions, like most of the text book questions and simply withholding some of the information and/or instructions, then ask students what are we going to try to solve and what information do you need?

If only I had thought ahead. Well, for me, next time as I look ahead in my planning, I’m going to be a bit more proactive for the sake of this particular class.

Direct instruction + Dry topic = Headache by the end of the block. Never again. 🙂

# My Classroom Culture Is Shifting

Well, it looks like the past six weeks of having students sit in groups and emphasizing that they work together is possibly paying off. Today, instead of hearing, “I have a question…” I heard “We have a question…”

That was beautiful to me. I had just rearranged the seating chart. At our school, we have moved into our second of three grading periods for the semester. These kids knew to work together with their new partners, and they were doing it. They knew I was pretty much only answering questions no one in the group could answer. They are learning to check in with the other students in the group before asking me for individual help.

I highly recommend this type of group seating and emphasis on student-to-student communication. It’s been so helpful to have students talking to each other about math. This should happen during warm-ups, work times, activities, and class discussions. To get them to start talking to each other, I sometimes ask why something works a certain way and ask them to discuss it with each other. Then, I might walk from group to group to check in with the group. Then I might summarize for the class what I learned from the groups.

Full disclosure: I used to be afraid to have them “Discuss at your tables…” because I was afraid they would talk about other things. And, that was often true because I was letting them sit with their friends. Better to mix them up. I first made a seating chart that was alphabetical. That was helpful to get to know their names and faces and to check off homework and take attendance quickly. Now that I know them better, I mix up the seating thinking about male/female, test scores, personalities, etc. I plan to change the seating every grading period. We have six throughout the year.

Groups are working better than two partners. I think it’s because students have more people to talk to who might know the answer. It’s important for me as the teacher to circulate to each group several times during the class period. I ask if the table has any questions. If there are questions, I ask if anyone at the table can answer. Then, if so, I’ll listen to that discussion and help if needed. Or, I’ll walk to the next group and repeat. I try to only answer what students can’t answer.

Students learn that I’m available and want to help, but can’t take the time to answer every single question from every single student. It’s like an economic situation where the teacher’s time is the scarce resource. Students are learning to make their questions be worthwhile to their group.

# Demonstrating the Structure of Quadratic Functions with Desmos

I am a big fan of empowering students to look for and make use of structure in Algebra 2. This is most true for me as we work with functions, parabolas, and quadratics.  I’m writing this post about what I’m finding to be an indispensable tool for helping students quickly learn about the structure of the equations of quadratic functions. This tool is easy to use. Simply project the Desmos calculator (use the links below) and activate the sliders.

One of the many great things about Desmos is some of their built in functions on the calculator. Like this one, using vertex form of a parabola:

In this window, you can activate the sliders* individually to demonstrate to students (and share with your math team)  how a, h, and k affect the parabola. You may want to stop the slider and manually slide a to values you want to emphasize with the class (a = 2, 1, 1/2, 1/3, 0, -1/3, -1/2, -1, -2 for instance).

*To activate the sliders, click on the arrow buttons in rows 2, 3 and 4. To stop them, click again, or manually move the slider to any spot.

Next, move to standard form, which is really interesting.

I suggest you first let c slide and have students watch as the parabola moves up and down. Ask them whether the shape is changing. Some will think it is, but it’s just an optical illusion. Tell them to look again.

Then, stop c and let a slide. Kids can see how the parabola stretches, shrinks and reflects just as it did with vertex form.

Last, the fun one. Ask them to predict and then tell their partner/group what they think will happen when b slides. Will the shape change? Will it move up, down, left, right? Then, activate the slider.

This is where the math just gets cool. Ask them, as they watch the motion, “What is the path of the vertex?” (it travels along a parabolic path); “What is happening to shape of the graph?” (nothing, it stays the same); and, “What is happening to the y-intercept?’ (the parabola travels through the point (0, c) and the intercept doesn’t change).

I found this to be so helpful to me as a teacher and to students to see quickly what the structure of these equations do. To get to them and many others, just click on the bars at the top left corner of the window for the desmos calculator. There are all kinds of great functions to work with. Here’s a picture I made in paint – screen shot, save in paint, edit with brush – to help you find the drop down menu.

P.S. I need to create a note sheet for this where they summarize these structures and the impact of the key components. Next week. Yep, next week. 🙂

# Last minute quiz inspiration

Yesterday, I suddenly decided on a new quiz format. I had been writing a quiz for my Honors Algebra 2 class and I just didn’t like it. It wasn’t interesting or challenging. I really didn’t want to make a second version (my kids sit at tables), and was hoping for several days that some inspiration would hit. Our text has a set of alternate assessment questions, but they are a bit involved.

So, in the 5 minutes before class started, inspiration hit like a tons of bricks.

I let them use the alternate questions, and work in pairs. There are 6 students at a table group and we were covering two chapters. I gave them packets of the questions. There were about 7 questions for Chapter 1 and 6 questions for chapter 2. The guidelines were that they had to answer one question from each packet and couldn’t answer the same questions as the people at the table group. So, that’s a total of 6 questions for the table, three from each chapter, two for each pair of students.

To make it an actual quiz, they couldn’t use notes. They also couldn’t ask me questions. Actually, they could, but they would lose a point. Each question was worth 10 points, for 20 points total. Asking one question would still yield an A. But, no one asked any questions. The kids were engaged and worked steadily for about 35-40 minutes. Most finished, no problem.

I called time at 45 minutes. Some students hadn’t finished. I gave 5 more minutes. However, a couple of groups didn’t get to the second question or had just started it. Uh-oh.

So, as this is a group of motivated, grade-stressed students, I allowed them to come back at lunch or after school or during our tutorial time to finish. They appreciated it, so we were good.

The best part, was in the ask for feedback about the quiz format.

I gave them three prompts:

• Partner quiz again? yes/no
• This would have been better if…
• This was good for…

They unanimously liked the partner quiz because they had another brain to work with. Asking for feedback is gold! Making myself vulnerable was scary. Here I had changed up the quiz in the last few minutes, kids didn’t finish, they were afraid to ask a question even when it would have gotten them to the finish.

Would I do it again? Yes! Overall, it was a positive practice for them and for me. In fact, I’m doing it again today with my other section of that class. I’m happily incorporating their feedback with what I observed to make the following changes for the next class and next partner quiz. Here’s my list:

They asked me to:

1. Make more copies of the questions – it slowed them down to have to share.Yes. Done. Easy.
2. Allow questions. Well, I’m thinking no on that, because I think they will ask me a million questions. So, modified practice: they can ask the question. If it’s a fair question, I will guide with no point deduction. If it’s a question about not understanding the content, then I will take a point if I answer. They can ask the question, then I will answer or respond with, “Yes, I’ll answer, but it will cost a point.” Then they can decide if they want the answer.
3. Give more time. No, but I will advise students to read the entire question before choosing (most have multiple parts) and remind them that they can change the question if they get really stuck. Also, I will be more active in making sure everyone is employing strategies to finish on time.
4. No one mentioned this in the feedback, but I didn’t give them a time frame before they started. I wasn’t sure how long it would take. When half the class was finished, I announced 10 more minutes. I should have circulated a bit to check on their progress at around 20 minutes to let students know they should start on their second question within 5 minutes, so they have time to finish.

Now, I just have to grade them. That’s nice too, because I only half the number of quizzes to grade. Another teacher benefit from the partner quiz.

Please comment below with questions or ideas or practices you have tried. If you want to know more about the course or text, send me an email.

# Tough grading moments….

One of the toughest things about grading is when the students with 79% or 89% ask/plead/argue for the B- or the A-. I do round an 89.5% or higher, to the 90%. I think that’s just doing proper rounding, as I like to teach in my classes, as opposed to truncating the grades. [Don’t know what truncating is? You can find out here] . But then, the 89.2% kid asks for the A-, too. I would be inclined if their test scores were in the A range, but they weren’t completing all the assignments, and so homework was dragging the grade down. But, if the test scores are in the B range, and homework completion is bringing the grade up to B+, I think that’s good enough.

I have several students who’ve missed a lot of school, or have ADHD and just don’t complete every assignment, or just never are there or aren’t organized enough to present the assignments for credit. If they have high test scores, I’m inclined to round their grades towards those test scores. However, high homework scores with lower test scores are not a compelling argument for me to round the grades higher, even though that’s the request I get a lot.

My grading policies and decisions around tests versus homework and semester grade versus final exam grade are pretty generous in my opinion. Many teachers let the computer calculate the grade based on the settings for the weights they decided at the start of the semester. Many others make exceptions, too.

In addition to the above rules of thumb around my grading decisions at the end of the semester, during the semester I’ve been known to drop some low scores when the class doesn’t do well on a quiz. I think that I didn’t teach them very well when that happens, and we revisit the material.

Algebra 2 is a hard class and not everyone will get an A, even if they usually get As in other classes or in prior math classes. This is one of the tougher lessons for high school students to learn. They are hitting a level of math that really requires studying, critical thinking and perseverance for the longer, more involved problems. They aren’t all ready for that level of problem solving. Even if they are, the course is content rich, meaning there is a lot to learn and a set amount of time in which to learn it.

Students are busy with tough course loads, sports, hobbies or jobs, and social and family activities. Many students don’t have adequate time outside of school to study as much as they need to in order to get the grade they want. Others make sacrifices and get every assignment done every day. They come in and ask questions after they’ve tried to figure things out on their own. Some ask questions immediately without giving themselves time to try a solution, because they are used to the quick answer or they feel pressed to get the questions answered quickly, without a deeper understanding for when the next question comes. In learning math, you learn so much from making mistakes and trying new approaches. Especially at this level. But, I think that requires a level of calm and concentration that many teens aren’t used to. Trial and error are involved. I try to talk abut this to my students when I can.

Some people may wonder about the purpose of the final. Well, I think it’s important to review what they learned over the year. I think it’s important to have a idea of what they’ve retained and to remind students what they need to know for the next course. I think it’s good for them to have an idea of what they remember and what they may need to re-study. And, I don’t let the final exam kill their grade. I think that’s the bad part about finals, which is why I have some of the policies listed above. A final exam can bring a student’s semester grade down much more than it can raise it.

I plan to include these grading philosophies and practices, and study tips and techniques for retention and deeper understanding in my beginning of the year mini-unit next year. I introduced the idea in my blog post  Summer reading, relaxing and revamping…. and will post it when it’s done.

Comments, experiences, input welcome…

# The origin of a project…

It wasn’t until they actually took a bite of the hot dog that they had an authentic experience. That bite transformed what was kind of a silly project meant to be fun into a life skill for cooking food when they are hungry and have no other resources. Like camping. Or, maybe lunch.

Two of my enthusiastic students were so happy with their results, they asked to have a couple more hot dogs, skewers and buns so they could cook more during lunch.

Yes, we made solar hot dog cookers.

I had thought about this for the past year or two. Prior to this year, I had asked students to answer some questions about designing a solar hot dog cooker after working on a unit on conic sections.

This year, I said, let’s make them. I didn’t really have a rubric and didn’t want to give them instructions. After all, this stuff is all over the internet (just Google it). I also didn’t want to make this so complicated that I would feel overwhelmed. And, I didn’t want to take away from the much more involved project one of my collegagues does with his Engineering student (we have a couple students overlapping our classes).

So, to me this is a great evolution of a project. Think about it, try it, formalize some things for next year. The kids said I should always do this, so I have to take that feedback at point value.

This year, I made it optional. Next year, everyone must do it. This year, I planned it for this week, which is right before spring break. I thought this was a fun thing to do during this week where lots of students are absent due to trips or have big tests or papers due in other classes. Next year, I’ll do the same. This was a good week for this, luckily.

This year, vague rubric written on board:

For a C, it must be parabolic and made from inexpensive materials, with the hot dog at about the right place.

For a B, document your process: how did you decide your shape, take some pictures while building, record problems and your solutions to the problems. Present in a power point, a paper, a movie or a poster board (or whatever other great idea you have).

For an A, all of the above and a calculation showing how you determined where your hot dog should go. And, maybe present it to the class. Actually, I have one student who wants to present, so he is.

Next year, I’ll type that up. I actually think it’s pretty good and the kids didn’t balk, complain or ask for clarification. Well, maybe some clarification. But, next year, I’ll have photos and example to show!! Yay!

# Teaching Conics in Algebra 2

I really like opening the day with an open question. They’ve been kind of easy to think of so far. But, what about conics? What’s a good group of open questions that can be used with conic section lessons? Before I could think of that, I really had to look at the new standards for Conics. In doing that, I realized I really hadn’t examined exactly what the kids are supposed to learn. So, I had to research and think about that for a while first.

I did a little research about conic section topics and standards that need to be covered in Algebra 2. I checked this publication on the California Dept. of Education website: California Common Core State Standards for Mathematics. You’ve probably all seen it, if you’ve been working in California.

Here’s the conics standard for California – yes, there’s only one, but it’s loaded (p. 83):

3.1 Given a quadratic equation of the form  ax² + bx + cy² + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA

Um… okay. Let me think about that. first of all, is this the same or different for what we’ve been doing at my school for teaching conics. Do we need to address the directrix and focus or foci? Because, I talk about those whenever I talk about conics. Even when introducing them in Geometry.

Here are the Geometry standards (p. 74):

Translate between the geometric description and the equation for a conic section.

1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

2. Derive the equation of a parabola given a focus and directrix.

In the past, I taught about the foci of an ellipse and parabola and hyperbola. Last year, we didn’t test on graphing hyperbolas. According to the Algebra 2 standard above, it seems like it’s all four, except for that part in the brackets. Is that only for other States? I needed to find out. After all, I’m serving on a County wide committee to discuss teaching this class and we should really know what those apparently contradictory statements mean. The bold is supposed to be California.

So…. here’s what I found out… Go to this website IXL, scroll down to whatever standard in which you are interested, hold your cursor over the standard and a sample questions will pop up. Wow. Great stuff. No foci/directrix stuff until Pre-Calculus. Okay – I guess they’ll handle that in Pre-Calc. Looks like just graphing parabolas, those that open horizontally or vertically, and graphing circles. For circles, be able to find the center. I think they still need to be able to tell whether the conic is a circle, ellipse, parabola or hyperbola from the equation, though.  Please make a comment below if you understand this all to be different than what I’m writing here. This seems much less than what I’ve taught in the past. So, maybe that’s a good thing. 🙂

Next, what will the lessons be? Then, I checked the NCTM website, Teachers Pay Teachers the NRICH websites for ideas related to those standards. And, of course, Desmos. Well, on the day I had to start the topic, I didn’t have a good ‘open question’ opener. I just asked kids about the equation of a parabola, in vertex form. I asked about the equation of a circle. I put it on the board. I asked if they’d seen that before. I asked them to notice that there’s a x-squared and a y-squared term. I asked if that meant it’s a function. So, it was a weak start compared to what I would have liked. But, it was the day before break and my goal was to introduce conic sections. I had them watch this Conics video from YouTube This was pretty much a vocabulary lesson with a graphic that was pretty good for getting them to understand the basic concept of what conic sections are.

Then, the fun began…  as they started to use the Desmos activity, Polygraphs: Conics, found here. Now, I’m figuring out my unit plan. I have the week off. I plan to find open questions, interesting activities and relevant homework for them. Something that spirals old stuff, too. I plan to write more about it, too….  Ideas?

# Asking Open Questions, why it matters for math

I’ve been asking open questions and I think you should too. Maybe you already are. If so, please reply to this blog with some of yours so we can share! 🙂

The other day, I started my Algebra 2 class by asking students to think of 10 numbers. I know I’m not a mind reader, but if what they say is true and 90% of communication is non-verbal, then I was 90% reading their minds…

I knew they had easily thought of their numbers as I continued to give instructions, “draw a number line and try to think of numbers that would represent the number line… .” Their faces fell as they had to rethink this. They were once again happy and satisfied when I demonstrated and started to draw my number line and scaled it -5 to 5 and started to plot points above the number line at -3, 1, etc. I asked them to think of maybe some negative values, maybe a decimal or a fraction, maybe a mixed number… I asked them to try to think of numbers that represent numbers they’ve learned about over the years.

They all started to write down new numbers. So, at this point, one of the great things about open questions was that everyone was involved, not just the kids who could ‘figure it out’. Everyone could think of numbers. Everyone understood a number line and negatives and fractions and decimals – this was an algebra 2 class, after all. This was feeling easy for them. They great thing is that they could all have different numbers and all be ‘right.’ Satisfying.

So, even better, they were hooked. I asked if there were any other interesting values they could think of. One student said, “Pi!” That was perfect. I marked it on my number line on the board. Many kids marked theirs. I said what about 2π? or -π? or 1.5π? Any others? Wait…. nothing, that’s okay, I’d leave radicals for another conversation.

Then I asked, “What is my number line missing? What am I not including?” They had to think. I asked about my domain. They said it was very small. I agreed that I had only included small numbers. Then I asked, who picked the largest number? Hands went up. The largest ended up being only 100, the smallest -100. I asked if we should have larger numbers or infinity symbols somewhere.

Anyway that wasn’t the point, but it was fun. So, then I marked a new number on my number line, at about 2.7. I asked if anyone new what the value was. They shouted out guesses, finally I heard 2.7!. I said, yes, that’s very close! Then I wrote the expression lim as x→∞ of (1+1/x)^x on the board, over the point. From there, we talked about limits, what happens as x gets larger, we made a table of values and tried larger and larger numbers for x, only to see that y was changing less and less and moving towards, 2.718···. Then I said this is a special value, just like π, and it’s called the natural number, e

I’ve introduced and derived e with my students many times over the years. The difference this week, was that they were all hooked, all involved, they all had money on the table (intellectually speaking). Everyone was writing and thinking. You could see it from the expressions on their faces.

In Algebra 2, asking open questions feels so important to me. It’s a tough class to teach. There’s a lot of material and a short amount of time. There’s a wide range of students in the room – varied grades, varied backgrounds and varied attitudes towards learning math. Open questions allow for many entry points which generate stronger feelings of success and inclusion.

The new standards seem to want us to go deeper than we have in the past and students need to think more critically. Engagement needs to be high. Asking open questions really helps them engage and think and stay tuned to see what happens next. Even if what happens next is a bit of traditional lecture and on to some problem solving. They enter it with more curiosity and more confidence.

I’ve been doing more open questions this month and I’m seeing a change in the culture in the room. I have to thank the great educators and researchers who introduced these ideas to me at CMC-North this past December. Steve Leinwald in particular, Dan Meyers and Michael Fenton and the dream team at Desmos. My teaching has transformed (see It All starts to Gel…  http://wp.me/p73p86-2)

Resources for me have been:

• NRich website
• The book: More Good Questions, Great Ways to Differentiate Secondary Mathematics Instruction, by Marian Small and Amy Lin  link to amazon
• The book: Styles and Strategies for Teaching High School Mathematics, by Thomas, et al., 2010 link to amazon

# It all starts to gel…

I’ve been reading books, articles and blogs. I go to training meetings and conferences and see presentations from experts with great ides. I am always inspired to try new things. So, I do. But, they don’t stick. Finally, I’ve found the right combo, the right approach, the right attitude.

I am exploding with ideas. But, I’ve finally found a formula – that I don’t intent to stick to all of the time, because that will cause problems too, in terms of engagement.

I am starting the day with an open question. To get kids to enter where they are. For example, yesterday’s question was “How many solutions are there to the equation  x+1 = x^2-1  ?” They worked in pairs and also had to answer, “How do you know?”

These questions allowed for multiple entry points, and was an effective and engaging differentiation strategy. Some students used guess and check and found one or two solutions. Some students combined like terms across the equation and either factored or analyzed the discriminant, much to my delight. No one graphed. I knew what everyone had done because I had time to circulate, discuss methods and ask questions that moved kids into engaging more deeply with the problem.

For the students who analyzed the discriminant, I asked them if they could then find the solutions. This was puzzling for them at first. For those using guess and check, I asked, “how do you know when you have them all?” They went back to the drawing board and asked other students what they did. It was great to watch.

Using a “You, We, I” strategy, thanks to CMC-North conference and Steve Leinwald’s presentation, I then brought the class together and tell them I saw three great strategies used. We discussed the merits of each. Then decided which might be best for that particular problem. This was the ‘We’ part. We started with the ‘You’ part, where they generated their own ideas and tried to articulate their reasoning.

Then came the ‘I’ part. I asked them what they would do if the functions were higher degree. I asked them which of the strategies would still work. I also asked them what they would do if the expressions weren’t factorable. I asked them if they’d like to learn a method that would work every time, for any two expressions, from an isolated constant term to a higher degree polynomial or other more complicated function. Of course, they were hooked and interested.

Thank you, Desmos! I graphed and displayed the functions on the overhead. They could easily see the intersection of the linear expression, x+1, and the quadratic expression, x^2-1.

Here’s the handout to students, Desmos Intro and Parabolas.

From there we went into the lesson. More You, We, I. Then into a short homework assignment. This is the 2-4-2 idea (not perfectly executed by me) that I learned about from the same Steve Leinwald presentation. I also asked for feedback. Today, when the kids came in and had to  turn in the sheet, one student let me know she really appreciated it. I can wait to read their feedback. I would have done it then and there, but, y’know, lots going on in a room of 28 Algebra 2 students.

The lesson itself was really a summary of the structure of both the standard and vertex forms of the equation of a parabola. It was meant to introduce them to Desmos and better demonstrated what a, b, c, h and k, do in the equations. I wish I had known about teacher.desmos.com and the calculator with so many pre-existing awesome tools. If you are not aware of Desmos and it’s many wonderful capabilities, you have got to yourself educated on Desmos. It’s easy to learn. The team there seems to be a great group of people, thinking up wonderful activities. Next week, the kids will use Marbleslides for rational functions to review graphs of rationals. I can’t wait.