Friday, January 22, 2016

Functions and Sequences Math Menu

OH NO!!! It's ZOMBIES!!!



 That's how I get my students attention for this assignment.

My school has a 30 minute intervention and extension time at the end of the day every Tues-Thursday for the 2nd and 3rd quarter. As a math teacher, my team is in charge of the intervention. I created a math menu for each day that reviews past units but focuses on linear functions. Our pacing guide for 7th grade only has the students matching graphs, to tables, and to rules but I tried to make it more challenging by having the students come up with the information from a rule.

On Thursday, I culminated the math menu with a graphing the zombie infection rate for our area, Bailey's Crossroads. To utilize for your own area, google how many residents there are in your county or section of the county (our county is HUGE) and just change the 2nd page. Have fun!



 LINK TO PDF

S.S. Integration into One and Two Step Equations

If you are from Pennsylvania, my guess is you have heard about the Pinkertons before. If you are from the other 49 states or don't teach History then you probably have not heard about them...or at least don't remember what they are famous for.

 In VA, 7th Grade U.S. History's curriculum involves the Homestead Act. I partnered up with my neighboring social studies teacher to create the following activity.

I set it up as a gallery walk where I posted the equations around the room. The equation's variables matched the numbers on their worksheet. The students had to solve every equation to solve the riddle. The riddle reads:

Although, I do not believe a single drop of blood should be shed, call the Pinkertons we need to stop this amalgamated union. To: Henry Clay from: Andrew Carnegie


Link to the PDF


Thursday, January 21, 2016

Glyphs


Ok....I know this is going to make me a pariah, but I love...ok maybe too strong of a word...I like professional development days. I like being able to meet new teachers and share ideas and stories. At a recent PD I met an advanced academic teacher that reviews his student's prior knowledge with a drawing glyph. 


Side note: I'll be honest...I have no idea what the correct name for my creation is. I forgot what the guy called it. I call it a glyph because I believe at some point in my life I have heard this activity called that...so if you know what it is called please let me know.


So it got me thinking, what if I used it as a formative/quiz/whatever your school calls a quick test. It completely freaked my students out when I told them they were taking a test today and then gave them a blank piece of paper. The look...priceless. Then I projected each slide question by question so they could rough sketch their monster. At the end, I gave all of the students color pencils and allowed them time to finalize their drawing while going over the questions at a slower pace for my slower test takers.  To show how much of a success it was, one of my quieter students approached me after class and said that was her favorite quiz she ever took and that she didn't feel as stressed as she normally does when she takes a test. Moreover, it was really telling that my students performed better on this assessment then they typically do.  I have used it with Sequences, Properties, and Order of Operations.




Linear Functions with Real World Problems


I have tried to be more cognizant of incorporating real world into my teaching this year. I feel like math is the easiest subject to incorporate this concept into, however it is hard with our pacing. Below I posted a linear functions project that I used with my special education team taught classroom. The students decided what row they wanted to complete and worked in cooperating groups to complete individual projects. *Stay tuned for pictures of completed projects.* This project was designed as a problem based learning project where I gave the students a problem (the row), and they had to research to find the missing pieces of information. We are an IBMYP school, so the students were asked to also present their findings for another grade. When I give projects like this, I typically give the students 1/2 to 1 classes to begin their search, that way I can field immediate questions and confusion and then they must complete it outside of class. They are given 1-1.5 weeks to complete it.




Wednesday, September 2, 2015

Integer Shoots/Snakes and Ladders Review Game


Do you remember that game from your child called Shoots and Ladders? Maybe you called it Snakes and Ladders. Well, I have adapted it into a review game for operations with integers. The link is provided above on Google Drive.  If you like it I have another one for solving equations. Just ask and I will post. Enjoy!

I like using games in the classroom because I feel like there is a little bit of luck involved which evens the playing field a bit...just a bit, but enough that students that struggle are still motivated to try.


Tuesday, June 9, 2015

Reflection

During my CT/CLT/Team meeting/mandatory weekly meeting with those people that teach the same subject or grade as me, we were asked to reflect on this past year. We were invited to share our peach and our pit. Peach being the good, bit being the bad. I was unable to come up with anything beyond surface level at the time but after more processing time I came to my conclusion. This year was all and all a lot easier then every other year in my history of teaching. This is amazing considering that I moved to a new school, worked with new teammates, taught a new grade level, and had to learn a whole new system of doing stuff...i.e. middle school vs. Elementary.

I say it was easier because there was a lot less work. All of the administrative crap that I had to do in elementary was no longer my responsibility. Plus, I have finally learned to ask for help or delegate work. I am almost always caught up on my work because I am more organized and willing to share the responsibility.

Now this being said, this also leads me to my puts. Behavior was tough. Really tough. I cannot handle these emotional, horomonal, crazy people...and yes I mean my students. I overheard a kid tell a teacher today that she didn't care that the teacher didn't get paid to stay after school, that's what teachers signed up for. I could not believe me ears and was at loss for words.

As in most cases some students think I'm nice, others think I'm tough, and some are convinced that I am Satan's spawn. But I have felt that I did not do a good job with staying patient. There were times when I didn't have the right tools to handle a disrespectful and unwilling student. So I would threaten them with going to the office or calling home...which I soon realized got neither of us anywhere. It always made more work for me because the student never completes their assignment in the office which means I have to give them more time and I nevered remembered to talk to them about the incident.

You expect me to remember what happened two days ago? I don't remember the beginning of class.

This year was filled with a lot more students that would one day tell me I am the best teacher on earth, and the next day call me a biatch.

But this also lends itself to my peach, I was consistent. It got to the point that this one girl...a frequent visitor of the office.. would only follow rules in my class because as she told the administration Ms. Olson is a rule follower and she will write me up. So yep.

I feel like I didn't establish as deep of a connection this year with my students. I didn't get to see them as much, but I also didn't take time each class to do a 5 minute get to know ya. I could have made more of an effort...and I wonder how that would have effected my classroom behaviors.

I could have also been a better teammate. I often judgemental and I sometimes get into this mindset that if someone proves themselves incompetent once, I don't trust them again. My team this year was comprised of a bunch of young teachers that didn't really have a depth of knowledge about the working of our county, data, or school district. But I could have been more open to learning things about this new grade level. It might have saved me some trouble along the way.

My greatest, ultimate peach and pit this year was one student though. Me mentee. Labeled as at risk, crowd follower, and general maven of attitude. We became pretty close. And I feel like she trusts me. But through this trust came the heart breaking realization that she had been mentally and physically suffering all year. And I had no clue. I felt like I had failed her. Now every time I see her, I just want to hug her and tell her how much she has meant to me this year. How she made my year. And how I will never forget her.

This year was a Rollercoaster. But it is one I would ride again.

Thursday, March 26, 2015

5th Year

*Deep breadth* I lost it today. Meaning, I started crying and had to leave the room during 5th period. I just couldn't take it. There I was trying to teach surface area and volume to my students, I will spare you from the blow by blow, but it ended with me being unable to keep it together. I went on this rant about the importance of education and how I cannot learn for them....it was bad. Really bad. Luckily I had a co-teacher with me and it was the last 20 minutes of class. I have not cried all year, but there I was losing my cool over a bad day.

I thought by now that I would be able to handle anything. That I knew how to respond to every student and every situation, and for the most part I have handled myself better this year than most of my years...and yet I still found myself having to talk myself out of crying and cooling my face in the bathroom.


When will it ever get easier?