Tuesday, January 29, 2019

Building Relationships - Semester 2

At our school, we have 2 semesters and some of our classes change.  Math is a year long course, however, my class periods change and my students change.  Some stay with me and some leave.  This year I had a lot of changes with 71% of students being new.  This is challenging because I spend a lot of time at the beginning of the school year trying to build relationships, getting to know the students, and trying to create a safe classroom through activities.  However, once January 28th comes, we are in the middle of a math unit and there is not much time for these activities. 

But, this year I made time and on day 2, it is already paying off plenty.
In each of my classes, I greeted them with an index card.  I asked them to write their name on the card and if their birthday is between now and the end of school, write that.  If their birthday is in the summer, write their half birthday, but if their birthday or half birthday has already gone by, write a random date.  Interestingly, kids picked "1/2 birthday as February 30th" and "random date as February 29th".  hmmm. Anyways, I will hang them by the week on my birthday poster.  We are not allowed to have food in the classroom, so in the past, it has just been hanging there and I say Happy Birthday. This year, I started doing "Walk In' Songs on their birthdays.  It is a decent amount of work and I have to be prepared but I am loving it and so are the kids, so I would say it is worth it and I will continue it next year. 

I ask the kids to complete a Math and Me Survey as homework on Desmos.  It asks them how they feel about math in general.  It has them do 2 marbleslides to play with that.  It asks them if math were an animal, what would it be and why.  They have to draw on the key pad with their finger and I have some pretty artistic students.  Here are three of their responses.

I ask what they prefer to be called and their pronoun.  And, I ask if there is anything else I need to know in order to help teach them.  Mind you, we started yesterday.  I read through some of them today and already have learned so much about students I have had since September and students brand new to me.  One student asked specifically not to be seated next to another student in groups.  I will respect that.  Another students expressed how bad they feel at geometry and they just aren't getting it and are worried about being too slow and falling even more behind and could I check in with them individually.  Yes, good to know.  One student phonetically spelled his name so I can practice pronouncing it.  One student who I have had all year wrote "I have felt more comfortable in math this year."  Bless their heart.  Another two students told me they need to be near the front so they can see.  Duh, helpful, but I might not have known if I didn't ask.

In this, I also ask for their Walk in Birthday song.  Then, I have a google doc going and each week, I pull out the birthday and record what their song is and I play as they come into class.  They get so excited when they hear the music, "Whose birthday is it?"  I am learning a lot of new, pretty cool music.  But, there is also funny old music, like of course, Africa, by Toto.  Today I got Jenny 867-5309. Hey, that's my song, how did they know.  Kids are funny.

I also looked pretty amazing yesterday in class as I was handing a former student whom I now have again her index card and asked her to write her birthday down.  I said, "Wait, your birthday is May 16th."  Oooh, the class was amazed.  Another student whom I have had all year long, says jokingly, "Well, you play favorites."  I said, "Well, yours is May 20th."  Boom!  Nailed it.  Class was shocked again.  I am getting older and my memory is going, but I surprised them.  Please don't tell them I remembered May 16th because it's my Dad's birthday and May 20th because it is my son's birthday.  And, then about a month ago, I have one twin, J, and last year, I had his twin brother, M, in class. I don't have M anymore but he has math in the class next to mine.  I had J's 1/2 birthday song pulled up for class that day, so I surprised M as he walked into his own math class and I said, "Happy 1/2 Birthday."  He said, "Wow, I can't believe you remembered that."  Love it.

I also had kids do the Name Tents again. I do it at the beginning of the year in order to learn new names.  I want them to get thinking about noticing and wondering so I have them do that in September.  This time around, during second semester, I have them do new Name Tents so I can learn new names, but I do funny stuff - like if Math were a food, what would it be, If Math got a tattoo, what would it be, If Math had a theme song, what would the chorus be. 

I am also having them do a class escrapbook.  I open a google slide show and make my own slide - like a scrapbook.  I add pictures of my family and information about myself and then I email them and invite them to make a slide about them.  I have done this for the past few years and it is one of my favorite things.  I don't do this at the beginning of the year.  I like to save it for the new semester so it can be fresh and new.  And, it is a quick, outside of the classroom thing to do.  I do show it in class too.  I learn so much about my students I have had all year and my new students.

I can't wait to learn more as I read their responses in Desmos, read their name tents, and see their ebooks.

Tuesday, January 1, 2019

Out with 2018, In with 2019

My end of the year post on January 1st, 2019.

Old: Books to read goal: 25, Actually read: 46
2019 goal: 48
Link to My Goodreads

Exercise hours goal: 180 hrs, Actual hours: 196
2019 goal: 190 hours

Old: My of my sons had some chronic health issues
2019: Please let's get healthy

Old: I didn't run any road races because I was away during the weekends of my usual races
2019: Just signed up for my first Spartan Race on Mother's Day, May 12th. Time to get motivated to work out and hopefully lose some of the weight I put on with getting too comfy reading :)

Old: Presented at TMC18, NCTM Hartford, ATMIM, and ATMNE in Warwick
2019: Submitted to NCTM Boston in Sept 2019, Hope to submit to present at TMC19

Old: Politics, yuck
2019: Hopeful???

Things looking forward to in 2019:
My baby will graduate from high school! And has been accepted at his top 2 choices, UMaine Orono and Wentworth, both with scholarships.

That's it for now.  Happy New Year!

Tuesday, December 18, 2018

Geometry like Garanimals #MTBoSBlog18

This is a blog post on Dec 18th, 2018 for #MTBoSBlog18 initiative.

Do you remember Garanimals?  I'm shocked. I just googled them and they are still going strong!  I loved them.  I loved that you could just match the tags and have an outfit.

Anyways, I have a new Geometry class this year.  It is College Prep Geometry class.  I also teach Accelerated Geometry, but they move at very different speeds and difficulties.  I thought I could just take my Accelerated and skip some things but go about the same pace, but I am not.  So, I find myself making a lot of the stuff specifically for my students.  I google a lot.  I use the MTBoS search tool. I decide what order and what content and then make each lesson.  I try to get them up to the boards #VNPS a lot to do discovery. 

One big thing is I decided not to do homework in this class.  I am so happy to say it is going really well.  When I made the decision this summer, it was very freeing for me.  When I announced no homework on the first day of school, they were shocked.  I did tell them if their assessment grades were low, they were showing me they would need more practice, and homework would come back.  I do assign Assignment Sheets once every cycle.  They are 10 problems each to practice for our state test.  This does have them doing math outside of class.  They are collected and graded.

Back to the lessons. I decide the best way to present the new material - a quick opener, a board discussion and discovery, or direct teaching.  Then, we have the guided practice within class time.  I make the lesson or notes as a Google doc and then I make a Google slide to match.  I screen capture tables or geometry pictures and include them right in the Google slide so students can easily follow along. 

Here are some of my "matching" lessons, discovery, notes recap, google slides.

This Google Slide was used to introduce our measuring tools with some notice.

This Google Slide was about making conclusions.  It pairs with this table.
I love making drawings in Google.

I'm not sure who started the idea of introducing Geometry proofs with Uno, but here is my Google Slide and worksheet.

Here are some Geometry proofs I printed out for them to work on at the boards in groups.  Followed by some proofs to practice individually back at their desks.

Here is the lesson on Parallel Lines and Angles Pairs with graphic organizer for notes.  We colored coded. 

Proving lines parallel ..  And, student note sheet.  More practice proofs.

Here is lesson with Parallel Line converses

We looked at all three equations of lines so we could then graph parallel and perpendicular lines.  They have very strong Algebra skills.  They didn't do a lot of work with Point-Slope form, so I focused on that one.   I made a Desmos Activity Builder to go with this.  It was our opener.

Board problems for graphing parallel lines on my magnetic graphs. Practice graphing parallel lines.

My lesson on Perpendicular Lines.   We did this worksheet which has an opener we started before we discussed graphing Perpendicular Lines and then one to do after we discussed the graphing.  And, matching notes.

Google slides on Triangle vocabClass notes, followed by some board problems.

Exterior Angle Theorem in triangles board discovery.   Quick recap in Google Slides. Note sheet.   Desmos practice.

Starting proving 2 triangles congruent, concentrating on writing triangle congruence statements - order matters.  Lesson.   Notes.

Proving 2 triangles congruent - looking at all the ways to combine S and A if taken 3 at a time.  Allowing about 2 minutes of class time to laugh as I wrote ASS on the board. Looking at SSS and SAS.  LessonNotes.

Proving 2 triangles congruent - ASA, AAS, HL, and the 2 that don't work and why.  We talked about what I call "Hidden Parts" that will help us prove triangles congruent. TableClass notes.

That's where we are now.  Thanks for reading!

PS. We didn't have school today due to wind knocking out the power.  It was a wonderful surprise and allowed me to get caught up before Christmas.  I finished my wrapping, finished my shopping, went for a run, met my sister for dinner, read a little bit of my book(Children of Blood and Bone) until I fell asleep and ended up napping for 2 hours!!!! I guess I needed it.  And, now I blogged. 

Saturday, December 8, 2018

#ATMNE18 Thanks

This week I attended #ATMNE18 in little Warwick, RI. 

When I go on our youth group mission trips, we end each day with Prayer and Processing and it is my favorite part of the day, listening to the kids share stories.  So, this is like Thank Yous and Processing.  I hope I don't leave anyone out.

First, thank you to the members of the boards of the Rhode Island and Connecticut teams of RIMTA and ATOMIC.  You all did an amazing job.  Thank you for pulling together a great line up of top leaders in the education world and enticing them to come to little ole Rhode Island.  Thank you for all the great sessions with a lot of variety.  Thank you for the goodie bags and always having drinking water and chocolate candy available.  Thank you for providing a hot breakfast and a boxed lunch. Food is social and when you provide it, you are encouraging people to sit and make new connections and share and that is awesome!  I loved your jackets by the way - nice touch.  Thank you to the student teachers who were at every corner and able to help us find our rooms.  Thank you to the hotel staff who quickly and kindly came to clean up a glass after I forgot I had my big fat backpack on and almost took out a whole pile of glasses but only one was a victim.  All these details made it so well run.  I appreciate all your hard work and thank you again! 

I was almost feeling conferenced out after attending and presenting at NCTM Hartford and then our MA conference, both in October, but it is the people that make it worth it.  Tina @crstn85 and I shared an airbnb right on Narragansett Bay.  It was so nice and quiet and I woke up both mornings to a beautiful sunrise.  It was great to catch up with Tina.  She is working for Illustrative Math now and has a lot of fun new stuff going on. Thanks for arranging this.

I presented both days with Heather @Heather_kohn.  We are both Desmos fellows and thought it would be fun to present a session on "Diving into Desmos Activity Builder: Beginner" on Thursday, led by me, followed by a "Diving into Desmos Activity Builder: Intermediate" on Friday, led by Heather.  Both sessions were accepted.  It was fun to prepare and collaborate and catch up with Heather prior to the conference.  It was really well if we say so ourselves and we resubmitted both proposals for Boston's NCTM next year.  Crossing fingers.  More on our sessions later.

The conference started with 3 SLAM speakers - Jenny Bay-Williams and Eric Milou (both first time hearing both of them speak, followed by one of my favorites Max Ray-Riek. I love hearing Max speak and share his math stories.  Thank you!

Then, I was off to hear Grace Kelemanik and Amy Lucenta speak about "Teach Every Student to Think Like a Mathematician".  I was lucky Heather saved me a seat because the room was tiny and people squished in to sit on the floor and stand.  Unfortunately, it was a fire code violation, so they were asked to leave, but it showed enough interest that they were asked to give this presentation again.  Thanks for the accommodations.  This session gave me a closer look at the math standards, especially the difference because a quantity and a comparison.

Next up, I went to Eric Milou's presentation on "The Status Quo of High School Mathematics in Unacceptable."  Eric is a college professor. He shared that colleges are finally trying to make changes to their curriculum, not just telling us high schools we need to make changes to ours.  And, there are some big changes which will take time, but they do need to come.  He shared WODB and a 3 Act with us as well as Deltamath.  I use all of these and it is fun to see the teacher moves from another person.

My next session was presented by Sally Bennett and I think her colleague's name was Chris. (apology). As I entered the room, an old conference circuit friend, Shawn Towle @TowleMath entered as well with a colleague and told me Sally and Chris were his colleagues.  He brought all of his colleagues from Falmouth, Maine, down to RI.  How lucky.  It was called "Encouraging Effective Student Collaboration in the Classroom".  I do a lot of group work at the desks and the boards, so it always good to get new procedures and activities.  We did a version of Sara VanDerWerf's @saravdwerf 100 number game.  Shawn and I had previously done this, so we had to do the harder version at our table and it was quiet challenging.  Sara wasn't present at the conference, but there she was!  Everyone loves Sara.  I also sat with friend, Karen Campe @KarenCampe and we worked together in our group.  I loved the yarn activity.  We had this big closed loop of yarn and all 4 of us had to have at least one hand on it as we tried to make a square, a star, a tetrahedron, an octahedron, and a pentagon.  Once we figured out a strategy, we were good!  I will be using this one in Geometry class. 

I took the 1:30 session off.  I was getting tired and I had to present at 3:15.  It is at this point, you start to get nervous.  Will people come? Will the tech work?  So, I took a break and caught up with Jenna Laib  @JennaLaib and Nicole Bridge @NicoleBridge1, both of whom I know from Twitter.  As well as friend, Cortni @CortniJ, who is also on the ATOMIC board - thanks for all your hard work.  It was fun to sit and share our day with each other.

Then, Heather and I were up.  The tech worked right away, well, after getting new batteries for the projector remore.  We had about 38ish people in our session.  I always start with a poll to see where our audience is at - are you familiar with the Desmos calculator, have your used Desmos Activity Builder, have you edited Desmos Activity Builder.  It was the perfect audience because some people had never used the AB, some people had, and 2 people had done some editing.  I was happily surprised to see the Maine group I just met that morning joined us and were eager to learn about Desmos.  We started off by having the participants be the students and showcased 4 Desmos activities - Marbleslides, Polygraph, a Card Sort, and a Graphing Transformations.  We gave them time to play as we walked around and listened and helped.  We could see the teacher dashboard and we used the tools to pace and pause and we modeled the teacher tools throughout.  We kept getting the questions - are these free? how do I get more?  Yes, that was all coming.  We were building the need! They were loving it.  It was fun to see Molly Rawding @RawdingMolly at our session.  Thanks for coming and learning. At the end of the session, we had a man come up and tell us it was his favorite session of the day!  Yeah!  The link to our folder is here #ATMNE18Desmos.


Phew! Energized but tired.  I found Heather and Tina and we were deciding what to do before dinner.  Jenna was there too with her friend, who introduced herself as Hilary and said I looked familiar.  I accidentally rudely told her she didn't look familiar to me but I am @HHSmath on Twitter.  Then, she was talking about Lesley University and I was like, "Oh, yeahhhh, Hilary Kreisberg @DrHilary_Kreisberg from Lesley, I do know you."  She looked different from her picture.  It is hard to make the Twitter connections with face -->Twitter handle --> name -->place.

We went on to the last session, followed by some appetizers.  I got to catch up with Jen @JenHudak4 who is also from MA and I see her at our conferences.  I also made a new Twitter friend, @Rose_Okai, who was a hoot to chat with.

Thanks to old CT conference friend, Jen Silverman @jensilvermath, who put together dinner for us at Iron Works Tavern. It started out small but got to 25 people.  It was like a big Thanksgiving dinner.  My end of the table included Jenna Laib, Hilary, Graham Fletcher @Gfletchy (who I quickly said hi to earlier but was excited to get to spend time with at dinner), and I made new friends with CT board members Robin Moore @mooreintomath and Rachel Saunders @MsSaundersMath.  Caught up briefly with Trish Kepler @KeplerTrish.  And, Bob Janes @MrJanesMath and I had some discussion about my school's make up and how CT schools are sorted on average income.  Crazy. What funny dinner conversations we had.  Such a great time.  Thanks again Jen!  Oh, and thanks to Hilary for introducing me to Impractical Jokers.  I came home and had a lot of laughs. 

Day 2 started with another beautiful sunrise as the sun was a red ball over the water.  At breakfast both days, I sat with Tim @dynamic_math from CT.  He is our Geogebra guy and does some amazing things with it!

Our SLAM speakers today were: Robert Berry (head of NCTM) whom I first got to meet at Twitter Math Camp this summer.  It is a pleasure to have him with us.  I loved his talk relating the hope for our math classes to be like Wakanda.  Now, I want to see the movie.  I feel like my classroom is now just getting to this place of the family feel.  I have spent a good amount of time building these relationships.  Then, Cathy Fosnot spoke and I finally understand the difference between a Number String and a Number Talk, thank you.  And, then, it was Eli's turn.  @eluberoff, always the gentlemen and knows how to adapt.  His 20 minutes was shortened a bit, so he made adjustments and was still powerful as he shared that classrooms should be loud, social, and creative.  Makes me happy I am using #VNPS and my room can get loud and somewhat chaotic but learning is messy and that is good.  They are building their own understanding. 

Heather and I were up first at 9 am which really is the best time.  You are fresh and ready to go.  You can get in the room early and make sure tech is good.  We had a bigger room this time which was good.  It filled up with about 57 people.  It was so nice to see people return from our Thursday session to come and learn more.  We had a feeling Eli might come in and it was great to have him in the room.  Our participants got to meet him at a personal level and we could ask questions if we needed to.  I have coded a bit behind the scenes at the computation level and one person asked how he could find out more.  I didn't know where that might be so I asked Eli and learned about cl.desmos.com and will now be able to share that resource.  Heather was the lead on this one and she ran us through the 13 guiding principles that can be used to build your own activity and then we looked at Lego Prices through the teacher eye to see which principles were being used.  Then we showed them how they can build their own.  I ran around helping everyone in the audience.  It was so fun and again, I think we did a good job together. 

Next, I went to Eli's session on Technology that Thinks with Your Students, Not For, Your Students.  I love to watch other people and notice how they present.  He started with some music.  He asked us to do 50 + 10%. He was trying to show us a video from the head of Google but the sound wasn't playing.  Later when he tried to play a video with music, we learned the sound was being sent to the next room.  Oops.  But, Eli, ever the professional, recovered and moved on.  They got our sound up and running and all was good.  I loved Eli's presentation so much and think it is really important, I offered to share it with my teachers.  I brought up with 50+10% with my family at dinner and it got ugly.  Go ahead, ask Google.  Then think some more about it. 

And, that was the end for me.  I said my goodbye's and made my way home.  Happy with another conference.  Refreshed and positive to get me through these next 2 December weeks.  Thank you to all my new and old mathy friends!

Monday, November 5, 2018

Dance Dance Transversal in Geometry

I tried Dance Dance Transversal for the first time in Geometry today and it went great. I had 20 kids, did 2 groups of 10.  I had them each do it twice and videotaped a little of each and then shared the videos.

Ideas from Jenn @rilesblue and Jessica @algebrainiac1

Jenn's files with music.

My videos:

Video 1    

Video 2

Video 3

Video 4

Friday, October 19, 2018

Alg 2 Quadratics - Check in #MTBoSBlog18

This blog post is part of a monthly blogging initiative for the MTBoS to blog on the 18th of each month.  Today is Friday, Oct 19th, so I am a day late.  Better late than never.  I knew what I wanted to blog about but went to see the new movie, The Hate U Give, and was too drained to type when I got home.  Guess what, I saw it again today!  Yep, same movie within 24 hours.  I took my 19 year old son.  I was so happy he actually wanted to go with me and I think it was important enough to share with him.

When I teach Quadratics in Accelerated Algebra 2, it is mostly a review because they have seen most of it in Accelerated Algebra 1.  I teach it as if it is a review, so it is important to do a formative assessment to check in.  I was out of school on Tuesday so I emailed a Google Form to my students for their formative assessment and then I could review their results and summarize it into a Google Slide to use for discussion as an opener when I returned to school.  At this point, we reviewed graphing and solving by factoring.

I have three classes.  These are the results.

1st question: Tell me what the Zero Product Property is.  We discussed two student responses:

2nd question:

3rd question:

4th question: This one was multiple choice with 6 possible answers. Most students chose one answer but should have chosen both.

5th question:  I asked if these were in standard form.  We talked about which ones worked and which ones didn't.

6th question: More discussion:

This was an extension of #6....

7th question:  This was a great one for discussion:

8th question: For this last question, I asked what they were still unsure of from the first unit which was all our family functions, graphs, inverses, systems, and matrices:

Thanks for reading.

Saturday, October 6, 2018

Reflecting on my 1st NCTM presentation

I was out fishing on the lake in Maine on a beautiful fall day when this blog post consumed me and I needed to get it all out.

About a year ago, I wrote a proposal to present at NCTM Hartford and to my surprise, it was accepted.  It was "Doing More with Desmos: Learn How the Desmos Activity Builder Promotes Discussion through Discovery." That is a mouthful as I put it on the title slide of my presentation.

I have presented on Desmos before. I am a Desmos fellow.  I love Desmos and I use it a lot in my classroom. 

Along with teaching, I also coach and volunteer as our church youth group leader, so when fall hits, I get super busy.  By September 21st, I still didn't have my presentation ready, but, that day, I was motivated to prepare it and it just came to me.  I used @RobertKaplinksy 's "What I've Learned from Being a Presenter" to develop my presentation.  The biggest thing from him was the idea of planning on paper first.  I am one to jump right to the powerpoint slides, or now google slides.  I loved brainstorming and organizing on paper first and it made it so much easier and probably faster when I did go to google slides. 

Things I kept in mind while planning:
  • Use at least 36 font
  • Don't put too many words on a slide
  • If relying on tech, use a screen shot of what you need just in case
  • Have an agenda and refer to it often to show progress 
Here is my presentation: Doing More with Desmos

I was presenting at 1:30 pm on Friday of Columbus Day weekend.  My family always goes to Maine for the long weekend, so I wasn't staying overnight in Hartford.  I woke up at 4:50 am, showered and hit the road at 5:15 to leave from MA to CT.  I arrived around 6:40.  Registration opened at 7.  I listened to the rotating keynotes and then went to 2 presentations. I got to have lunch with some MTBoS friends and delicious pizzas:

I had to eat and run so I could get to my room early and check out the technology and wifi because I was warned the hotel had different wifi than the conference center and I definitely needed everyone to have wifi.  @davecesa told me the new username and password and suggested putting that into my slideshow (great tip).  I even added the password to the first few slides in case people came in late.

The room was set up for a workshop style with tables which was perfect.  I was able to figure out the HDMI cord and my clicker as working, so I was all good.  Just making sure your tech will work is very stressful.  Once you are all set, then you can focus on the people in the room.  I welcomed everyone as they came in and let them know about the new wifi information.  I suggested that a laptop would be best, but Desmos would still work on ipads and cell phones.

I got started right at 1:30 and had 75 minutes.  I planned out my time.  I had 4 activities for them to play with - Marbleslides, Polygraph, Card Sort, and Parent Graphs and their transformations.  I was figuring I would spend about 10ish minutes on each, let them play, and then I would talk, because then I wanted to show them the teacher side of it all and then give them time to play with others at the end.  My timing was pretty good.  I did keep checking my watch to stay on time.

My title slide was so long, I forgot to add my twitter handle and blog site. I think I intended to add it, but just forgot. I have since added it, so it will be there if people go back to find it through the NCTM site.

I did introduce myself, name, and school, should have plugged twitter more, but that's okay.

One thing about conferences is you don't often know how many people, their math ability level, or if they have used Desmos or not, so I polled my audience.
 "Raise your hand if you have used the free online computer, Desmos.com"
I had a room of about 50 people and about 75% raised their hands.
  "Hands down, raise you hand if you have used Desmos Activity Builder."
About 10 hands went up.
I said, "Perfect"
That was what I had planned for, more of a beginner session on Desmos, but I would have been able to adjust to diving deeper into the activities if my audience was more experienced. I was glad it was going in the direction I was anticipating.

I will say @steve_leinwand came into my session and I got a tad nervous, but never let them see you sweat.

I let the audience know that there were going to be other sessions on Desmos - there was a calculus one, an Algebra one, and one about middle school. And, I thanked NCTM for allowing for so many Desmos sessions.  I am happy that my fellow Desmos fellows offered to present a variety of Desmos - a little bit for everyone - @DaveCesa @BobLoch and @Allison_krasnow!

I made a google doc and used a bit.ly LINK so I could have a way to share my presentation with the audience as well as my virtual filing cabinet of Desmos activities.

I had my agenda with one of my student responses on it to read for fun.

I started with Marbleslides because it is one of my favorites and I like it best 2-1 - that is 2 people to one computer.  Remembering that my title including discovery and discussion, this was perfect.  I gave them the opportunity to play - that is their discovery, and with 2 people on one computer, the discussion is a natural development.  We did the lines version.  I asked them what they noticed.  They participated which is OH so helpful.  I was sure to get to everyone who had something to share and I repeated what they noticed or their questions so the whole room could hear.

I told them I was going to pause the activity and counted down, 1, 2, 3 and paused.  Some of them didn't realize what happened, but they stopped.  I had frozen the projector so I could see my Desmos teacher dashboard to see that most of them were progressing through.  So, I switched to my dashboard so I could show them what they would see as a teacher.  I showed them how to anonymize students before showing the class.  I shared with them these were the names of famous mathematicians and the students could see the name in the upper right hand corner of their own screen.  I showed the graphs at the top showed the progress of the class and students. If I hover, I can see which students might be stuck on screen 1 and check in with them.  I can see if students have finished the whole thing.  Next, I asked what they thought the difference between the dots and check marks might mean and they figured out that it meant that they were correct.  One teacher asked if a student reset after they got it correct, would it still show as a check mark.  I did not know the answer to that but we looked because there was a group that reset every time and they still had check marks.  Question answered.  I was happy that throughout the presentation I was able to answer almost all of the questions asked of me.  I don't like it when I have to keep answering, I don't know, I don't know.  I have taught with Desmos long enough to be able to answer most and that is comforting.

The next activity was Polygraph - another fun and powerful activity.  I asked the audience to know go one to one and use their own computer.  I explained the Guess Who-like face game before I gave the code to explain that was for students to get used to asking yes or no questions.  I also shared the story of the first time I used Polygraph in class, I thought I would have to pair the kids up and then once they were done, keep pairing them up but I was pleasantly surprised when Desmos automatically did it.  It was a risk worth taking.  My audience loved it.  I walked around and listened to them working.  I froze my projector and checked in on my teacher dashboard to look at their questions.  Someone asked if the graph was in the 3rd row.  I announced to the room that asking location questions like "is your graph in the upper right hand corner"? weren't going to be helpful because Desmos has thought of that and rearranges them differently on each computer.

I asked if I could pause and got an overwhelming NO!  Someone raised her hand with a question at the same time, so I walked over to answer and told them they could play for a bit longer while I helped her.  I came back and hit pause and they moaned loudly.  Ah, that was the response I was going for.  Tells me they were engaged and invested.  I showed them my teacher dashboard.  I shared that there are many polygraphs and I like to use them before I am introducing a graph to build a need for the vocabulary - like with quadratics.  Kids want to talk about slope with quadratics.  I ask them not to use slope because that is for a line and they are wanting to know what to say - build that need!

Also, in the corner of each slide, I put a little desmos icon that was actually a link to my teacher dashboard so I could quickly get there from each page.

Next up, I shared card sorts - geometry - point, line, ray, and segment.  I used these for the first time in my geometry this year and could share that.  I let them know that they had to drag one on top of the other and hover there for them to click together.  And, I let them work. I walked around and checked in, answering questions.  One question that always comes up is how do they know if they are right.  I let them know that I think it is okay that they don't know that to start.  If they were to turn green or red for right and wrong, then it just becomes a game of dragging green and red.  I showed them that I usually monitor the classes' progress and when most people are starting to be finished, I will project my teacher dashboard and show them if they have a check mark or not.  You can also show individual students screens and then it is green and red and they can see if they are right or wrong now.  I shared how one of my students did it.  At first, she just did groups of 2, not 4 like intended.  So, then she did groups of 4 but it still wasn't correct.  Turns out she groups all the pictures, all the definitions, all the notations, and all the vocab words together.  She wasn't wrong, just different :)

My fourth activity was Parent graphs and their transformations which uses the desmos calculator and sliders, so if people weren't familiar with the calculator or the sliders, they got a chance to play with that.  It was super long, but I let them work their way though just a bit, noticing patterns.  I monitored my teacher dashboard for a few to get to a challenge on screen 10.  Then, I paused them and showed them the teacher dashboard for screen 10.  I can see each student or I can do an overlay and we can have a class discussion.  It was a parabola that should have shifted to the left 3, some people went right, some went down.  I asked them how they would discuss this in their classroom.  (I knew I had captured this same challenge slide 10 in my class later in my slideshow so I could refer to that later.)
I also showed them how to pace.  I said it was 42 slides and my class didn't finish all in one class, but as a teacher, you might want to just pace slides 1-10, get people to that challenge and then discuss and check in.

As all these activities were happening, people were loving it and thinking about how they could use it in their classroom.  One woman said about the geometry one, Oh, I just taught this.  I told her she could use it on Monday as a check in and formative assessment to check for understanding.  A few people were wondering how long the codes stay in use for (almost 6 months, then they go inactive but can be reactivated.) They asked how long student data was stored.  I said I still have all my codes from the past few years.  Again, so happy I was able to answer these questions.

Other questions....how do we assign them? I will get to that.
How do we find them? I will get to that.
Glad that was where they wanted to go because that was where I was going.

After these 4 activities, but before going to the teacher side, I shared a little more of a Math and Me Survey I did in Desmos so share that you can do more than just graphs and I shared student responses.

Then, I switched to the teacher side.  I taught them how to assign the activities, checking them out first. 

I took a screenshot of the dashboard and used arrows to recap - anonymize, pause, and pace.  

I showed them the teacher view with individual students and with the overlay and how that can allow for class discussion.  Someone asked what if someone drew something inappropriate, could you remove that.  I suggested instead of showing the entire class, you could use the screen shot and pick a few to put in a slideshow and discuss, so you are ignoring that other one. 

I shared how to find the activities and reminded about just googling it to find even more, explaining that if it is officially on Desmos - they have really tested it and tried to break it.  If little old me makes one, you might not find it on desmos, but you could find it on google.

I showed how to edit them.  I said to go to the dot, dot, dot in the upper right if you wanted to change an activity up - maybe delete or add slides or change some vocabulary to get started.  I didn't remember to show them how to enable the marbleslides, polygraph, and geometry, but someone was trying to edit one later and then I brought it to the audience's attention.  Go to your name in the upper right hand corner and click on Desmos labs and then enable all three with checkmarks.

I shared how to learn more including reading the teacher tips within the activities and requesting a Desmos fellow.

And, on the final screen I listed a bunch of different codes for them to play with.  I had a title of Let's Play and I got there with 20 minutes left.  I told them they could play with them as I walked around and helped people with their individual questions.  I changed the title of the screen to be the bit.ly so that people could have that to take with them.

Phew!  I had so much fun.  I will admit after lunch and an early drive, I was hitting the wall at 1 pm with my presentation at 1:30, but Desmos is awesome and it sells itself.

I had a volunteer outside the room who listened to people's comments as they left and also asked people what they thought.
She said, they said, "best one of the day", "that was so cool", "I'm going to use that next week." "I learned so much."  Bingo!  Yes!

This positive feedback followed up with 2 really cool tweets:
One from Steve Leinward:

Followed by a reply from Eli Luberoff, Desmos Founder:

Thanks to everyone for all the great support!  I am so happy to have had the opportunity to share the Desmos love with even more math teachers.