Egg Zipline link
Set up:
Set up 2:
Don't forget the eggs:
Make the basket:
Calculating:
Hard at work the day before vacation!
Student work:
Thursday, May 23, 2019
Egg Zipline in Algebra 2
I did Barbie Bungee when I had my students in Algebra 1. Now, I have them 2 years later in Algebra 2, so it was time for Egg Zipline. We did this back in February, right before vacation. It worked well. It took one 60-minute period. I had students work in groups of 3, I think. In all 3 classes, NONE of the eggs broke. It may have been too cushioned between the shell, the cup, and the cardboard box we were aiming for so I didn't get a mess on the floor. So, next year, I need to adjust it so it is a bit more "dangerous". Typing this quickly. Will find my Twitter friend who started this.
Egg Zipline link
Set up:
Set up 2:
Don't forget the eggs:
Make the basket:
Calculating:
Hard at work the day before vacation!
Student work:
Video 1:
Video 2:
Egg Zipline link
Set up:
Set up 2:
Don't forget the eggs:
Make the basket:
Calculating:
Hard at work the day before vacation!
Student work:
Geometry - SA and Volume Project
This Geometry project takes us about 3 classes (60 minutes each). It sounds easier than it is. I do this with my accelerated class.
Here is the link to the project.
The students have to build a cone or pyramid out of card stock that meet certain requirements. They need to draw a net, a 3D version, and then actually make it. This year I only had 2 kids out of 29 attempt the cone.
They really struggle with this, but it helps them see all the right triangles within the figure. It helps them see where the slant height is.
Here is the link to the project.
The students have to build a cone or pyramid out of card stock that meet certain requirements. They need to draw a net, a 3D version, and then actually make it. This year I only had 2 kids out of 29 attempt the cone.
They really struggle with this, but it helps them see all the right triangles within the figure. It helps them see where the slant height is.
Still creating
I can't believe I haven't blogged since January. I have so many things I want to blog about.
Here is a quick hit. It is May 23rd and I am still creating new things for my Geometry class. This is a review for our test on right triangle trig, polygons, surface area, volume, and circles (although no circles in the Around the World.)
I made an 8 question Around the World and a review packet.
Here is a quick hit. It is May 23rd and I am still creating new things for my Geometry class. This is a review for our test on right triangle trig, polygons, surface area, volume, and circles (although no circles in the Around the World.)
I made an 8 question Around the World and a review packet.
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.
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!
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 vocab. Class 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. Lesson. Notes.
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. Table. Class 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.
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 vocab. Class 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. Lesson. Notes.
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. Table. Class 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.
<----Molly
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!
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.
<----MollyPhew! 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!
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