tag:blogger.com,1999:blog-62330460935350663382024-03-19T01:46:44.713-07:00★ Rockstar Math Teacher ★★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.comBlogger83125tag:blogger.com,1999:blog-6233046093535066338.post-64098945634483993432020-07-15T11:24:00.001-07:002020-08-21T15:52:30.060-07:00To Be or Not to Be: Hybrid Plan or Full Distance Learning<div><br /></div>At the beginning of the summer, we received a return plan for the fall which was a "Hybrid" Learning schedule. In this "Hybrid" schedule, students would be in A and B blocks (half the students in each class would be in the A block and half would be in the B block). The days were split into even and odd periods. In this plan, students would be coming to school once a week for 80 minute blocks in each class.... This year I will have 180 students..... I would essentially see each of my students once a week for 80 minutes. The rest of the time they would be doing virtual learning at home. That was then.... <div><br /></div><div>This is now.... As California continues to deal with COVID-19, our district has still not locked in a final plan and is considering going to Full Distance Learning.... I decided that I needed to start thinking about what to do for this school year and come up with some sort of plan. I decided to create a plan that would work with the "Hybrid" Learning Schedule or with Full Distance Learning... I started with creating a normal pacing calendar for the year. I am using this pacing calendar to determine which concept the students will need to learn each day. </div><div><br /></div><div>Once I figured out what students needed to learn each day I needed to focus on how they would learn the concepts each day. Normally my classroom structure consists of: a collaborative team spiral review warm-up, color-coded guided notes, guided practice, and independent practice. Two things I have to change would be the collaborative team warm-up where teams share one whiteboard and the color-coded guided notes where students share color pencils. I also thought about how the classroom environment will be different with social distancing in place and all of us wearing masks. </div><div><br /></div><div>I decided to start with a plan for the "Hybrid" Learning schedule that could be adapted to work with Full Distance Learning. Students would only be with me in person once a week, so I needed to come up with a plan to keep students on track and still learning on the other 4 days that they were not with me. At first this was the tricky part. How could I teach students the same thing when they were with me in person on different days. I decided that it would be best to have all students doing the same lesson each day. And when they were not with me in person, they would do that lesson at home. If they were with me in person, they would do that same lesson at school. The difference was in school they would be able to get extra help from me on the concepts as they were working on them. </div><div><br /></div><div>This plan needed to be super structured. Something that the students could do when they were not with me. I came up with an idea that would be structured to help guide the students through each lesson on their own. My idea has two parts: A Google Slides Lesson for each day. And Distance Learning Workbook paper packet that I am having printed for each student to take home with them. </div><div><br /></div><div><b><u>My Google Slides Lessons</u></b></div><div>I created a Google Slide Lesson Template to use with each day. The Google Slides lesson would be assigned each day and would give them explicit directions on what needed to be accomplished for the lesson that day. </div><div><br /></div><div>I have 180 students so I will not be able to look at every students Google Slide Lessons. The Google Slide lessons are meant to give them the structure for the lesson and I have incorporated ways that would allow me to easily "Check for Understanding".</div><div><br /></div><div>Here is the Google Slides Lesson Template that I created.</div><div><br /></div><div>The title slide for each lesson.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiJUNAA7LM-BByR-7mhVTinJjGCKkYftZ4v5BUg84b8FLt-F0tAaQ5hnt8DPaV4AjJfIAj4c-yXXyGv-KOrKpYtHER1lNlriGb0T5sTghz7H8SQwvWi8-A9PDp1bzVif5N4vC2yzZocFw/s960/Slide1.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiJUNAA7LM-BByR-7mhVTinJjGCKkYftZ4v5BUg84b8FLt-F0tAaQ5hnt8DPaV4AjJfIAj4c-yXXyGv-KOrKpYtHER1lNlriGb0T5sTghz7H8SQwvWi8-A9PDp1bzVif5N4vC2yzZocFw/w320-h192/Slide1.PNG" width="320" /></a></div><div><br /></div><div><br /></div><div>It was important to me to continue to do the spiral review. I needed a way to check if the students were staying on track with the past concepts. So I created a Google Form for each spiral review. This would allow me to see all of my students answers on one document. I even set the Google Forms to self correct the problem. The students will click on the link for the Google Forms on this lesson slide. Here is the link for an example of my <a href="https://docs.google.com/forms/d/1U3zYiHFi7vPuEEoQ-cCf-po5pvy9U-VQ92lVT_85Kb0/copy" target="_blank">Google Forms Spiral Review</a> . </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZTnJbGwKDfXmthgm4PMWwEGvJlgUikL25wiv3qPS3b2KgQPUa_pf6_zmr5utFP8ylpNY3OVoYweoQJhlZpg3OaztAVYgq2CaVMnI_x4xu2okfTTA4hJBRVPrXWLHMiEPlpWw29yexBu4/s960/Slide1.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZTnJbGwKDfXmthgm4PMWwEGvJlgUikL25wiv3qPS3b2KgQPUa_pf6_zmr5utFP8ylpNY3OVoYweoQJhlZpg3OaztAVYgq2CaVMnI_x4xu2okfTTA4hJBRVPrXWLHMiEPlpWw29yexBu4/w320-h192/Slide1.PNG" width="320" /></a></div><br /></div><div><br /></div><div>On the days that students would be doing Guided Notes, they will get this slide. I am creating the videos for their Guided Notes in the Explain Everything app. I prefer this method for recording and editing of the videos. The slide will give them the directions for the assignment, and will have the video.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirLYIDirVmRGF7MruhhtP3kfUMbFDWVaHMdWkyBr8wqfGY4mBucX_yj_z7Au5eAgfgyf9fIOU0a5StnHNRsBgTly-10iqvtCFRfozLbK1XuecVNYmL_FRDnlQ4Re-3n-P8hactGFJfNCA/s960/Slide2.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirLYIDirVmRGF7MruhhtP3kfUMbFDWVaHMdWkyBr8wqfGY4mBucX_yj_z7Au5eAgfgyf9fIOU0a5StnHNRsBgTly-10iqvtCFRfozLbK1XuecVNYmL_FRDnlQ4Re-3n-P8hactGFJfNCA/w320-h192/Slide2.PNG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">After the students take the Guided Notes with the video, they will do 4 Guided Practice problems. They will do two "Do It With Me" and two "Now You Try" Guided Practice problems. The problems will be done with another video. When they do the "Now You Try" problems, they will be directed to pause the video, try doing the problem, and then watch the video to check their problem. The slide will give them the directions for the assignment, and the video.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwv9uKb1Cl98fGG17rQr8hndTXB0_EoHHCn_ITxzFcNiOwMY5gkDPfb1IvxUgpz4FLVO_aIf7zTEtIJuLJp8VJ5dEgTC59LKAf2ttpRvdVaS_wdiJzLglTDERgTz6pOGz4y8QI1oVUrg0/s960/Slide3.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwv9uKb1Cl98fGG17rQr8hndTXB0_EoHHCn_ITxzFcNiOwMY5gkDPfb1IvxUgpz4FLVO_aIf7zTEtIJuLJp8VJ5dEgTC59LKAf2ttpRvdVaS_wdiJzLglTDERgTz6pOGz4y8QI1oVUrg0/w320-h192/Slide3.PNG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">On the days that students do not do Guided Notes, they will just do Guided Practice Problems. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">After the students finish the Guided Practice Problems, they will be doing 8 Independent Practice problems. I plan on using various platforms for the students to use to access the practice problems. So I made a different slide for each one, depending on which platform I assign that day. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">The slide will give them the directions for the assignment, and the link to get to the practice problems.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5D2FzCJaJdseK38tWVzNngrq5Wd4rXgPOTDixPVXOdOH4-Qj-0NJMyibtXk3j3FazckCnsnWvmKjyibLJYCGlpsv2GJKP2rX7f_CX1Vgb3OCLzo1n5gz78l5BdEpMd-RBw3eqPp7FbY4/s960/Slide4.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5D2FzCJaJdseK38tWVzNngrq5Wd4rXgPOTDixPVXOdOH4-Qj-0NJMyibtXk3j3FazckCnsnWvmKjyibLJYCGlpsv2GJKP2rX7f_CX1Vgb3OCLzo1n5gz78l5BdEpMd-RBw3eqPp7FbY4/w320-h192/Slide4.PNG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZawO75TW5HXhVYN3q97Xfo-hDfgjwpWEcdvufRdrZv-kc_CSREH03bFUqfzps8joAofGPTck_FYXQQFyrcPwaeNs5M8fNQD0Q7RxHHbRhisQWeMo90Q6_zcmNGDFxRzCm-a1os-ujXHY/s960/Slide5.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZawO75TW5HXhVYN3q97Xfo-hDfgjwpWEcdvufRdrZv-kc_CSREH03bFUqfzps8joAofGPTck_FYXQQFyrcPwaeNs5M8fNQD0Q7RxHHbRhisQWeMo90Q6_zcmNGDFxRzCm-a1os-ujXHY/w320-h192/Slide5.PNG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGgteeC0-HGP6bCtnLmI4VVE902LhoaNSR1sqrvKbHnY6DXvgitZCYLUTZ7VlbWeexoSI9vVveD7speKkj7vWwQSo88wS3S_w7g-XZ3snys3MCdKprjF7Ju7XJDX_jxVEyT7gx3XMmTGI/s960/Slide6.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGgteeC0-HGP6bCtnLmI4VVE902LhoaNSR1sqrvKbHnY6DXvgitZCYLUTZ7VlbWeexoSI9vVveD7speKkj7vWwQSo88wS3S_w7g-XZ3snys3MCdKprjF7Ju7XJDX_jxVEyT7gx3XMmTGI/w320-h192/Slide6.PNG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNP0kCXKjZuU3NE0O0VGXAkEVr-DLzRyb7s-p79ykWgO5GhSObVOCzh7-TJ6xx7WAWUCGdP8pIqlu6rfluytlv8RGw4IPa5nV7cvdJTVRQe0HcIS9l-E2808ptZIKVIv9B2EqA_wff4Ig/s960/Slide7.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNP0kCXKjZuU3NE0O0VGXAkEVr-DLzRyb7s-p79ykWgO5GhSObVOCzh7-TJ6xx7WAWUCGdP8pIqlu6rfluytlv8RGw4IPa5nV7cvdJTVRQe0HcIS9l-E2808ptZIKVIv9B2EqA_wff4Ig/w320-h192/Slide7.PNG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>The last slide is slide for the students to reflect on their learning for the day. They will choose the emoji that represents their understanding of the concept and explain why they chose that emoji. </div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjzhn_BGuj7zHC_aHL2Zg2eodzmymF00XSmirmqTJNGZQX9jrf4U42uTK9nIF2rI3BFCZ93P-dEMBV2xLXQEovCNGSlwKzWQWN_wNmLvtlti6PcagSax-H4Rd13B9dslPO1jZsCr7lDPc/s960/Slide8.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="576" data-original-width="960" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjzhn_BGuj7zHC_aHL2Zg2eodzmymF00XSmirmqTJNGZQX9jrf4U42uTK9nIF2rI3BFCZ93P-dEMBV2xLXQEovCNGSlwKzWQWN_wNmLvtlti6PcagSax-H4Rd13B9dslPO1jZsCr7lDPc/w320-h192/Slide8.PNG" width="320" /></a></div><div><div><br /><b><u><br /></u></b></div><div><b><u>The Distance Learning Workbook Paper Packet</u></b></div><div>This is an example of one of the lessons in the Distance Learning Workbook paper packet that I created for the students to use with the Google Slide Lessons each day.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKwnuhdZ1GqtiF_77LZiAuNRXCYym45jFsJIwhAPIpSx05phbI6L_0-gtg488G2ZYf53SUyc9CKcck0pebqpWaV38hAt0B9shKJW0uJSFuC0c1bhyphenhyphen1JPXftXcTc4sIWW0mwRHWDyW6NC8/s1628/Pages+from+__Distance+Learning+Packet+-_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1628" data-original-width="1250" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKwnuhdZ1GqtiF_77LZiAuNRXCYym45jFsJIwhAPIpSx05phbI6L_0-gtg488G2ZYf53SUyc9CKcck0pebqpWaV38hAt0B9shKJW0uJSFuC0c1bhyphenhyphen1JPXftXcTc4sIWW0mwRHWDyW6NC8/s320/Pages+from+__Distance+Learning+Packet+-_Page_1.png" /></a></div><div><br /></div><div><br /></div><div>The packet includes a page to do the work for each Spiral Review problem. </div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXq5QRwlgIkn2lvfEaSKPSsY0Lt_qIu6rT0wxoMZh5XBlS9hV0wBdtxK7FkzkQ7FbuV63K-8FXUglfNx44Ool_h4MNyGNIWkvLDdN4B-Tre4pkwZkq72nc9WiDHxFOxvjXNfjpNDn38yM/s2048/Pages+from+__Distance+Learning+Packet+-_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1583" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXq5QRwlgIkn2lvfEaSKPSsY0Lt_qIu6rT0wxoMZh5XBlS9hV0wBdtxK7FkzkQ7FbuV63K-8FXUglfNx44Ool_h4MNyGNIWkvLDdN4B-Tre4pkwZkq72nc9WiDHxFOxvjXNfjpNDn38yM/s320/Pages+from+__Distance+Learning+Packet+-_Page_2.png" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><br /></div>The packet would include a Guided Note page for them to complete with the video.</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTG03OQyu6HofwRpZ-KSJ00NkkO0vgSzcW6sS8MX_JmRkeTTk55X5KoI3iaaoaJVEwFAYz0pZ82RtX7Kd1XXXNMeVAoBmfc2zdGEUNP9h-afc74UZorOWlDrif6Lm8ZBilylD8RgfiGq8/s2048/Pages+from+__Distance+Learning+Packet+-_Page_3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1583" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTG03OQyu6HofwRpZ-KSJ00NkkO0vgSzcW6sS8MX_JmRkeTTk55X5KoI3iaaoaJVEwFAYz0pZ82RtX7Kd1XXXNMeVAoBmfc2zdGEUNP9h-afc74UZorOWlDrif6Lm8ZBilylD8RgfiGq8/s320/Pages+from+__Distance+Learning+Packet+-_Page_3.png" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><br /></div>The packet would include a page to do the work for the Guided Practice with the video. In the next unit I would include graphs when graph paper is needed.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimxqX6XU5iM_PX-_HfmZdonP4sZLWJzvT3Z07As_ntkJZSAlTzkP5sX7IT6nyLDHl7Qah1_htOEgWezQXaXo_bqm8p9HjfjZEQnAwzk0uOa3jSSjVeO6vXm_hlAaqDDEwpIyDTMbi4-g0/s2048/Pages+from+__Distance+Learning+Packet+-_Page_4.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1583" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimxqX6XU5iM_PX-_HfmZdonP4sZLWJzvT3Z07As_ntkJZSAlTzkP5sX7IT6nyLDHl7Qah1_htOEgWezQXaXo_bqm8p9HjfjZEQnAwzk0uOa3jSSjVeO6vXm_hlAaqDDEwpIyDTMbi4-g0/s320/Pages+from+__Distance+Learning+Packet+-_Page_4.png" /></a></div><div><br /></div><div><br /></div><div>The packet would include pages to do the work for the Independent Practice problems. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1z9qQgSdrcqNmEcgtI3IGE9E7YHnwei6_a2c07LLW0cIUjgqgcTKIOyDGD9dRxD7c-NrkbWkodup2nAt8xR2KD7P357BladH9NOZjczV5mmYMNdzNXsXUBdzEh0PDy21shSQBEtkY9Zo/s2048/Pages+from+__Distance+Learning+Packet+-_Page_5.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1583" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1z9qQgSdrcqNmEcgtI3IGE9E7YHnwei6_a2c07LLW0cIUjgqgcTKIOyDGD9dRxD7c-NrkbWkodup2nAt8xR2KD7P357BladH9NOZjczV5mmYMNdzNXsXUBdzEh0PDy21shSQBEtkY9Zo/s320/Pages+from+__Distance+Learning+Packet+-_Page_5.png" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3wiBeOAQmaZx81580zgnM5GAWdM8vpJjQSK0VQxTZSvK5SJdMH8pjcFHUJHHz5L99ZCeh79HIynZaxSgBdDT8PI5iDf24KruyzYamhotG9ls1-mYd69BfuWdF40QRXNwHCALZY9yA6w8/s2048/Pages+from+__Distance+Learning+Packet+-_Page_6.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1583" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3wiBeOAQmaZx81580zgnM5GAWdM8vpJjQSK0VQxTZSvK5SJdMH8pjcFHUJHHz5L99ZCeh79HIynZaxSgBdDT8PI5iDf24KruyzYamhotG9ls1-mYd69BfuWdF40QRXNwHCALZY9yA6w8/s320/Pages+from+__Distance+Learning+Packet+-_Page_6.png" /></a></div><div><br /></div><div>I have completed all of the lessons for the first three weeks of school, Unit 1a - Linear Equations. I am working on Unit 1b- Linear Relationships which will be the rest of the 1st quarter. I feel that this plan is the best way to keep the students on track with their learning. This plan will work with either a Hybrid Learning Schedule or Full Distance Learning schedule. </div><div><br /></div><div>I have a plan for common assessments and CAASPP IABs if we are in a Hybrid Learning Schedule. I have not decided what to do for those if we are in Full Distance Learning. </div><div><br /></div><div>For now, knowing that we are weeks away from starting school in either a Hybrid Learning Schedule or Full Distance Learning, this is the plan I will be using. </div><div><br /></div><div>Here is a link if you would like to make a copy of my <a href="https://docs.google.com/presentation/d/1MpZDb_Y3j25ETcYkkZVnXmvxOq3hsDP-Tzq5AFp7q_4/copy?usp=sharing">Distance Learning Google Slides.</a> </div><div><br /></div><div>Thanks for stopping by and checking out my blog post. :o)</div><div><br /></div>
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<br /></div></div>★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com3tag:blogger.com,1999:blog-6233046093535066338.post-79482962322083843382020-07-14T16:03:00.000-07:002020-07-14T16:03:16.479-07:00COVID - 19, Abrupt Changes and Distance Learning "Just Like That" - A Reflection on Last Year.<div><br /></div><div>I can't believe we are still in this nightmare that started in March... I know I am not alone in my experience with all that has happened with schools, teaching and COVID-19. I am still trying to come to grips with the sudden changes last school year and the loss of so many experiences with last year's students ... "Just like that". :o(</div><div><div><br /></div><div>I remember back to that weekend in March. I spent the weekend planning all of my lessons and was ready for the week. Students were supposed to be taking a benchmark. I was excited to see how much they had learned. Then Sunday of that weekend, "Stay at Home" orders in California were given... It was sudden... Just like that.... Notified by our Superintendent in an email.... Teachers were given that week to accept the new reality and to create a paper packet for (Phase 1) of "Distance Learning". In (Phase 1), our students were given packets with work for three weeks.... Students would work on the packet and turn it in at the end of (Phase 1). Teachers were responsible for daily student wellness checks.... I had 120 students. Trying to get a hold of students was the most difficult part... (Phase 1) lasted three weeks.... </div><div><div><br /></div><div>The "Stay at Home" orders in California continued... We now had to plan for the next three weeks, (Phase 2). In (Phase 2) we were now switching to all digital "Distance Learning"... Our amazing tech department managed to get Chromebooks and/or Wifi to students who didn't have them. 8th Grade Math decided to continue the learning of new concepts, in hopes to help prepare them for high school. </div><div><br /></div><div>For the digital learning lessons, I decided to make weekly Google Slides to guide the students through the daily lessons. My slides were very methodical and structured. Because students were working in a self-paced manner and were logging in at different times, it was important that the students could work through the slides on their own. The slides had videos made by us explaining the concepts, and activities to practice the concepts. I would check in with my students regularly through GoGuardian, I would do chat in Google Slides to help the students if they were stuck. Students would message me on Hangout for help.... I tried to do class Zoom meetings, but it never worked out because students were always on a different times.... Again, the hardest part was the regular student wellness checks and trying to contact students who were not checking in or doing work..... I reflected at the end of (Phase 2) and realized that the way this all happened was not ideal in any way, but on the bright side, students who were logging on, watching the videos and doing the practice were learning. We continued this process for (Phase 3), which lasted the last five weeks of school. </div><div><br /></div><div>Not only was the every day teaching different, so many things were different when we went to distance learning. We did all of our weekly staff meetings through Zoom..... We did our weekly PLC Meetings through Zoom.... My department actually met in a lot of "On the Fly" Zoom meetings each week to help each other cope and to have some sort of normalcy. There were so many missed experiences. There were no end of the year activities. No yearbook signings, no graduation, no spring carnival, no CAASPP summative test....</div><div><br /></div><div>Ending the official school year was the most difficult part. Teachers were not allowed to go onto the campus during this entire time. I hadn't been to my classroom for months. We were finally allowed on campus for a couple of days to clean our rooms at the end of the school year.... This was an experience I would not wish on my worst enemy. The custodians had already started summer cleaning the rooms before teachers were allowed back on campus.... When I got to my classroom to pack up my stuff for the summer, I realized they had already piled all of my classroom stuff into the corner to clean the carpets.... They not only piled all of my classroom furniture, they piled all of my stuff... My papers, books, teaching supplies, my plants... everything. It took me hours to pick through the pile to get all of my materials and personal items to pack away for the summer.... Not an ideal way to pack my classroom and end the year... :o(</div><div><br /></div><div>Summer officially came.... Leaving me mentally exhausted and left with a lot of unknowns about the next school year... I tried taking a mental break from all things school related, but was not able to escape the horrible reality unfolding every day.... I have been at home for so long, I don't even know what month it is any more.... All I can say is that so far I am surviving the "New Normal".... Wondering when the"Old Normal" will be back... </div><div><br /></div><div>Thanks for stopping by and reading my blog post... Stay safe....</div></div></div>
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-85661733543165633042018-06-19T10:20:00.000-07:002018-06-19T10:20:31.759-07:00My Blogging Hiatus<br />
Wow.... It has been a long time since I have had time to blog and I have really missed it. A lot has happened in the last year, and unfortunately I just never had the time to make it to my blog. I tried to at least keep up with sharing on Twitter, but I even had trouble keeping up with that after a while... :o(<br />
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I usually blog a lot over the summer, reflecting on the previous year and sharing my ideas for the next year. Last summer was the exception.... After 15 years, I decided that it was time for a change, and I bought a new house in another town.... I spent all summer, going through the moving process... My new house closed the same week that school started. I started moving little by little, but I was not able to fully move until a month after school started.... After I finally moved, I then had to spend the next two months fixing up my old house and get it ready to put on the market.... This again consumed school nights and weekends.... So when I wasn't planning for the next week, I was either unpacking at my new house, or at my old house fixing it up. I finally got my old house on the market and sold it in November.... And then in January, my father ended up in the hospital and it took me 3 months to get him back home....<br />
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This year, I also started a new position at school.... Our district started a new "Coaching Model" and instead of having full time instructional coaches, they have teachers/instructional coaches. Teachers teach half the day, and instructional coach the other half of the day.... All teachers/instructional coaches are also department leads. (I had experienced instructional coaching the year before, but only one period a day... Our school still had a full time math coach, so I was still able to maintain teaching as my focus.) I never envisioned how overwhelming it would be to take on the position as teacher/7th and 8th Grade Math Instructional Coach.... I had 7 teachers in my department, 3 which were brand new teachers, never been in the classroom. I had a lot of responsibility as a coach, including the curriculum. I learned that I have more success with the teachers who are open to coaching and did not resist. :o(<br />
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All in all, this was by far the most exhausting year I have ever had.... I had a lot on my plate, and tried to remember to maintain a focus on my teaching and my students. This was easier said than done. I would teach my two blocks of students in the morning, 1st/2nd and 3rd/4th periods. I was technically an instructional math coach 5th period and 6th period because I had prep 7th period. I rarely used my prep period and if I wasn't subbing during 7th period, I was in the classrooms coaching, because this was the toughest period of the day for most teachers.... Every day, 1st lunch and 2nd lunch fell during 5th period. I never took a lunch and usually had a working lunch because during 5th period I would either have students coming in for help, to make up work, or other teachers asking for help during their prep or lunch.... After school was the toughest because I had to figure out which hat to wear and that was very exhausting. Was I in "Coach Mode", "Lead Mode", or "Teacher Mode"?... I had so many meetings to attend regularly.... Coaches Meetings, Leadership Meetings, Curriculum and Instruction Meetings, IEP meetings, and 504 meetings. I had to have department planning meetings for 7th grade math and 8th grade math every week and I needed to do intervention with my students on a regular basis.... And after school I still had to also do my regular teacher duties such as homework, grades, get my room ready for the next day, supply orders, phone calls home, yard duty, answer more teacher questions, and regular visits from past students. <br />
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Even though this year was overwhelming and exhausting, I am very thankful that I was able to persevere and keep my focus on my students and my teaching. I am so proud of my students this year and the success they had on the CAASPP Summative Assessment. My students rocked it more than ever this year. Hard work does pay off... :o)<br />
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Next year, I will be teaching less and coaching more.... I am hoping that next year will be less exhausting and that I will be able to maintain my blogging more.... Until then, this summer I plan to update my free resources on my blog and catch up on some blogging about my lessons, and ideas for next year.... :o)<br />
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Thanks for stopping by and checking out my blog.... :o)<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-40600783689530466802017-02-20T12:56:00.000-08:002017-02-20T12:56:41.534-08:00My Socrative Math Land Amusement Park Team TaskI know it's been a while since I have blogged and shared my classroom ideas, but I have been super busy with my new part time TOSA role as an Instructional Coach, as well as my normal duties as an 8th Grade Math Teacher. :o)<br />
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I did some really great things with my Pythagorean Unit this year. Since I don't always have time to blog, follow me on Twitter and you will see everything I do.<br />
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Today I wanted to blog about my Math Land Amusement Park Team Task. This has always been one of my favorite Team Tasks. Originally, this Team Task was created as a paper task. A couple of years ago, I made this Team Task into "Digital Task Cards".<br />
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<b><u>My Socrative Math Land Amusement Park Team Task</u></b><br />
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<b><u>Changes to the Team Task This Year</u></b><br />
This year instead of having the students plot the points, I created the Math Land Amusement Park Coordinate Graph for the students.<br />
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<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iaXhneXRZaFIyVFE/view?usp=sharing">My Math Land Amusement Park Coordinate Graph File</a>. Feel free to download and use.<br />
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<b><u>Team Task Structure</u></b><br />
In this Team Task, the students took turns being Team Mathematician. <br />
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The Team Mathematician would:<br />
- Facilitate the problem.<br />
- Read the situation card to the "Team".<br />
- Use the Amusement Park Key to find the points needed.<br />
All Team Members would discuss and complete the problem as a Team. Each Team Member would do the work on their own graph, and their own whiteboard.<br />
The Team Mathematician would:<br />
- Ask all of the Team Members if they agree before the "Team" enters an answer.<br />
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<u><b>Math Land Amusement Park Attraction Key:</b></u><br />
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<a href="https://drive.google.com/file/d/0B5JTFLs_0M7ib0hpNXFqYzNZLU0/view?usp=sharing">Math Land Amusement Park Attraction Key File.</a> Feel free to download and use.</div>
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<b><u>My Socrative Math Land Amusement Park Team Task Digital Task Card Examples</u></b><br />
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<b>Math Land Amusement Park Team Task: </b> Feel free to use. :o) <br />
Socrative Code: SOC-26989390<br />
Socrative Link: <a href="https://b.socrative.com/teacher/#import-quiz/26989390">Math Land Amusement Park Team Task Digital Task Cards</a><br />
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<b><u>A Blast From the Past</u></b><br />
If you would like the students to plot the points for Math Land Amusement Park, feel free to use this file from last year with the coordinates for each attraction.<br />
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<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iX2pyc2d6OUJCTXM/view">Math Land Amusement Park (Part 1) Graphing the Points File</a>. Feel free to download and use.<br />
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Thanks for stopping by and checking out my blog... Feel free to leave feedback... :o)<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com2tag:blogger.com,1999:blog-6233046093535066338.post-45725556967256397452016-11-23T10:25:00.000-08:002016-11-23T10:25:01.014-08:00My Interactive Math Poster ActivitiesMy students love doing My Poster Activities in my math classes. I like the poster activities to be self paced, so I usually create the My Poster Activities in Showbie or Socrative. This allows my students to work through the activity at their own pace and allows me to help answer questions and clear up misconceptions throughout the activity.<br />
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Here are a few of the "Poster Activities" that we have done this year in my 8th Grade Math Classes.<br />
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<b><u>Linear Relationships: </u><u>Proportional and Non-proportional Relationships </u></b><br />
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My students were struggling with determining when Linear Relationships were Proportional Relationships and when they were Non-proportional Relationships, so I created this poster activity to help the students see the similarities and differences between the two Linear Relationships. The key to this activity is the color-coding. <br />
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Students cut out the situations, tables and graphs and followed the task directions to create the poster. As the students completed each step, they answered questions in Socrative. They used the color-coded "Sticky Notes" to explain how to determine Proportional and Non-proportional Relationships in situations, tables and graphs.<br />
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<b><u>My Download:</u></b><br />
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<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iRnVwMTJfUG13dEE/view?usp=sharing" target="_blank">My Linear Relationships Situations, Graphs and Tables {Student} Download</a></div>
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<u><b>My </b><b>Socrative Code:</b></u><br />
My Proportional/Non-Proportional Relationships Poster Activity: SOC-25465286<br />
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My coordinating color-coded wall charts for Linear Relationships.<br />
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<u><b>Function Figures Poster</b></u><br />
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We had a very limited time to focus on nonlinear functions, so I wanted to create an activity that would help the students remember the various types of nonlinear functions. I got this idea from <a href="https://twitter.com/Radical4Math">@Radical4Math's </a>Function Girl Posters at <a href="http://radical4math.blogspot.com/2016/08/function-girl.html">radical4math.blogspot.com</a>.<br />
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When I saw her Function Girl Posters, I knew I had to make her posters into Socrative "Digital Task Cards".<br />
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After the students completed my Socrative "Digital Task Cards" on Function Girl, they made their own Function Figures Posters in my Showbie Function Figures Poster Activity.<br />
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<b><u>My Socrative Code:</u></b><br />
Function Girl "Digital Task Cards"- SOC-24563972<br />
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<b><u>My Download:</u></b><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7idVVYdnA0UlBneUU/view?usp=sharing" target="_blank">Function Figures {Student Copy} Download</a><br />
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<b><u>My Download:</u></b><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7icjRPYWtWSWNWUkk/view?usp=sharing">My Function Figures Poster Activity Showbie Download</a><br />
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<img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS1zP5fUO12PIS4gKY_7wtwWgPDGnhEQMhwInb0XFLaYHdK8zymmnMYWBL3wwVCbJ4_mpNMPfmmlJLqIi5XUBsJYbG_eh5zQTkLTm18VTCzDfGrslQJwJoUI9IfzYMCGgMiIeZXWOGa8eR/s640/big+diveder.png" /><br />
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<b><u>Elimination Word Problems Poster</u></b><br />
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This is just simple poster activity for the students to show what they know about elimination and word problems. Students set up and solved introduction elimination word problems and then used "Sticky Notes" to explain the solution in the context of the real world situation.<br />
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<b><u>My Socrative Code:</u></b><br />
Elimination Word Problems "Digital Task Cards" - SOC-25184104<br />
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Thank you for stopping by. I hope I have inspired ideas for your classroom.<br />
Feel free to leave feedback... :o)<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com1tag:blogger.com,1999:blog-6233046093535066338.post-1108828195179463412016-09-11T13:15:00.001-07:002016-09-11T13:15:48.497-07:00My Google Forms Formative Assessment on Slope<br />
This year I am trying to follow through with my idea from last year on using Google Forms to "Check For Understanding" with Formative Assessments. I have created my second Google Forms Formative Assessment on Slope and the Rate of Change. <br />
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My goal with these Formative Assessments are to use the data to help prepare them for the more rigorous types of Common Core questions.<br />
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Here are my students taking my Google Forms Formative Assessment on Slope and the Rate of Change.<br />
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Here are the five questions that are on my Google Forms Formative Assessment.<br />
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Here is the Google Forms link for this Formative Assessment.<br />
Feel free to copy and use.<br />
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Formative Assessment <a href="https://docs.google.com/forms/d/1qoFfDDjVNUAMMKq1o_O1FEuOZpC59Z7MUyJnR1pg7YI/copy?usp=sharing" target="_blank">-Slope and the Rate of Change</a><br />
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Here is a paper version if you don't have access to technology, but would like to use my Formative Assessment on Slope and the Rate of Change. :o)<br />
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Formative Assessment - <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iRTFwZkM2MllUcGM/view?usp=sharing" target="_blank">Slope and the Rate of Change PDF</a><br />
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Thanks for stopping by my blog... Feel free to leave feedback... :o)<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com3tag:blogger.com,1999:blog-6233046093535066338.post-56470220963068442442016-08-21T09:10:00.000-07:002017-04-18T20:22:51.480-07:00My Google Forms Integer Rules Review Quizzes<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">I am participating in a monthly blog challenge called #MTBoSBlaugust. Click the logo below to check out the other participating blogs. :o)</span><br />
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I know that my students are coming in at only 12% Proficient in Math. This means that they are going to need a lot of review on the concepts they should know from 7th Grade. Our pacing in 8th Grade Math is already tight, and unfortunately I do not have time to go back and reteach these concepts in depth. I do pace in a couple of review days, and I give the students guided notes on these concepts so that they have a reference and a lot of practice.<br />
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In checking for understanding during the last two days, my students now understand the concepts of Combining Like Terms and Solving Two-step Equations but are not successful because they are making mistakes with the Integer Rules.<br />
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I gave my students an Integer Rules Graphic Organizer for them to reference, but they are still confusing the rules for addition and multiplication. I did notice that when my students are solving equations and using the inverse operation, they get confused which rule applies when the terms are stacked for addition in step one, and division in step two. <br />
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So I wanted to create some review quizzes to practice the integer rules when they are next to each other like when combining like terms, and when they are stacked like when solving equations. I have created a weeks worth of Google Forms Integer Rules Review Quizzes.<br />
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Here are the links to my Google Forms Integer Rules Review Quizzes. <br />
Feel free to use. :o)<br />
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<a href="https://docs.google.com/forms/d/1bD5mqF42rYaSazb_LX6r3HlsmKF-xbJguX6nUaOEIx8/copy?usp=sharing">#__ Integer Rules Review Test (1) __#</a><br />
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<a href="https://docs.google.com/forms/d/13HZi322cwwfBPCwGdN7uNMIFUJ-PXPok01xXq3viCo4/copy?usp=sharing">#__ Integer Rules Review Test (2) __#</a><br />
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<a href="https://docs.google.com/forms/d/1PJnxxp473ohRF4IC_7UW329uA5ol_FVwaatDI5e7hCQ/copy?usp=sharing">#__ Integer Rules Review Test (3) __#</a><br />
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<a href="https://docs.google.com/forms/d/1ihpaN0IbNG_vrKrlAkxFh9g9QZn6J1SB5b0HszVg4Sw/copy?usp=sharing">#__ Integer Rules Review Test (4) __#</a><br />
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<a href="https://docs.google.com/forms/d/1OX7p_Z1Mm988JnF-JvUE_1GHtn_QotNk4a0_P_hlIEw/copy?usp=sharing">#__ Integer Rules Review Test (5) __#</a><br />
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<b>Thanks for stopping by my blog. Please feel free to leave feedback... :o)</b><br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com5tag:blogger.com,1999:blog-6233046093535066338.post-75774973601250700682016-08-20T16:42:00.000-07:002016-08-21T09:15:04.581-07:00My First Week of School (2016 - 2017)<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">I am participating in a monthly blog challenge called Blaugust. Click the logo below to check out the other participating blogs. :o)</span><br />
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I have just finished my first week of school with the students. The students started school on Tuesday. We spent the first two days going over classroom procedures, doing motivational activities and getting their iPads assigned and accounts set up.<br />
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Here are some of my 1st Day activities that we did in between talking about classroom procedures.<br />
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My motivational "Sticky Note" Poster.<br />
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We talked about "Struggle" and that it wasn't going to be easy. I read "A Letter to My Students" that will go in the students' Interactive Math Notebook and then they wrote a letter to themselves.<br />
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We ended the day with this AWESOME collaborative team activity that I saw on Twitter. The activity comes from <a href="https://saravanderwerf.com/">Sara VanDerWerf</a> - <a href="https://twitter.com/saravdwerf">@saravdwerf</a>. The activity is called <a href="https://saravanderwerf.com/2015/12/07/100-numbers-to-get-students-talking/">100 Numbers to get the Students Talking.</a> I have included her link so you can read the directions for the activity and download the files.<br />
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My 8th Grade Math students have come in extremely low again with only 12% proficient. My first unit is Linear Equations in One Variable. To prepare them for the concepts I need to teach them for 8th Grade Math, I always have to start the year reviewing 7th Grade concepts. <br />
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To help the students be successful in Solving Equations with Variables on Both Sides, I gave them an Integer Rules Graphic Organizer, with a 25X25 multiplication table on the back. Thursday we reviewed the Distributive Property, and Combining Like Terms. On Friday we reviewed One-step and Two-step equations.<br />
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On Friday, students experienced iMath for the 1st time. Students did a "Show What You Know" writing response.<br />
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Students did their first Socrative "Digital Task Cards" activity on Two-step Equations.<br />
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Here is the Socrative Code for my Solving Two-step Equations "Digital Task Cards", feel free to use it. SOC-23374664<br />
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Then my students did a "Ticket Out the Door" Reflection in Showbie. I am so happy that they are motivated to learn and willing to try. :o)<br />
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Here are some of their responses.<br />
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Thanks for stopping by and checking out my blog... :o)<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-45089503442631331282016-08-13T10:45:00.000-07:002016-08-13T10:45:12.079-07:00My Classroom Reveal (2016 - 2017)<br />
I am participating in a monthly blog challenge called Blaugust. Click the logo below to check out the other participating blogs. :o)<br />
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We start school with the students next week, so I have been really busy the last couple of weeks getting my classroom ready. I have a different schedule this year. I will be teaching two blocks of 8th Grade Common Core Math, one period of AVID and I will be a Math Coach for one period. I am a little nervous because I am taking on two new roles.<br />
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I am so excited because I spent a lot of time getting my room ready and I am really happy with it. I have a small portable classroom and I wanted to create a comfortable place for students to learn because they are with me for an entire block.<br />
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This is a view of my Interactive Math Notebook Shelf. I loved my Growth Mindset Wall so I did not change it. The shelf under my "Change Your Words" wall is where my students keep their IMN and their iMath folders. I also added a spot for AVID Student Portfolios, and AR Reading Journals.<br />
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One of my classroom structures is my "While You Were Out" tray that is on top of the shelf. This is where I put the notes for students who were absent. They check the tray when they come back to class. :o)<br />
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This is one of the corners in my room, with my AR library and my AVID WICOR wall. I love my zebra curtains. :o)<br />
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This is a view of my front boards. I loved my saying: HAVE GRIT! Learning is not easy... Dig deep and EMBRACE STRUGGLE so I kept it, but I changed the letters. :o) Underneath my whiteboards is my Mathematicians "Say" word wall. This is where I will put all of the academic vocabulary words that I want students to use in their team discussions.<br />
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This is a view of my back wall. This is where my "You are a Genius" wall and my "YET" wall are. This is also where I put Team 7 and Team 8. The student information board is by the door. The black spaces on the wall are for student work. I have a data wall and my Math "Rockstars" wall for my "Rockstar" competition. <br />
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This is "My Spot". This is where I teach from and give my guided notes from. I sit on the table with my pillows to make it comfy. I have to sit when I give my guided notes because I use a Mimio Pad to give notes in ActivInspire. I like this spot because I am in the middle of the room and I can see "everything". :o) <br />
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This my student "Behavior Reflection Center". I blogged previously about how our math department uses "Out of Class Timeouts" for students and send them to other math teachers. This is where students who come to my room on an "OCT" sit and reflect. They are not allowed to turn around and look at my students or interact with my students. <br />
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This is my new iPad cart. I am so excited that I finally got my new iPads set up and I love my new zebra organizer. <br />
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This is a view of my teacher desk area. This is where I spend my lunch time. :o)<br />
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This is a view of my "Student Supply Center" with my new "Thinking is" wall. This is where the team's Resource Monitor will get the team's supplies and where the student supplies for iMath are.<br />
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In my student supply center I have: paper, rulers, calculators, protractors, pencil sharpeners, whiteboards, dry erase mats, graphing whiteboards, team supply boxes, color pencils crates, dry erase markers, staplers and hole punchers.<br />
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This is a view of my classroom from the door.<br />
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This is a view of my classroom from my teacher desk area.<br />
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Thanks for stopping by.... I hope I have inspired some ideas for your classroom...<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com17tag:blogger.com,1999:blog-6233046093535066338.post-16522862043757227482016-08-02T18:22:00.001-07:002016-08-13T10:25:13.733-07:00Setting up My Classroom and My Classroom Posters<div class="separator" style="clear: both; text-align: center;">
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I am participating in a monthly blog challenge called Blaugust. Click the logo below to check out the other participating blogs. :o)<br />
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<a href="http://statteacher.blogspot.com/2016/07/mtbosblaugust-participating-blogs-2016.html"><img border="0" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSrFFZEXkg2AdplacWa_W-gCsAhyphenhyphen0Afw2A7rBPSm8RJPYHFOQZX3hXr4uZ7zT14XqGqdgu_KFFzJPgTaofVLSSXp9vVwBoSnYRhbfoVZoGHQu8Rb4NJ6hSwQcA5e_GaiOWL3m_f_4w7VDz/s400/MTBOSBlaugust2016.png" width="400" /></a> </div>
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For my first Blaugust Blog Post I am blogging about some of my #Made4Math posters that I made this summer for my classroom.<br />
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I worked in my room for the first time today and was able to organize my desk area and hang up some of my posters.<br />
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This is my new wall with a focus on "Asking Questions". The main phrase is:<br />
Thinking is not driven by answers, but by asking questions!<br />
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I made posters to go with the theme of asking questions. I printed out the words and then glued them onto scrapbook paper for color, and then laminated them. :o) I hope you can tell how cool my wall looks from the pictures. Sorry about the glare...<br />
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Here are some close up pictures of the posters I made. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic626Xc8_JOfv-J8bKQP-QILiF-cTLwFbJk2M5CCLRmIN3bw3tKVAcCAegxuYHc0I32OuDi7DWGgw-SKLD5h3O3E09LqHWSoSCoX190JPWfsvkPNHTHInI2KQiZcCPfiwnGxh251LS9PfJ/s1600/4a.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="370" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic626Xc8_JOfv-J8bKQP-QILiF-cTLwFbJk2M5CCLRmIN3bw3tKVAcCAegxuYHc0I32OuDi7DWGgw-SKLD5h3O3E09LqHWSoSCoX190JPWfsvkPNHTHInI2KQiZcCPfiwnGxh251LS9PfJ/s400/4a.PNG" width="400" /></a></div>
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Here are the files to My Asking Questions Posters and my Keep Calm Poster. Feel free to download and use. :o)<br />
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<u>Download Links:</u><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iQWxBN2dQcS1wWlU/view?usp=sharing">My Asking Questions Posters</a><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7ic3E5dm45Tml4NEE/view?usp=sharing">My Keep Calm and Ask Questions Poster</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikxHNkGEq97Em8EHQSgyluiWfFXBiYXVYZjV-PaS5uvu37nurRYMpPPvKUhfjMso4HhIyMfuyvTP6L1NMC4kgKWOlS_FHsOdcuWCcsXT9dxDiYWyHu-JKRnVTIG3JtX5kh_7io8SYewrj0/s1600/IMG_3052.PNG" imageanchor="1" style="background-color: white; font-family: "Happy Monkey"; font-size: 17.6px; line-height: 24.64px; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikxHNkGEq97Em8EHQSgyluiWfFXBiYXVYZjV-PaS5uvu37nurRYMpPPvKUhfjMso4HhIyMfuyvTP6L1NMC4kgKWOlS_FHsOdcuWCcsXT9dxDiYWyHu-JKRnVTIG3JtX5kh_7io8SYewrj0/s640/IMG_3052.PNG" width="640" /></a><br />
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I also made a set of posters that say: There is a difference between not knowing and not knowing YET. I printed these on white paper, glued on scrapbook paper for color and laminated them...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcjQ0rkysEFsrFDwzOVFJCcx3X3rjoqY9tHRJlQdrsN7yX3ceKQ8ZumgvrTGBE5OV0UwqFxAbMv2se3FvFVXL-AjsXRTlrJ2KeQ2s8I9WyC_RK2KdjdDuddokQAS2zMJCfNcBRVKPOyFZ2/s1600/8a.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="321" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcjQ0rkysEFsrFDwzOVFJCcx3X3rjoqY9tHRJlQdrsN7yX3ceKQ8ZumgvrTGBE5OV0UwqFxAbMv2se3FvFVXL-AjsXRTlrJ2KeQ2s8I9WyC_RK2KdjdDuddokQAS2zMJCfNcBRVKPOyFZ2/s640/8a.PNG" width="640" /></a></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Here is the file for my "YET" Posters. </span><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Feel Free to Download and Use. :o)</span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Download Link:</u></span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><a href="https://drive.google.com/file/d/0B5JTFLs_0M7ibkxEa1U5b3lxb1E/view?usp=sharing">My "YET" Posters</a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikxHNkGEq97Em8EHQSgyluiWfFXBiYXVYZjV-PaS5uvu37nurRYMpPPvKUhfjMso4HhIyMfuyvTP6L1NMC4kgKWOlS_FHsOdcuWCcsXT9dxDiYWyHu-JKRnVTIG3JtX5kh_7io8SYewrj0/s1600/IMG_3052.PNG" imageanchor="1" style="background-color: white; font-family: "Happy Monkey"; font-size: 17.6px; line-height: 24.64px; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikxHNkGEq97Em8EHQSgyluiWfFXBiYXVYZjV-PaS5uvu37nurRYMpPPvKUhfjMso4HhIyMfuyvTP6L1NMC4kgKWOlS_FHsOdcuWCcsXT9dxDiYWyHu-JKRnVTIG3JtX5kh_7io8SYewrj0/s640/IMG_3052.PNG" width="640" /></a><br />
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;">I also updated my "In This Classroom" Wall Hanging to match my new color scheme in my room. </span></span><br />
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<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;"><br /></span></span>
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;">Here is the file for my Updated Version of "In this Classroom" Wall Hanging Posters. Feel free to download and use. :o)</span></span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><b><u>Download Link:</u></b></span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><a href="https://drive.google.com/file/d/0B5JTFLs_0M7iREdQclMxcTE0WGM/view?usp=sharing">My "In this Classroom" Wall Hanging Posters</a></span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><br /></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Thanks for stopping by my blog... I hope you were inspired.... :o)</span><br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com10tag:blogger.com,1999:blog-6233046093535066338.post-35692186175567872492016-07-30T12:07:00.000-07:002016-08-04T17:01:13.414-07:00Idea "Smashing" for My Collaborative Team ExpectationsI was inspired today by <a href="https://twitter.com/mathequalslove">@mathequalslove's</a> blog post today about her <span style="background-color: white; color: #333333;"><span style="font-family: inherit;"><a href="http://mathequalslove.blogspot.com/2016/07/redyellowgreen-team-cups-posters.html">Red/Yellow/Green Team Cups Posters</a>. </span></span>So I decided to smash together two ideas from my <a href="http://rockstarmathteacher.blogspot.com/search/label/My%20Collaborative%20Teams">Collaborative Teams</a> structure.<span style="background-color: white; color: #333333; font-family: inherit;"> </span><br />
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<b><u>Idea #1</u></b><br />
A few summers ago, the R/Y/G Cups were a big topic on Twitter and I was introduced to the idea thanks to <a href="https://twitter.com/druinok">@druinok </a>in her <a href="http://statteacher.blogspot.com/2014/07/july-blogging-challenge-5things.html">July Blogging Challenge #5things</a> blog post. I even searched all over and found the perfect cups to go with my classroom theme.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG_kGKgIJaP2-TC2RKA2kbokIKlLEIDEl9Z0ZlsqfF_m4IsBbAKA7-vv7Mwe34tJnOBOHsYcITdSWdZcUiFQNbMC2bj5YuFjtOfxUfV957F6JXNQeimHOgqu3SpFq0b_PlBpTQ46kz4Z3h/s1600/team+cups.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="458" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG_kGKgIJaP2-TC2RKA2kbokIKlLEIDEl9Z0ZlsqfF_m4IsBbAKA7-vv7Mwe34tJnOBOHsYcITdSWdZcUiFQNbMC2bj5YuFjtOfxUfV957F6JXNQeimHOgqu3SpFq0b_PlBpTQ46kz4Z3h/s640/team+cups.jpg" width="640" /></a></div>
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I even created a <a href="http://rockstarmathteacher.blogspot.com/2015/01/implementing-my-cup-strategy-with.html">"Team Task" Cups Strategy Sheet</a>, but I never really followed through with the idea that year. I had a really good group of students and I never found it necessary or the opportunity to implement it. I could have used the idea with last year's students, but never found the time to follow through.... And the cups still sit in my cupboard.... Unopened... <br />
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<b><u>Idea #2</u></b><br />
If you have seen my <a href="http://rockstarmathteacher.blogspot.com/search/label/%22Team%20Tasks%22">"Team Tasks"</a> or my <a href="http://rockstarmathteacher.blogspot.com/p/my-socrative-resources.html">Socrative "Team Tasks</a>" you know that I like to emphasize the Collaborative Team Structure with "Team Task" Expectations that are read by the Task Manager at the very beginning of the "Team Task". <br />
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For Example:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmKlatvH3hJFWw_xEyYc8BRhYTZJ7EgD0AOyYctWQbMPAjM3_3RqY9FDln4nZSufx6xBTRL234s2lwIybXuvLnnGk41rjY08EtbCy1fgY6B9-amTkXHr3MkpSM1i8mjPigIEqwEsUcNab-/s1600/Socrative+Team+Task+Rules.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmKlatvH3hJFWw_xEyYc8BRhYTZJ7EgD0AOyYctWQbMPAjM3_3RqY9FDln4nZSufx6xBTRL234s2lwIybXuvLnnGk41rjY08EtbCy1fgY6B9-amTkXHr3MkpSM1i8mjPigIEqwEsUcNab-/s400/Socrative+Team+Task+Rules.png" width="400" /></a></div>
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So after reading mathequalslove's blog today I got the idea to smash these ideas together, revitalizing the Team Cup Strategy that never came to fruition with my always used Team Task Expectations Strategy. <br />
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I created a "Team Task" Expectations sheet that will be read by the Task Manager at the beginning of every task. <br />
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On the back of the "Team Task" Expectations sheet will be my "Team Task" Cups sheet, which I modified a little. I am going to print them on card stock and put them in sheet protectors.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSPAjCS-ibhPCja6Ds1lKixSMsWbzpgITDTDiMlyYOb0WA1wKxBSNqyVvRlttyePAi-RnBeRYA9unUZKbco4sf2A69a7FrTN00scXcvPLSUuoWBcjzNw5lk85ZolR_GI_X9wnMxOeoL8iT/s1600/_%2523___My+Team+Cup+Strategy+____%2523.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSPAjCS-ibhPCja6Ds1lKixSMsWbzpgITDTDiMlyYOb0WA1wKxBSNqyVvRlttyePAi-RnBeRYA9unUZKbco4sf2A69a7FrTN00scXcvPLSUuoWBcjzNw5lk85ZolR_GI_X9wnMxOeoL8iT/s640/_%2523___My+Team+Cup+Strategy+____%2523.png" width="492" /></a></div>
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Here are the files for my "Team Task" Expectations and "Team Task" Cup Strategy. Feel Free to Download and Use. I included the Word files for you to modify to fit your needs.<br />
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<u><b>Download Links:</b></u><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iZWxnbkFvZEhXdXM/view?usp=sharing">My Team Task Expectations PDF</a><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iQnR1dnNoV2NtWk0/view?usp=sharing">My Team Cup Strategy PDF</a><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iVlNSM3JoMnVINWM/view?usp=sharing">My Team Task Expectations Editable Word File</a><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iN2FWcGM0X0x5dEk/view?usp=sharing">My Team Cup Strategy Editable Word File</a><br />
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Thanks for stopping by my blog.... I hope I have inspired ideas for your classroom....<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-77394885703188945262016-07-25T17:08:00.000-07:002016-08-04T17:20:10.885-07:00Beginning of the Year Classroom Resources and HandoutsIt's that time of the year again and I have been going through my beginning of the year files. I have made changes to some of my files and added some new files for this year.<br />
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I am sharing my ideas to hopefully inspire ideas for your classroom. Feel free to download and use in your classroom.<br />
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<b><u><span style="font-size: large;">Interactive Math Notebook Resources</span></u></b><br />
I have previously blogged about my <a href="http://rockstarmathteacher.blogspot.com/2014/07/a-letter-to-my-students.html">Letter to My Students</a>. I absolutely have to keep using it again this year. I love that the Letter to My Students is the first thing my students see every time they open up their Interactive Math Notebook. I have decided to modify and change some of the fonts for this year. So it is slightly different than my old version.<br />
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My Collaborative Team Roles Graphic Organizer is copied on the back of the Letter to My Students for the students to reference. I will continue to use these Team Roles because they are such a big part of my <a href="http://rockstarmathteacher.blogspot.com/2014/07/july-challenge-my-classroom-structure.html">Classroom Structure.</a> They have helped my students to be very successful in 8th Grade Math.<br />
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Here is the Letter to My Students and my Collaborative Team Roles Graphic Organizer.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi17RBsfg18FW3SQJA79LgQEFfV06CnVNlG3F88ZlWvuRd0Uwrg1Ni-7ps9-NlK7rvLrYUQdDE4y5UHjJXiyhVZedau-79sgLK7jsq36S3w9Y_uWZbJNJ_LBeZq6SKU2jhk7-UJUeXsBK4h/s1600/letter.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi17RBsfg18FW3SQJA79LgQEFfV06CnVNlG3F88ZlWvuRd0Uwrg1Ni-7ps9-NlK7rvLrYUQdDE4y5UHjJXiyhVZedau-79sgLK7jsq36S3w9Y_uWZbJNJ_LBeZq6SKU2jhk7-UJUeXsBK4h/s320/letter.PNG" width="245" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiLmATEQMGP7FALTGPKVXkrWYAg1XHV77Sqxn3XcV6LUKHzEtKC-WULUj__WtcppLaZXM4tIWJJL_gcMXv5USkX3F79_1ZVRlHhPbTEZniD4_bOiZpfxjbDXIkFJrZ7TmRjBmpZJ-x7IGb/s1600/%2523___Team+Roles+%2528v3%2529__%2523.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiLmATEQMGP7FALTGPKVXkrWYAg1XHV77Sqxn3XcV6LUKHzEtKC-WULUj__WtcppLaZXM4tIWJJL_gcMXv5USkX3F79_1ZVRlHhPbTEZniD4_bOiZpfxjbDXIkFJrZ7TmRjBmpZJ-x7IGb/s320/%2523___Team+Roles+%2528v3%2529__%2523.png" width="248" /></a></div>
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Download Links:<br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iTmtHRzVqa1Q0RXM/view?usp=sharing">A Letter to My Students</a><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iLUhIaVBZTVlNb1E/view?usp=sharing" target="_blank">Team Roles Graphic Organizer</a><br />
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I am using my Problem Solving in Math and Writing in Math IMN Resources again. <i>These will be copied back to back.</i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2RizCaBETWHXShQF9i8cHbu3f3IlsydTS3r2EG5XXwwoYdBnqzQh67_GFLX-g5dPQLyT3iFnMAKV1PfspsLbzZ6JSLasG9XeXFEOT4xgNh8PEZ3tCbhFyhNcLKRw9J84NzdxZrChGmaI-/s1600/%2523___My+Problem+Solving++Notebook+Guides___%2523_Page_1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2RizCaBETWHXShQF9i8cHbu3f3IlsydTS3r2EG5XXwwoYdBnqzQh67_GFLX-g5dPQLyT3iFnMAKV1PfspsLbzZ6JSLasG9XeXFEOT4xgNh8PEZ3tCbhFyhNcLKRw9J84NzdxZrChGmaI-/s320/%2523___My+Problem+Solving++Notebook+Guides___%2523_Page_1.png" width="248" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixAo2irZZZkrqxZjdQWfN8IgPRiAswEIeiaw8DSL2CsmDWNZtcz4qOXZ6Hq_E7E1xa36ghuYY7ikS3EzXKahnKar9r9C4EP3A_I-utIiEsXUVVOlK4sT96cD3JEWH5nL7SUT88zpCFESHu/s1600/%2523___My+Problem+Solving++Notebook+Guides___%2523_Page_2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixAo2irZZZkrqxZjdQWfN8IgPRiAswEIeiaw8DSL2CsmDWNZtcz4qOXZ6Hq_E7E1xa36ghuYY7ikS3EzXKahnKar9r9C4EP3A_I-utIiEsXUVVOlK4sT96cD3JEWH5nL7SUT88zpCFESHu/s320/%2523___My+Problem+Solving++Notebook+Guides___%2523_Page_2.png" width="248" /></a></div>
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Download Links:<br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iMmxVYW5rSVhIOG8/view?usp=sharing">Problem Solving in Math </a><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iV0g4MGZxZ3dqQ2M/view?usp=sharing">Writing about Math</a><br />
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I have modified my Let's Talk Math IMN Graphic Organizer and I have added talking stems for the students to reference and use during their Collaborative Team discussions. My student friendly Math Practices will be copied on the back.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic5glhxTeyBGegKWXtQiG7shcNwA_A2rEEVZ6zk3k5N-coBL7F6sPxVt8HvD4NnHl4cCUFCSP1pH48b-nop9O6O2INgDATvcuuDCRdzvyEn9clYkm-EIdMKUxeSRwdKcH10IuFwVFVD2hL/s1600/talk+math.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic5glhxTeyBGegKWXtQiG7shcNwA_A2rEEVZ6zk3k5N-coBL7F6sPxVt8HvD4NnHl4cCUFCSP1pH48b-nop9O6O2INgDATvcuuDCRdzvyEn9clYkm-EIdMKUxeSRwdKcH10IuFwVFVD2hL/s320/talk+math.PNG" width="242" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYZofSm8mumesD9rGvVabtwMeWHuY_ssAmOtsCdiXND0C1wGbPML4ZGTeRvZuiRFDRxoZQntIvGgl4aAA5U3oU542qNoJ8EK-XHIwVPrjKjSceA0fL38sopLJFXdfCfcvKpKXEbHTp2AWj/s1600/%2523___Student+MP+for+IMN+___%2523.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYZofSm8mumesD9rGvVabtwMeWHuY_ssAmOtsCdiXND0C1wGbPML4ZGTeRvZuiRFDRxoZQntIvGgl4aAA5U3oU542qNoJ8EK-XHIwVPrjKjSceA0fL38sopLJFXdfCfcvKpKXEbHTp2AWj/s320/%2523___Student+MP+for+IMN+___%2523.png" width="247" /></a></div>
Download Links:<br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iSUIxWUk1OXphWjg/view?usp=sharing">Let's Talk Math</a><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iRGUzdXVvVGJFWTQ/view?usp=sharing">Student Math Practices</a><br />
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<b><u>Bathroom Pass Record Sheet</u></b></div>
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I have always had problems with students wanting to leave class to go to the bathroom. Over the years I have tried so many different things and nothing really helped. So last year I created this Bathroom Pass Record Sheet inspired by <a href="http://mathequalslove.blogspot.com/2015/07/free-interactive-notebook-hall-pass.html">mathequalslove</a>. </div>
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Using this Bathroom Pass Record Sheet really helped with the bathroom problem in my classroom. So I am definitely using this again this year. I modified the procedures to emphasize that students are not supposed to ask me, they simply follow the procedures and hand me the sheet to sign. </div>
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Download Link:<br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iU1BwSWZjZXVLUG8/view?usp=sharing">Bathroom Pass Record Sheet</a><br />
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<b><u>iPad Username and Password Graphic Organizer</u></b><br />
My students use a lot of apps in my iMath block so I created this graphic organizer for the students to keep track of their usernames and passwords. I have my students keep this in their iMath folder to reference in class. When we sign up with a new app, I have the students write down the information in their graphic organizer.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnAtFZ3_tDCN1gngkSest9B1Vsv9G4JuM2RENzhy9SidN0K8rTlYz-R1blugO-XKlZGoDY3EY2cQWEeLzsjIo2ecj_nUlRcZgrQLyrZ2dnNgRMrT7ZsenUz0NVJcLXOFlLv2ePltUAOBiE/s1600/%2523___iMath+Guidelines_+__%2523.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnAtFZ3_tDCN1gngkSest9B1Vsv9G4JuM2RENzhy9SidN0K8rTlYz-R1blugO-XKlZGoDY3EY2cQWEeLzsjIo2ecj_nUlRcZgrQLyrZ2dnNgRMrT7ZsenUz0NVJcLXOFlLv2ePltUAOBiE/s320/%2523___iMath+Guidelines_+__%2523.png" width="247" /></a></div>
Download Link:<br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iNEUtbmdmdGU5YTQ/view?usp=sharing">iPad Username and Password Graphic Organizer</a><br />
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<span style="font-size: large;"><b><u>Classroom Management Communication Slips</u></b></span><br />
I like my classroom to be as structured as possible so I created communication slips for my classroom that allow me to communicate with students without being bothered when I am in the middle of something. I copy these on Astrobright paper so that they are super pretty. :o)<br />
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<b><u>Communication Slips</u></b><br />
The <i>Communication Slips</i> are by my desk. Students fill out the <i>Communication Slip</i> to communicate with me about anything. They put the completed slip in the Teacher's Inbox on my desk.<br />
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Download Link:<br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iekJBbkktbVEteEE/view?usp=sharing">Communication Slips</a><br />
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The <i>How Am I Doing</i> slips are by my desk next to the <i>Communication Slips. </i>Students fill out the How Am I Doing Slip whenever they want to know their grade. They put the slip in the Teacher's Inbox on my desk. Then when I have time later that day during my prep or after school, I fill out the <i>A Note From Your Teacher</i> Slip. I hang the <i>A Note From Your Teacher</i> on the front board and the student can get it the next day in class.<br />
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<b><u>How Am I Doing?</u></b><br />
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Download Link:<br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iblBpWEJMZDlycjQ/view?usp=sharing">How Am I Doing?</a><br />
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<u><b>A Note From Your Teacher</b></u><br />
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Download Link:<br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7ib3NSaVR6a2YzSWM/view?usp=sharing">A Note From Your Teacher</a><br />
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<span style="font-size: large;"><u>Behavior Reflection</u></span><br />
In our 7th and 8th Grade Math Department the teachers send students on "Out of Class" Timeouts to another teacher's classroom. This year I made a <i>Behavior Reflection</i> Sheet for my students to complete while they are on vacation from my room.<br />
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This is the paragraph they will copy on in Part One of the Behavior Reflection.<br />
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These are the questions they will answer in Part Two of the Behavior Reflection.<br />
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<b><u>Download Links:</u></b><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7ic3BYZktyZ20wVU0/view?usp=sharing">Behavior Reflection (Paragraph)</a><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iUXduczJjS2NlQmc/view?usp=sharing">Behavior Reflection (Questions)</a><br />
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<b><u>Beginning of the Year Student Reflection</u></b><br />
This is a beginning of the year math reflection for my students to complete. This is super helpful in getting to know my students better and how they feel about math.<br />
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<b><u>Download Link:</u></b><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iNEwtUjVnNFc0Nzg/view?usp=sharing">Beginning of the Year Student Reflection</a><br />
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Thanks for stopping by my blog... I hope I have inspired some ideas for your classroom...<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com10tag:blogger.com,1999:blog-6233046093535066338.post-14161040513617807762016-07-02T09:37:00.000-07:002016-07-02T09:37:00.918-07:00Socrative 101 - Making "Digital Task Cards"If you follow me on Twitter you know how much I love Socrative. I love Socrative because I can create (self-paced) lessons for students to work independently or I can create "Team Tasks" for students to work collaboratively.<br />
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To make my Socrative Assignments more intriguing to the students, I started creating "Digital Task Cards" to go with the questions in my Socrative Assignments. Students love doing math in my Socrative Assignments with "Digital Task Cards". #happyteacher<br />
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<b><u><span style="font-size: large;">How To Make "Digital Task Cards"</span></u></b><br />
I use PowerPoint to create my "Digital Task Cards". I made a template to use each time I make a new set. The template has a place for the problem and I can easily change the background on the cards to make each set of task cards unique.<br />
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"Digital Task Cards" Template in PowerPoint<br />
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Here is a copy of my Socrative "Digital Task Cards" PowerPoint Template. Feel free to download and use. :o) <a href="https://drive.google.com/file/d/0B5JTFLs_0M7ia0I2TnZkMXBlSFk/view?usp=sharing">My "Digital Task Cards" PowerPoint Template</a><br />
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To make the "Digital Task Cards", I start by choosing backgrounds for each of the task cards in the set. After I have the backgrounds put in, I add the written part of the problem on the task cards.<br />
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Next, I add the math problem to each of the task cards.<br />
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After I have completed the set of "Digital Task Cards", I get them ready to put into my Socrative Assignment.<br />
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<b><u><span style="font-size: large;">Making the "Digital Task Cards"into Images</span></u></b><br />
The "Digital Task Cards" need to be images to use in Socrative. After you have saved your "Digital Task Cards" as a PowerPoint, click <b>Save As </b>- then <b>Save as Type - </b>click the drop down and choose an image format. Choose save <b>Every Slide</b>. All of the slides will be saved as images in a folder.<br />
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<b><u><span style="font-size: large;">Creating the "Digital Task Cards" Assignment in Socrative</span></u></b><br />
Sign into Socrative and go to <b>Manage Quizzes</b> and <b>Create Quiz</b>.<br />
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Name your quiz and choose a type of question to add.<br />
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After the question is typed in, choose add image and add the image that corresponds with your question from the folder with your "Digital Task Cards" from your PowerPoint.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWeLyRsvzEKlZrnFWPeLeixqSqQbpvrPZKJ-9BvsNId-35n5unxZgxDpbtgMs3A-Uj8weL1u1H2jsF5VPtaM5XVCHfSpcivwolDxxSK2IOprOfkEBu4NdhUJa2dOMVUiPM3dFKNAcYYM-O/s1600/soc3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWeLyRsvzEKlZrnFWPeLeixqSqQbpvrPZKJ-9BvsNId-35n5unxZgxDpbtgMs3A-Uj8weL1u1H2jsF5VPtaM5XVCHfSpcivwolDxxSK2IOprOfkEBu4NdhUJa2dOMVUiPM3dFKNAcYYM-O/s640/soc3.png" width="640" /></a></div>
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This is what the question will look like after the image is added.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Rbdp0gXGxlef11VJPdp_Q5JHzInDcqkyoVib8QkIBJ4L64KZSCLfEECOYGnRYsoGyVq_JRDER9BzrZ242g5eZoKzjv_jDIS4sMayax4KYFy1u4E9CzWW8b8gS4lw8Py15s1SiEt1Z85w/s1600/soc4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Rbdp0gXGxlef11VJPdp_Q5JHzInDcqkyoVib8QkIBJ4L64KZSCLfEECOYGnRYsoGyVq_JRDER9BzrZ242g5eZoKzjv_jDIS4sMayax4KYFy1u4E9CzWW8b8gS4lw8Py15s1SiEt1Z85w/s640/soc4.JPG" width="640" /></a></div>
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Continue this process to complete your Socrative Assignment with "Digital Task Cards".<br />
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<b><span style="font-size: large;"><u>Making an Answer Key for the "Digital Task Cards"</u></span></b><br />
I make my own math problems so I like to have an answer key. I use my PowerPoint slides to print a blank answer key and work out the problems next to each of the task cards. This also allows me to find mistakes and to make sure the problems will work out.<br />
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This is an example of what my blank answer key looks like when it is printed.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-nzoZJ0iEjOXgwrvlc32SxL0Yu_UtL3Jal-oOgEJBTZzhNFW9oxAd8ie_6lVMxoFXjX-ksTI1N_3ToYDiIv3XPeynLWpH3dSwZ1NEJLd6_FzpPMojnqPze6MMABcAE3uX0Fpgi-9yPLtV/s1600/files_Page_1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-nzoZJ0iEjOXgwrvlc32SxL0Yu_UtL3Jal-oOgEJBTZzhNFW9oxAd8ie_6lVMxoFXjX-ksTI1N_3ToYDiIv3XPeynLWpH3dSwZ1NEJLd6_FzpPMojnqPze6MMABcAE3uX0Fpgi-9yPLtV/s400/files_Page_1.png" width="306" /></a></div>
To print a blank answer key from your set of "Digital Task Cards". You need to change the Print Layout. To do this: Click <b>File</b> - <b>Print</b> - <b>Full Page Slides </b>- <b>3 Slides</b>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOX9311HBqNPLXk81MPfmJ4hrUKyXSWphsTqvYIC8xmRMPSSkPX4NiOVML_hLpOMwVjZYFrnmyH5E3XBCUUkgS8Mjo3GSse234lNy6EsrortvS2WAJlfonXsYIW8vlwx6TYxBGWs7bFzh3/s1600/Untitled.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="354" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOX9311HBqNPLXk81MPfmJ4hrUKyXSWphsTqvYIC8xmRMPSSkPX4NiOVML_hLpOMwVjZYFrnmyH5E3XBCUUkgS8Mjo3GSse234lNy6EsrortvS2WAJlfonXsYIW8vlwx6TYxBGWs7bFzh3/s640/Untitled.png" width="640" /></a></div>
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This is how it looks when you print out your blank answer key from your "Digital Task Cards".<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnjX7NJtUwhw-_GnTOmWEVRhjGNhDgosBxvGcd6t0ldan3urkJ5RHUG7y6AKv-uE6tsM-gSBMJmLz2ixDKkhBZ2QyiV5r03yKx4m74uzTEeqRZJNFVquiF0_mVZJ_zn_eQQXAN34bsdXsi/s1600/Untitled2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="354" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnjX7NJtUwhw-_GnTOmWEVRhjGNhDgosBxvGcd6t0ldan3urkJ5RHUG7y6AKv-uE6tsM-gSBMJmLz2ixDKkhBZ2QyiV5r03yKx4m74uzTEeqRZJNFVquiF0_mVZJ_zn_eQQXAN34bsdXsi/s640/Untitled2.png" width="640" /></a></div>
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Click "Print" and you will have a blank answer key for your "Digital Task Cards".<br />
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Thanks for stopping by and checking out my blog. I hope that you have been inspired to create your own Socrative Assignments with "Digital Task Cards".<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com9tag:blogger.com,1999:blog-6233046093535066338.post-90690681869042798802016-06-28T10:00:00.000-07:002016-07-14T10:15:41.683-07:008th Grade Math - Unit 6c: Transformations<div class="MsoNormal">
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Last year I did not teach this unit before the students took the CAASPP Summative Assessment. This year I wanted to teach this unit before the CAASSP, so I replaced the Exponent Properties and Scientific Notation Unit with this unit. #gooddecision </div>
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The unit started with a focus on Congruence and Rigid Transformations. I really wanted to focus on the fact that the figures didn't change shape or size they just moved locations.<br />
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The first rigid transformation the unit focused on was Translations.<br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey" , serif; line-height: 18.5pt;">I wanted the students to practice rigid transformations by making their own figures and transformation for each of the rigid transformations so I created a poster task. The poster task was split into parts and done over multiple days. Each time the students learned a new transformation, they would complete the next part of the task for that transformation and add it to their poster.</span></div>
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<b style="line-height: 24.6667px;"><u><span style="color: #d11d73; font-family: "happy monkey" , serif;">iMath Lesson - Rigid Transformations Poster Task - (Part One and Two)</span></u></b><br />
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<span style="color: #d11d73; font-family: "happy monkey" , serif;">Students showed their
understanding of this concept in my Showbie Poster Task on Rigid Transformations. Students created their own figure and translated the figure using their own rule.</span></div>
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<u style="background-color: white; color: #d11d73; font-family: "Happy Monkey"; line-height: 24.64px;"><span style="color: #cc0066; font-family: inherit;"><b>iMath – Practice in Tenmarks and Buzzmath </b></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">Students used Tenmarks and Buzzmath to practice translations. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNr6B8fbnYLVAzzTGl_xEDA6dMeDErHV1FiKEJTLA82m68wXgzEYE9zouZufRVPh7lrSEDnkGwxjVAxS61w1Ksa-ZPP1tB8NIEFCvktWLDIvzWJcNw0XKJYmEGhDezoUq6_jyL7WZy9V-r/s1600/IMG_5449.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNr6B8fbnYLVAzzTGl_xEDA6dMeDErHV1FiKEJTLA82m68wXgzEYE9zouZufRVPh7lrSEDnkGwxjVAxS61w1Ksa-ZPP1tB8NIEFCvktWLDIvzWJcNw0XKJYmEGhDezoUq6_jyL7WZy9V-r/s320/IMG_5449.JPG" width="320" /></a></div>
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The next part of the unit focused on Rigid Transformations and Reflections.<br />
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<b style="line-height: 24.6667px;"><u><span style="color: #d11d73; font-family: "happy monkey" , serif;">iMath Lesson - Rigid Transformations Poster Task - (Part Three)</span></u></b><br />
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<span style="color: #d11d73; font-family: "happy monkey" , serif;">Students continued to show their understanding of this concept in my Showbie Poster Task on Rigid Transformations. Students created their own figure and reflected the figure using their own rule.</span></div>
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<u style="background-color: white; color: #d11d73; font-family: "Happy Monkey"; line-height: 24.64px;"><span style="color: #cc0066; font-family: inherit;"><b>iMath – Practice in Tenmarks and Buzzmath </b></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">Students used Tenmarks and Buzzmath to practice reflections. </span><br />
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The next part of the unit focused on Rigid Transformations and Rotations.<br />
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<b style="line-height: 24.6667px;"><u><span style="color: #d11d73; font-family: "happy monkey" , serif;">iMath Lesson - Rigid Transformations Poster Task - (Part Four)</span></u></b><br />
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<span style="color: #d11d73; font-family: "happy monkey" , serif;">Students contined to show their understanding of this concept in my Showbie Poster Task on Rigid Transformations. Students created their own figure and rotated the figure using their own rule.</span></div>
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<b style="line-height: 24.6667px; text-align: start;"><u><span style="color: #d11d73; font-family: "happy monkey" , serif;">iMath Lesson - Rigid Transformations Poster Task </span></u></b></div>
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<span style="font-family: inherit;"><b><u><span style="color: #cc0066;">iMath – Showbie Rotations Assignment</span></u></b><o:p></o:p></span></div>
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<span style="background: white; color: #d11d73;"><span style="font-family: inherit;">Students practiced rotations in my Showbie Assignment. </span></span><o:p></o:p></div>
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<u style="background-color: white; color: #d11d73; font-family: "Happy Monkey"; line-height: 24.64px;"><span style="color: #cc0066; font-family: inherit;"><b>iMath – Practice in Tenmarks and Buzzmath </b></span></u></div>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">Students used Tenmarks and Buzzmath to practice rotations.</span><br />
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The next part of the unit focused on Composition of Transformations.<br />
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<span style="font-family: inherit;"><b><u><span style="color: #cc0066;">iMath – Socrative (Self-paced) “Digital Task Cards”</span></u></b><o:p></o:p></span></div>
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<span style="background: white; color: #d11d73;"><span style="font-family: inherit;">Students practiced performing multiple transformations in my Socrative (self-paced) "Digital Task Cards"
lesson Oops, I Lost My iPod Task</span></span><span style="background: white; color: #d11d73; font-family: "happy monkey" , serif;">. </span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066;">Here
is my Socrative Code</span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "happy monkey" , serif;">. Feel Free to Use. :o)</span><span style="color: #d11d73; font-family: "happy monkey" , serif;"><o:p></o:p></span></div>
<b style="background-color: white; color: #cc0066; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;">Composition of Transformations Task: </span><b style="color: #d11d73; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif;">SOC-21865585</span></b></b>
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<b><u><span style="background: white; color: #d11d73; font-family: "happy monkey" , serif;">Socrative: Rigid Transformations "Team
Task"</span></u></b><span style="color: #d11d73; font-family: "happy monkey" , serif;"><br />
<span style="background: white;">We ended the unit with my Socrative Collaborative "Team Task" on Rigid Transformations.</span></span></div>
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<u><span style="background: white; color: #d11d73; font-family: "kg be still and know";"><br /></span></u><b><u>Unit Reflection</u></b><br />
This unit needed more time, but there just wasn't any time. This was the first year that my students were really understanding how to perform the transformations and use that to understand congruence. I decided not to focus on dilations in this unit and only focused on the three rigid transformations.<br />
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Thanks for stopping by and reading my blog. I hope my lessons have inspired you.<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com1tag:blogger.com,1999:blog-6233046093535066338.post-4492316896647759292016-06-27T10:31:00.000-07:002016-07-14T10:09:27.189-07:008th Grade Math - Unit 6b: The Volume of Solids<div class="MsoNormal">
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<span style="font-family: inherit;">The next unit in our Geometric Relationships was the Volume of Cylinders, Cones and Spheres.The first part of the unit focused on finding the volume of a cylinder and practice with basic cylinder volume problems.</span><br />
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<span style="background: white; color: #d11d73; font-family: "happy monkey" , "serif";">Students
practiced Recorder/Reporter style and the teams collaboratively solved problems
finding the volume of cylinders.</span></div>
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<b><u><span style="color: #cc0066; font-size: 16pt;"><span style="font-family: inherit;">iMath – Showbie “Paperless” Assignment</span></span></u></b></div>
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<span style="background-color: white; color: #d11d73;"><span style="font-family: inherit;">Students practiced finding the Volume of Cylinders in
my"Paperless" Showbie Assignment.</span></span><span style="background-color: white; color: #d11d73; font-family: "happy monkey" , serif;"> </span></div>
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<span style="font-family: inherit;"><b><u><span style="color: #cc0066; font-size: 16pt;">Math 8 - Showbie “Paperless” Collaborative Team Task</span></u></b><o:p></o:p></span><br />
<span style="font-family: inherit;"><span style="font-family: inherit;">The next day the students did a my collaborative "Team Task" on Finding the Volume of Cylinders using my cylinder collection. </span>Throughout the year I had saved different cylinders for this activity. I labeled the cylinders and set them out on an empty set of desks. The students were very intrigued when they came in and saw the collection of cylinders.</span><br />
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<span style="font-family: inherit;"><br /></span><span style="font-family: inherit;"> In the "Team Task" the students took turns being "Team Mathematician". The "Team Mathematician" chose a cylinder from the selection and brought it back to the team. </span><br />
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<span style="font-family: inherit;">The "Team Mathematician" measured the height and the diameter of the chosen cylinder and read them to the team. The team then calculated the volume of the chosen cylinder together. The students repeated this process throughout the "Team Task". All Team Members were "Team Mathematician" multiple times throughout the task.</span><br />
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<span style="font-family: inherit;">As you can see the students really enjoyed this task. :o)</span><br />
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<span style="font-family: inherit;">The next part of the unit focused on finding the height or the radius of a cylinder given the volume of the cylinder.</span><br />
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<span style="font-family: "happy monkey"; line-height: 24.64px;">Students </span><span style="line-height: 24.64px;">did a round of Recorder/Reporter and the teams collaboratively solved problems finding the height or the radius of cylinders.</span></div>
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<u style="line-height: 24.64px;"><span style="color: #cc0066; font-family: inherit; font-size: 16pt;"><b><br /></b></span></u></div>
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<u style="line-height: 24.64px;"><span style="color: #cc0066; font-size: 16pt;"><b><span style="font-family: inherit;">iMath – Socrative (Self-paced) “Digital Task Cards”</span></b></span></u></div>
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<span style="line-height: 24.64px;"><span style="font-family: inherit;">After practicing with their teams, students did my Socrative (self-paced) "Digital Task Cards" lesson on Finding the Height or Radius of a Cylinder.</span></span></div>
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<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o)</span><span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;"><o:p></o:p></span></div>
<span style="font-family: inherit;"><b style="background-color: white; color: #cc0066; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;">Finding the Height or the Radius of a Cylinder: </span><b style="color: #d11d73; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20875587</span></b></b></span><br />
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<span style="font-family: inherit;">The next part of the unit </span>focused on finding the volume of a cone and practice with basic cone volume problems.<br />
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<span style="background: white; color: #d11d73; font-family: "happy monkey" , serif;">Students practiced Recorder/Reporter style and the teams collaboratively solved problems finding the volume of cones.</span></div>
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<span style="font-family: inherit;"><b><u><span style="color: #cc0066; font-family: inherit , serif; font-size: 16pt;">iMath – Showbie “Paperless” Assignment</span></u></b></span></div>
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<span style="background-color: white; color: #d11d73; font-family: inherit;">Students practiced finding the Volume of Cones in my"Paperless" Showbie Assignment. </span></div>
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<span style="font-family: inherit;"><u><span style="background: white; color: #d11d73;"><br /></span></u>
The next part of the unit focused on finding the height or the radius of a cone given the volume.</span><br />
<span style="font-family: inherit;"><br /></span>
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<b><u><span style="background: white; color: #d11d73;"><span style="font-family: inherit;">Socrative: Finding the Volume of Cylinders and Cones "Team
Task"</span></span></u></b></div>
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<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">We ended this part
of the unit with my Socrative Collaborative "Team Task" on the Volume of Cylinders and Cones.</span></span></span></div>
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<span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;"><span style="background: white;"><br /></span></span></div>
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<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;"><br /></span></div>
<div class="MsoNormal" style="background: white; line-height: 18.5pt;">
<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o)</span><span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background-color: white; color: #cc0066; font-family: "happy monkey"; line-height: 24.64px;">Volume of Cylinders and Cones Review "Team Task": </span><b style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20945728</span></b></div>
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;"><br /></span></b></div>
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<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">The next part of the unit focused on finding the volume of a sphere and basic sphere volume problems.</span><br />
<span style="font-family: inherit;"><br /></span>
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<span style="color: #d11d73; font-family: "happy monkey" , serif; font-size: 13pt;">Students did a round of Recorder/Reporter and the teams
collaboratively solved problems on finding the volume of spheres.</span><span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="font-family: inherit;"><b><u><span style="color: #cc0066; font-size: 16pt;">iMath
– Socrative (Self-paced) “Digital Task Cards”</span></u></b><span style="color: #d11d73; font-size: 13pt;"><br />
<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">After practicing finding the volume of spheres with their teams, students did my Socrative (self-paced) "Digital Task
Cards" lesson on Finding the Volume of a Sphere.</span></span></span></div>
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<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;"><br /></span></div>
<div class="MsoNormal" style="background: white; line-height: 18.5pt;">
<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o)</span><span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;"><o:p></o:p></span></div>
<span style="font-family: inherit;"><b style="background-color: white; color: #cc0066; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;">Finding the Volume of a Sphere: </span><b style="color: #d11d73; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20975396</span></b></b>
</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">The next part of the unit focused on comparing volumes and composite volumes. The students did well with this part of the unit because I encouraged them to leave their answer in terms of pi until the very end.</span><br />
<span style="font-family: inherit;"><br /></span>
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<span style="font-family: inherit;"><br /></span>
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<span style="color: #d11d73; font-family: "happy monkey" , serif; font-size: 13pt;">Students did a round of Recorder/Reporter and the teams
collaboratively solved problems with composite volumes.</span></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="MsoNormal" style="background: white; line-height: 18.5pt;">
<span style="font-family: inherit;"><b><u><span style="color: #cc0066; font-size: 16pt;">iMath
– Socrative (Self-paced) “Digital Task Cards”</span></u></b><span style="color: #d11d73; font-size: 13pt;"><br />
<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">After practicing with their teams, students did my Socrative (self-paced) "Digital Task
Cards" lesson on F</span><o:p></o:p></span><b style="color: #cc0066; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;">inding the Volume of Composite Figures.</span></b></span></div>
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<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o)</span><span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">F</span><b style="color: #cc0066; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;">inding the Volume of Composite Figures: </span><b style="color: #d11d73; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-21067857</span></b></b></div>
<span style="font-family: inherit;"></span><span style="font-family: inherit;"><b><u><span style="color: #cc0066; font-size: 16pt;"><br /></span></u></b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYHwnI1JMYFw941wLUMTvKGz1JdtsyuT6CTq534xLNHnmnhT0bts7aT72TJ35xwxs-b3tWwPTfB5fXoUVtOZC-9jn0JFxv1RpJ4CkQSowPWtipZVLQ1L7ucX1gxpHc0QVX1GFV9KptS5Ee/s1600/IMG_3052.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="30" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYHwnI1JMYFw941wLUMTvKGz1JdtsyuT6CTq534xLNHnmnhT0bts7aT72TJ35xwxs-b3tWwPTfB5fXoUVtOZC-9jn0JFxv1RpJ4CkQSowPWtipZVLQ1L7ucX1gxpHc0QVX1GFV9KptS5Ee/s640/IMG_3052.PNG" width="640" /></a></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">The next part of the unit focused on reviewing and solidifying their understanding of finding the volume of cylinders, cones and spheres. I created a Poster Task for the students to practice finding and comparing volumes.</span><br />
<b style="background-color: white; line-height: 18.5pt;"><u><span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;"><br /></span></u></b>
<b style="background-color: white; line-height: 18.5pt;"><u><span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;">iMath
Lesson - Comparing Volumes Poster Task</span></u></b><br />
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<span style="color: #d11d73; font-family: "happy monkey" , serif; line-height: 18.5pt;">Students showed their
understanding of this concept in my Showbie Poster Task on Comparing Volumes Ice Cream Task.</span></div>
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<b><u><span style="background: white; color: #d11d73; font-family: "happy monkey" , "serif";">Socrative: Volume of Cylinders, Cones and Spheres "Team
Task"</span></u></b></div>
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<span style="background: white;">We ended the unit with my Socrative Collaborative "Team Task" on The V<o:p></o:p></span></span><span style="background-color: white; color: #cc0066; font-family: "happy monkey"; line-height: 24.64px;">olume of Cylinders, Cones and Spheres.</span></div>
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<span style="color: #cc0066; line-height: 18.5pt;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="color: #cc0066; line-height: 18.5pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; line-height: 18.5pt;">. Feel Free to Use. :o)</span></div>
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<span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">V</span><span style="color: #cc0066; font-family: "happy monkey"; line-height: 24.64px;">olume of Cylinders, Cones and Spheres "Team Task": </span><b style="color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-21093725</span></b></div>
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<span style="font-family: inherit;"><b><u><span style="background: white; color: #d11d73; font-family: "happy monkey" , serif;">Unit Reflection</span></u></b></span><br />
<span style="font-family: inherit;">This year I tried something new with this unit. In the past my students always forgot or confused the volume formulas without their notes. So after learning each formula, I had the students make a flashcard for that formula. After learning all three formulas, I had the students independently practice the flashcards in iMath each day. Each day in iMath, the "Blast From the Past" assignment told the students to practice the flashcards without using their notes and to leave a comment on how they did with the formulas. This really helped the students remember the formulas for the rest of the year. </span></div>
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Thanks for stopping by and checking out my blog.... Feel free to leave feedback..</div>
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com1tag:blogger.com,1999:blog-6233046093535066338.post-85657276867916279552016-06-26T12:04:00.000-07:002016-07-14T09:58:44.124-07:008th Grade Math - Unit 6a: The Pythagorean Theorem<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">My Geometric Relationships Unit was my longest unit and was taught over a period of 9 weeks. This unit was split into 3 Units: The Pythagorean Theorem, The Volume of Solids, and Transformations. </span><br />
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<u><span style="color: #cc0066; font-family: inherit; font-size: large;"><b>Unit 6a: The Pythagorean
Theorem</b></span></u><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">The first part of the unit was an introduction</span><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;"> </span><span style="font-family: inherit;">an introduction to the Pythagorean Theorem and finding the missing sides in right triangles. <no br=""></no></span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">Students </span><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">did a round of Recorder/Reporter and the teams collaboratively solved problems using the Pythagorean Theorem.</span></div>
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>iMath – Socrative (Self-paced) “Digital
Task Cards”</b><o:p></o:p></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">After practicing using the Pythagorean Theorem with their teams, students did my Socrative (self-paced) "Digital Task Cards" lesson on Using the Pythagorean Theorem.</span></div>
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<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o) <no br=""></no></span></div>
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<span style="color: #cc0066; line-height: 18.5pt;">U</span><b style="background-color: transparent; color: #cc0066; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;">sing the Pythagorean Theorem: </span><b style="color: #d11d73; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20373776</span></b></b></div>
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>Checking for Understanding</b><o:p></o:p></span></u><br />
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; line-height: 24.64px;">Students love when I add "Sticky Note" questions in my Socrative Assignments. It is an easy way for me to "Check For Understanding". :o)</span></span><br />
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>iMath – Showbie “Paperless” Assignment</b><o:p></o:p></span></u><br />
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="line-height: 24.64px;">Students practiced using the Pythagorean Theorem in my"Paperless" Showbie Assignment on understanding and using the Pythagorean Theorem.</span></span></span><br />
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>iMath – Tenmarks “Jam Session”</b><o:p></o:p></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">Students used "Jam Session" in Tenmarks to get more practice. </span><br />
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<span style="font-family: inherit;">The next part of the unit focused on complex problems with multiple triangles. What helped my students the most this year was the "shortcut" I showed them. I taught them to use the exact answer instead of the estimated answer when setting up the problem. :o) </span><span style="font-family: inherit;"> </span><span style="font-family: inherit;"><no br=""></no></span><br />
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<u><span style="background: white; color: #d11d73; font-family: inherit;"><b>Math
8 – Recorder/Reporter and “Collaborative Teams”</b><o:p></o:p></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">Students practiced Recorder/Reporter style and the teams collaboratively solved problems using the Pythagorean Theorem with multiple triangles.</span><br />
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<span style="color: #cc0066; font-size: 13pt;">Here is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o) <no br=""></no></span></div>
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<span style="background-color: transparent;">Pythagorean Theorem Complex Problems "Team Task" </span><b style="background-color: transparent;"><span style="color: #333333; font-size: 10.5pt;">SOC-22946126</span></b></div>
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>iMath – Showbie “Paperless” Assignment</b><o:p></o:p></span></u><br />
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="line-height: 24.64px;">Students practiced using the Pythagorean Theorem with multiple triangles in my"Paperless" Showbie Assignment. </span></span></span><br />
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<span style="font-family: inherit;">The next part of the unit was focused on Pythagorean Triples and the Converse of the Pythagorean Theorem.</span><span style="font-family: inherit;"> </span><span style="font-family: inherit;"><no br=""></no></span><br />
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>iMath – Socrative (Self-paced) “Digital
Task Cards”</b></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">After practicing using the Converse of the Pythagorean Theorem with their teams, students did my Socrative (self-paced) "Digital Task Cards" lesson on Using Converse of the Pythagorean Theorem.</span><br />
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<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o) <no br=""></no></span></div>
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<span style="color: #cc0066; line-height: 18.5pt;"><span style="font-size: 17.3333px;">T</span></span><b style="background-color: transparent; color: #cc0066; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;">he Converse of the Pythagorean Theorem: </span><b style="color: #d11d73; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20463441</span></b></b></div>
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<span style="color: #cc0066;"><span style="font-size: 21.3333px;"><b><u>Making the Concept Visual</u></b></span></span><br />
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="line-height: 24.64px;">The students have always had difficulty understanding the difference between the Pythagorean Theorem and its Converse. This year I decided to add visuals to what I was explaining verbally. </span></span></span><br />
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<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="line-height: 24.64px;">When I explained the Pythagorean Theorem in the beginning of the unit, I used the right triangle and the formula on card stock to hold up while I explained the "If, then" statement.</span></span></span><br />
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="line-height: 24.64px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="line-height: 24.64px;">When I explained the Converse of the Pythagorean Theorem I used the same visuals to explain that the converse switches the "If, then" parts of the statement.</span></span></span><br />
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="line-height: 24.64px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="line-height: 24.64px;">I put the visual models on the board for the students to use the rest of the unit. <no br=""></no></span></span></span><br />
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16pt;"><b>Checking for Understanding</b><o:p></o:p></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">I love Showbie's "Comment" feature in the Assignments. I have the students leave a written response to check for understanding in my iMath Warm-up. </span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">The students are not allowed to talk or use their notes when completing the "Blast from the Past" Assignment. This allows me to see what each student's understanding is at that time. </span><br />
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<span style="font-family: inherit; margin-left: 1em; margin-right: 1em;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNFkKOgVkUYLDqo0-sK7bHWYCqPjpXFQOMvJGi78tOjzL1dz0S0H-Cz6KO2SCgoKi7GFQMpOcZQEAt6RGZbOUfBNxUuN7fM5ao3tFsXJ-Pi2vOzgHPiV7IvQTRU1HxOax6pcReDb7TjBFB/s1600/Untitled.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNFkKOgVkUYLDqo0-sK7bHWYCqPjpXFQOMvJGi78tOjzL1dz0S0H-Cz6KO2SCgoKi7GFQMpOcZQEAt6RGZbOUfBNxUuN7fM5ao3tFsXJ-Pi2vOzgHPiV7IvQTRU1HxOax6pcReDb7TjBFB/s400/Untitled.png" width="350" /></a></span></div>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">Using the visuals when explaining really helped students understanding of the concept. Next year I am going to incorporate more of these visual models through out the year. </span><br />
<b><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;"><u><br /></u></span></b>
<b><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;"><u>Socrative</u></span><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;"><u>: Using the Pythagorean Theorem "Team Task"</u></span></b><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">We ended this part of the unit with my Socrative Collaborative "Team Task" on Using the Pythagorean Theorem in Complex Problems.</span><br />
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<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o) <no br=""></no></span></div>
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<span style="background-color: transparent;">Pythagorean Theorem Complex Problems "Team Task" </span><b style="background-color: transparent;"><span style="color: #333333; font-size: 10.5pt;">SOC-22946126</span></b></div>
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<span style="font-family: inherit;">The next part of the unit focused on Pythagorean Theorem Word Problems. This part of the unit went really good. Students really understood how to draw the real world problem and then use the Pythagorean Theorem to solve the problem. Not only did the students have to solve the problem, but they also had to explain what the sides of the right triangle represented in the real world situation.</span><span style="font-family: inherit;"> </span><span style="font-family: inherit;"><no br=""></no></span><br />
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>iMath – Showbie “Paperless” Assignment</b><o:p></o:p></span></u><br />
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<span style="background: white; color: #d11d73; font-family: "happy monkey" , "serif";">Students
practiced using the Pythagorean Theorem to solve word problems in my"Paperless"
Showbie Assignment. </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>iMath – Socrative “Digital Task Cards”
Poster Task</b></span></u><br />
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Students showed their understanding of this concept in my Pythagorean Theorem in Real World Situations <span style="line-height: 24.64px;">Socrative Poster Task.</span></div>
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<span style="color: #cc0066; font-family: inherit , serif; font-size: 13pt;">Here
is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; font-size: 13pt;">. Feel Free to Use. :o) <no br=""></no></span></div>
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<span style="color: #cc0066; line-height: 18.5pt;"><span style="font-size: 17.3333px;">P</span></span><b style="background-color: transparent; color: #cc0066; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;">ythagorean Theorem Real World Situations Poster Task: </span><b style="color: #d11d73; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20562922</span></b></b></div>
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<u><span style="background: white; color: #d11d73; font-family: inherit;"><b><span style="font-size: medium;">Math
8 – Socrative Space Race “Team Task”</span></b></span></u><br />
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<span style="background: white;">We ended this part
of the unit with my Socrative Collaborative "Team Task" on using the
Pythagorean Theorem to solve real world situations.<o:p></o:p></span></span></div>
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<span style="color: #cc0066; line-height: 24.6667px;">Here is my Socrative Code</span><span style="color: #cc0066; font-family: "happy monkey" , serif; line-height: 24.6667px;">. Feel Free to Use. :o) <no br=""></no></span><br />
Pythagorean Theorem Word Problems "Team
Task" <b><span style="background: white; color: #333333;">SOC-22946128</span></b><br />
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<span style="font-family: inherit;">This part of the unit focused on The Pythagorean Theorem and Distance in the Coordinate Plane. My students had a good understanding on how to find the slope of a line between two points using a "mini table", and now they learned that you can also find the distance between two points.</span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; line-height: 24.64px;">Students practiced Recorder/Reporter style and the teams collaboratively found the perimeter of geometric figures using the Pythagorean Theorem.</span><span style="font-family: inherit;"> </span><span style="font-family: inherit;"><no br=""></no></span><br />
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16.0pt;"><b>iMath – Socrative (Self-paced) “Digital
Task Cards”</b><o:p></o:p></span></u><br />
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<span style="background: white; color: #d11d73; font-family: "happy monkey" , "serif";">After
practicing finding the perimeter of figures with their teams, students did my
Socrative (self-paced) "Digital Task Cards" Math Land Zoo lesson.</span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066;">Here
is my Socrative Code</span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "happy monkey" , serif;">. Feel Free to Use. :o)</span><span style="color: #d11d73; font-family: "happy monkey" , serif;"><o:p></o:p></span></div>
<b style="color: #cc0066;"><span style="font-weight: normal;">Math Land Zoo</span><span style="font-family: "happy monkey"; font-weight: normal; line-height: 24.64px; white-space: nowrap;"> (Distance) Task: </span><b style="color: #d11d73; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="color: #cc0066; font-family: "arial" , sans-serif;">SOC-20740509</span></b></b><br />
<b style="color: #cc0066;"><b style="color: #d11d73; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="color: #cc0066; font-family: "arial" , sans-serif;"><br /></span></b></b></div>
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<u><span style="background: white; color: #d11d73; font-family: inherit;"><b><span style="font-size: medium;">Math
8 – Socrative Space Race “Team Task”</span></b><span style="font-size: 14pt;"><o:p></o:p></span></span></u><br />
<span style="background: white; color: #d11d73; font-family: "happy monkey" , "serif";">We
ended this part of the unit with some "App Smashing". The students started out the "Team Task" in Showbie. This was Part One of the Math Land Amusement Park Task and set up the situation and the graph for Math Land Amusement Park. </span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey" , serif;">When the teams finished Part One, they went to Socrative for Part Two of the Math Land Amusement Park "Team Task". </span><br />
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<span style="background-color: white; color: #d11d73; font-family: inherit; text-decoration: underline;"><span style="font-family: "happy monkey"; line-height: 24.64px;"><b>Part One in Showbie</b></span></span><br />
<span style="background-color: white; color: #d11d73; font-family: inherit;"><span style="font-family: "happy monkey"; line-height: 24.64px;">Here are the links to my Math Land Amusement Park</span><span style="font-family: "happy monkey"; line-height: 24.64px;"> "Team Task".</span><br style="font-family: "happy monkey"; line-height: 24.64px;" /><span style="font-family: inherit; line-height: 24.64px; text-decoration: underline;"><a href="https://drive.google.com/file/d/0B5JTFLs_0M7iX2pyc2d6OUJCTXM/view?usp=sharing" style="color: #955bb5; text-decoration: none;">Math Land Amusement Park Team Task (Part One)</a></span><br style="font-family: "happy monkey"; line-height: 24.64px;" /><span style="font-family: inherit; line-height: 24.64px; text-decoration: underline;"><a href="https://drive.google.com/file/d/0B5JTFLs_0M7iRE4xRFZZWVA2bXM/view?usp=sharing" style="color: #955bb5; text-decoration: none;">Math Land Amusement Park Team Task Attractions Key</a></span></span><br />
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<span style="background-color: white; color: #d11d73; font-family: inherit; text-decoration: underline;"><b style="font-family: "happy monkey"; line-height: 24.64px;">Part Two in Socrative</b></span><br />
<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Math Land Amusement Park "Team Task" (Part 2): </span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20764818</span></b><br />
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<span style="background-color: white; color: #d11d73; font-family: inherit; text-decoration: underline;"><b>IMN Guided Notes - Two-Points on the Coordinate Plane - Which Method?</b></span><br />
<span style="background-color: white; color: #d11d73; font-family: inherit;"><span style="font-family: "happy monkey" , serif; font-size: 17.3333px;">After teaching the students how to find the distance between two points the students have always struggled with when to find the slope and when to find the distance. This year I solved that problem by giving them a guided note page on Two Points in the Coordinate Plane and when to use which method. </span></span><span style="font-family: inherit;"> </span><span style="font-family: inherit;"><no br=""></no></span><br />
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Thanks for stopping by my blog... I hope my lessons gave you some ideas to use in your classroom.<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-34116369545329171612016-06-22T19:21:00.001-07:002016-07-14T09:44:27.372-07:008th Grade Math - Unit 5a: Square Numbers and RootsThis year I really changed how I taught my Number Systems Unit. I decided to teach a unit on Square Numbers and Square Roots. Then teach The Pythagorean Theorem Unit. My goal was for this unit to give the students a foundation of perfect and non-perfect square roots and set the students up for success with the concept of The Pythagorean Theorem and solving equations by taking the square root of both sides.<br />
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Not only did I change the order of how this unit is taught, I completely changed how this concept was taught. I only had five days for this unit and I had to make those five days meaningful. :o)<br />
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Math 8 Lesson - Square Numbers and Perfect Square Roots</u></b><br />
The first part of the unit was an introduction to Square Numbers and Perfect Square Roots.<br />
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<span style="font-family: inherit;"><b><u><span style="color: #cc0066; font-size: 16.0pt;">(Self-paced) </span></u><u><span style="color: #cc0066; font-size: 16.0pt;">“</span></u><u><span style="color: #cc0066; font-size: 16.0pt;">Digital</span></u><u><span style="color: #cc0066; font-size: 16.0pt;">”</span></u><u><span style="color: #cc0066; font-size: 16.0pt;"> Time Tests</span></u></b><u><span style="color: #cc0066; font-size: 16.0pt;"><o:p></o:p></span></u></span></div>
<span style="font-family: inherit;">After learning about square numbers and perfect square roots I wanted a way for the st</span>udents to practice them by doing time tests. I didn't want to give the time test as a whole class and correct it. I wanted the students to do the time tests independently and without me.<br />
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So I used the features in Showbie to create "Digital" Time Tests that the students could complete on their own and correct. <br />
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As you can see the first page they opened up in Showbie tells them to turn off the annotations (which shows the answers). Then they are directed to set a timer for 3 minutes.<br />
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They are then directed to take the time test and complete as many as they can in 3 minutes. As you can the annotations are off.<br />
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When the time was up the directions tell them to turn back on the annotations and correct their time test.<br />
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Here are examples of students taking the "Digital" Time Test.<br />
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After the students corrected their time test they were to leave a comment in Showbie on how they did. I love using Showbie's comment feature to have the students reflect on their assignment.<br />
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Students did the (self-paced) "Digital" Time Tests every day for the week. This really helped with their fluency of perfect square roots.<br />
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Math 8 Lesson - Non-perfect Square Roots on a Number Line</u></b><br />
The next part of the concept was focused on Approximating Non-perfect Square Roots on a Number Line. This was just an introduction lesson and the focus was on determining the two whole numbers the non-perfect square root falls between. This lesson set the foundation for Estimating Non-perfect Square Roots.</div>
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Math 8 Lesson - Estimating Non-perfect Square Roots</u></b></div>
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The next part of the unit was focused on my new method for Estimating Square Roots (no calculator).</div>
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I have always taught the method using "Ghost Squares" because it gives the students a visual understanding of non-perfect square roots. They have always liked this method. </div>
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I realized after taking the CAASPP last year that this method was not practical for the students to be successful when estimating non-perfect square roots without a calculator.<br />
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So I decided to tweak the method and use just the number line to estimate the non-perfect square root.<br />
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For the first problem in the notes I merged the two methods to give the students the visual understanding.<br />
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Then the rest of the problems were focused on just using a number line to estimate the non-perfect square root.</div>
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The students loved, loved, loved this method. They thought it was super easy and didn't even complain about dividing by hand. #success</div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Students </span><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">did a round of Recorder/Reporter and the teams collaboratively estimated non-perfect square roots. (no calculator)</span><br />
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<u><span style="color: #cc0066; font-size: 16.0pt;"><span style="font-family: inherit;"><b>iMath – Socrative (Self-paced) “Digital
Task Cards”</b></span><span style="font-family: "marker felt";"><o:p></o:p></span></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">After practicing estimating non-perfect square roots with their teams, students did my Socrative (self-paced) "Digital Task Cards" lesson on Estimating Non-perfect Square Roots.</span><br />
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<span style="color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="color: #cc0066; font-family: "happy monkey";">Estimating </span><b style="color: #cc0066; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px; white-space: nowrap;"><span style="font-size: 17.6px; font-weight: normal; line-height: 24.64px;"> Non-perfect Square Roots: </span><b style="color: #d11d73; font-size: 17.6px; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20210703</span></b></b></div>
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<b style="color: #cc0066; font-size: 17.6px; line-height: 24.64px;"><b style="color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px; white-space: nowrap;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;"><br /></span></b></b></div>
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<span style="font-size: 17.6px; line-height: 24.64px;">I made a <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iVllJd01TQWVZVXc/view?usp=sharing">Estimating Square Roots Dry Erase Mat</a></span><span style="font-size: 17.6px; line-height: 24.64px;"><a href="https://drive.google.com/file/d/0B5JTFLs_0M7iVllJd01TQWVZVXc/view?usp=sharing"> </a>for the students to use. </span></div>
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<span style="font-size: 17.6px; line-height: 24.64px;">(</span><i style="font-size: 17.6px; line-height: 24.64px;">Feel free to use</i><span style="font-size: 17.6px; line-height: 24.64px;">)</span></div>
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Math 8 Lesson - Simplifying Radical Expressions</u></b></div>
The final focus of the unit was on simplifying and solving radical expressions. The focus was on basic equations and solving by taking the square root of both sides.<br />
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<u><span style="color: #cc0066; font-size: 16.0pt;"><span style="font-family: inherit;"><b>iMath – Showbie “Paperless” Assignment</b></span><span style="font-family: "marker felt";"><o:p></o:p></span></span></u><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Students practiced simplifying expressions and solving equations in Showbie.</span><br />
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<span style="font-family: inherit;"><b> <u><span style="color: #cc0066; font-size: 16.0pt;">iMath – Tenmarks Practice and Review</span></u></b></span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Students practiced Estimating Non-perfect Square Roots in Tenmarks.</span><br />
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<b style="background-color: white; color: #d11d73; font-family: "Happy Monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Socrative</u></b><b style="background-color: white; color: #d11d73; font-family: "Happy Monkey"; font-size: 17.6px; line-height: 24.64px;"><u>: Estimating Non-perfect Square Roots "Team Task"</u></b><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">We ended the unit with my Socrative Collaborative "Team Task" on Estimating Non-perfect Square Roots, Space Race Style.</span><br />
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<span style="color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o) </span></div>
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<span style="color: #cc0066;">Estimating </span><span style="color: #cc0066; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Non-perfect Square Roots "Team Task": </span><b style="color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20242278</span></b></div>
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16pt;"><b>Checking for Understanding</b></span></u><br />
<span style="color: #cc0066; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;">This was a really quick unit and the students did good with the concept during the unit. My goal was to keep reviewing the concept so that they didn't forget. I accomplished this regular review by giving them one collaborative problem a week. </span></span><br />
<span style="color: #cc0066; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;"><br /></span></span>
The problems started out with just estimating one non-perfect square root. Once the students had confidence in solving those problems, I decided to challenge the students so I just started making the problems harder.<br />
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Here are some examples of the problems and the students working collaboratively to solve them.<br />
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The students rose to the challenge and persevered through the collaborative problems. :o)<br />
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<u><span style="color: #cc0066; font-family: inherit; font-size: 16pt;"><b>Do They Still Got It?</b></span></u><br />
I was getting nervous in weeks before the CAASPP. The students had learned so much this year and my fear was they were going to forget everything. <br />
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So for the CAASPP Review Week I made a Socrative "Team Task" to review Estimating Non-perfect Square Roots. <br />
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Socrative</u></b><b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>: CAASPP Review - Non-perfect Square Roots "Team Task"</u></b><br />
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<span style="color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o) </span></div>
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<span style="color: #cc0066;">CAASPP Review: Estimating </span><span style="color: #cc0066; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Non-perfect Square Roots "Team Task": </span><b style="color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-22817540</span></b></div>
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I loved the discussion and collaboration, but more importantly I loved that they still had it. Majority of the students could solve these problems successfully. :o)<br />
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<u style="line-height: 24.64px;"><span style="font-family: "boulder";"><span style="font-family: inherit; font-size: large;"><b>Unit Reflection</b></span></span></u></div>
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white;"><span style="font-size: 17.6px; line-height: 24.64px;">I loved the changes I made to this unit. Everything was well thought out and worked perfectly. This unit could definitely use more time, but is doable in the week that I allotted. The new method is definitely a keeper. </span></span></span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><br /></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">The students loved it and felt so successful solving these complex problems with no calculators. And </span><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">teaching the students to solve equations by taking the square roots helped lay the foundation for my next unit on The Pythagorean Theorem. :o)</span><br />
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;"><br /></span></span>
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;">Thanks for stopping by and checking out my blog. Feel free to leave feedback.</span></span><br />
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★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com2tag:blogger.com,1999:blog-6233046093535066338.post-12070918135723322362016-06-22T11:34:00.002-07:002016-07-14T09:34:45.542-07:008th Grade Math - Unit 4b: Bivariate Data & Two-way Tables<div>
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<b><u><span style="font-size: large;">Unit 4b: Two-way Tables and Relative Frequency</span></u></b></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">The first two weeks of this unit was at the end of 2nd quarter before winter break. We did the next part of the unit on Two-way tables when the students came back from winter break. </span></div>
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<b><u>Math 8 Lesson - Two-way Table Introduction</u></b></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">I started out this unit by giving the students a Place Value and Rounding Numbers Review Page for their notebooks. </span><br />
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The first part of the unit was focused on Two-way Frequency Tables and how to fill in and complete two-way frequency tables. </div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Students </span>did a round of Recorder/Reporter and the teams completed two-way frequency tables as a team.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk8rOdT60ydePmkJpUN7VzVZJrCPlTuhRj5WsMm0WSioXrVyRgp3Bf374ufaHLV1r5_7sHuC9zsfzaiICgowLBYBYKbvuZLbCWGeR2SirFr6A-AzTXV_JYtO1urFqnI5ZMmlGA84phKof3/s1600/5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk8rOdT60ydePmkJpUN7VzVZJrCPlTuhRj5WsMm0WSioXrVyRgp3Bf374ufaHLV1r5_7sHuC9zsfzaiICgowLBYBYKbvuZLbCWGeR2SirFr6A-AzTXV_JYtO1urFqnI5ZMmlGA84phKof3/s400/5.JPG" width="400" /></a></div>
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>iMath Lesson - Socrative "Digital Task Cards"</u></b></div>
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After practicing completing two-way frequency tables with their teams, students did my Socrative (self-paced) "Digital Task Cards" lesson on Two-way Frequency Tables.</div>
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<span style="color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<b style="color: #cc0066; font-size: 17.6px; line-height: 24.64px;"><span style="font-size: 17.6px; font-weight: normal; line-height: 24.64px;"><span style="font-family: "happy monkey";">Bivariate </span><span style="font-family: "happy monkey";"><span style="white-space: nowrap;">Data and Two-way Tables: </span></span></span><b style="color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px; white-space: nowrap;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20057433</span></b></b></div>
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Math 8 Lesson - Two-way tables from Situations</u></b></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">The next part of the unit focused on Two-way tables from Venn Diagrams. </span></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Students </span>did a round of Recorder/Reporter and the teams completed two-way frequency table from venn diagrams.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqoAHOeOo-8ts_Za8LGbMsUe6OjnHSuXc9knrENvvSYQLa3DBrYQRKCXIxrREziRNRJC_loEiGQCU-Hp-_p6RukBZMif1m3358iMZZbEvnk2cGpwj_dLwc3EmF0N91MAASftYudC6d12St/s1600/4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqoAHOeOo-8ts_Za8LGbMsUe6OjnHSuXc9knrENvvSYQLa3DBrYQRKCXIxrREziRNRJC_loEiGQCU-Hp-_p6RukBZMif1m3358iMZZbEvnk2cGpwj_dLwc3EmF0N91MAASftYudC6d12St/s400/4.JPG" width="400" /></a></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">The next part of the unit focused on Two-way tables from Situations. </span></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Students </span>did a round of Recorder/Reporter and the teams completed two-way frequency table from situations.</div>
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I made a <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iUzUtRThDWFp4RTA/view?usp=sharing">Two-way Table Dry Erase Mat</a> for the students to use. (<i>Feel free to use</i>)</div>
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>iMath Lesson - Tenmarks and Two-way Tables</u></b></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Students practiced the concept of two-way tables in Tenmarks.</span></div>
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<b><u>Math 8 Lesson - Two-way Tables and Relative Frequency</u></b></div>
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The last part of the unit focused on finding the relative frequency in a two-way table. I taught the students how to read the question and to set up a ratio from the two-way table. The students then calculated the ratio into a percentage.</div>
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<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="font-size: 17.6px; line-height: 24.64px;">Students did a round of Recorder/Reporter and practiced finding the relative frequency in teams.</span></span></span></div>
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>iMath Lesson - Buzzmath and Two-way Tables/ Relative Frequency</u></b></div>
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<b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Socrative</u></b><b style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><u>: Two-way Tables and Relative Frequency "Team Task"</u></b></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">We ended the unit with my Socrative Collaborative "Team Task" on Two-way Tables and Relative Frequency, Space Race Style.</span></div>
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<span style="color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="color: #cc0066; font-size: 17.6px; line-height: 24.64px;"><span style="font-family: "happy monkey";">Two</span></span><span style="color: #cc0066; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">-way Tables and Relative Frequency "Team Task": </span><b style="font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-20114764</span></b></div>
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Thanks for stopping by and checking out my blog... I hope you were inspired.... :o)<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-55391245839089796912016-06-20T12:04:00.000-07:002016-07-14T09:31:15.774-07:008th Grade Math - Unit 4a: Bivariate Data & Scatter Plots<br />
I got super behind on my blogging about my units during the year, so I am using this time during the summer to reflect and blog about my units... :o)<br />
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<b><u><span style="font-size: large;">Unit 4a: Scatter Plots, Correlation and Line of Best Fit</span></u></b><br />
This year I only had two weeks to spend on scatter plots, correlation and line of best fit. Last year was when I discovered how well the mini table worked when teaching the line of best fit. If you have been reading my blog, you know that this year I started teaching the mini table at the beginning of the year in my Linear Relationships Unit. My goal was to set them up for success in this unit and writing the equation for the line of best fit. :o)<br />
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<b><u>Math 8 Lesson - </u></b><b><u>Scatter Plots and Correlation</u></b><br />
The first part of the concept was an introduction lesson to scatter plots and understanding correlation. <br />
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After giving the introduction guided notes (left-side), the first day was focused on reading and interpreting scatter plots and correlation. This was done in teams and included a lot of discussion and negotiating. :o)<br />
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The students did a round of Recorder/Reporter and the teams determined the correlation on a graph using basic math terms.<br />
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I taught the students how to replace x and y with the words in the situation. Then the students a round of Recorder/Reporter and the teams determined if there was a relationship between the data.</div>
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The students did a round of Recorder/Reporter and the teams determined and described the relationship in real world scenarios.</div>
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<b><u>iMath Lesson - Socrative "Digital Task Cards"</u></b><br />
After practicing interpreting and describing correlation with their teams, students did my Socrative (self-paced) "Digital Task Cards" lesson on Scatter Plots and describing Correlation.<br />
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<span style="color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o) </span></div>
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<span style="color: #cc0066; line-height: 24.64px;">Scatter Plots and Correlation:</span><b style="color: #cc0066; font-family: "happy monkey"; line-height: 24.64px; white-space: nowrap;"><span style="font-weight: normal; line-height: 24.64px;"> </span><b style="color: #d11d73; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif;">SOC-19301623</span></b></b></div>
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<img height="21" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIr0h2-AH5yafZHqBmP6piYuZSQ__ZAlLkUiZxlurF_QcHfsNUO5wXfWXL81nm2p4WpXpkulGYEFwN950ggsogaR5OWm7a9rjqpgB2MylCFaCdUtEYIGiWw7VnZczTmWx0pInZ49Ky9k5a/s400/IMG_3052.PNG" width="400" /></div>
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<b><u>Math 8 Lesson - Correlation and Trend Lines</u></b></div>
The second part of the concept was an introduction to creating scatter plots, describing the correlation and using trend lines. <br />
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After giving the guided notes (right-side), the focus was on creating scatter plots from a table of data, describing the correlation and then using the trend line to estimate and solve problems.<br />
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I made a <a href="https://drive.google.com/file/d/0B5JTFLs_0M7icmhXcS1ja3hGd0E/view?usp=sharing">Scatter Plot Dry Erase Mat</a> for the students to use. (<i>Feel free to use</i>)<br />
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The students set the scatter plots up with me, and then the students did Recorder/Reporter in teams to answer questions based on the data on the<br />
scatter plot.<br />
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<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;"><b><u>iMath Lesson - Buzzmath and Scatter Plots</u></b></span></span></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">I introduced my students to the </span><a href="https://www.buzzmath.com/">Buzzmath</a><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"> app. Students loved it because it was interactive. Buzzmath gives immediate feedback, generates new questions if they missed it, and students could annotate on the problems as well as interact with the problem.</span></div>
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<b><u>iMath Lesson - Scatter Plots, Correlation and Trend Lines Poster Task</u></b></div>
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We finished this part of the unit on scatter plots, correlation and trend lines by doing a Showbie Poster Task.</div>
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<b><u>Math 8 Lesson - Writing the Equation for Line of Best Fit</u></b></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">The next part of the concept was focused on drawing the line of best fit and writing the equation for the line of best fit using the mini table.</span></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">The focus was first on writing the equation for the line of best fit. Students did a round of Recorder/Reporter and practiced in teams.</span></div>
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<b><u>iMath Lesson- Writing the Equation for the Line of Best Fit</u></b></div>
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<b><u>Math 8 Lesson - Drawing the Line of Best Fit</u></b></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Then we focused on estimating and drawing a line of best fit. Then writing the equation of the line of best fit using the mini table.</span></div>
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<b><u>iMath Showbie Lesson - Drawing the Line of Best Fit</u></b></div>
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Using a protractor and stylus, students were able to practice drawing the line of best fit in my Showbie "paperless" review.</div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">This was by far the easiest year for teaching the line of best fit. Students already knew how to use the mini table to write the equation of a line and did not struggle on this concept at all. :o) #minitablerocks</span></div>
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<b style="background-color: white; color: #d11d73; font-family: "Happy Monkey"; font-size: 17.6px; line-height: 24.64px;"><u>Socrative</u></b><b style="background-color: white; color: #d11d73; font-family: "Happy Monkey"; font-size: 17.6px; line-height: 24.64px;"><u>: Scatter Plots, Correlation and Line of Best Fit "Team Task"</u></b></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">We ended the unit with my Socrative Collaborative "Team Task" on Scatter Plots, Correlation and the Line of Best Fit, Space Race Style.</span></div>
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<span style="color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="color: #cc0066; font-family: inherit;">Scatter </span><span style="color: #cc0066; font-size: 17.6px; line-height: 24.64px;">Plots and Line of Best Fit "Team Task": </span><b style="font-size: 17.6px; line-height: 24.64px;"><span style="color: #cc0066; font-family: "arial" , sans-serif; font-size: 12pt;">SOC-19482506</span></b></div>
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<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;"><b><u>Math 8 - End of the Quarter Writing Assessment</u></b></span></span></div>
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Students did an end of the quarter creative writing assignment on scatter plots. This was the first time students did the writing assignment digitally. It really went well and I received some really creative stories from the students. :o)</span></div>
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<u style="background-color: white; color: #d11d73; font-family: "Happy Monkey"; font-size: 17.6px; line-height: 24.64px;"><span style="font-family: "boulder";"><span style="font-size: medium;">Unit Reflection</span></span></u></div>
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="font-size: 17.6px; line-height: 24.64px;">This unit flowed and the students were able to make the connections throughout the entire unit. Teaching the students the mini table early in the year and giving them the background with the mini table and understanding how to interpret situations helped set the students up for success in this unit.</span></span></span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Thanks for stopping by and checking out my blog. I hope you were inspired... :o) </span><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Feel free to leave feedback. </span><br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com3tag:blogger.com,1999:blog-6233046093535066338.post-44714449179755592722016-06-17T16:48:00.000-07:002017-04-18T20:24:56.793-07:00Reflecting on My Year - Keep, Change, Continue and Stop<div class="MsoNormal" style="background: white;">
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<span style="color: #d11d73; font-family: inherit , serif; font-size: 11.5pt;">Wow. This year went by fast... I had aspirations of blogging regularly about my school year, but I simply just could not find the time. Between all of the time I spent creating lessons and all of my adjunct duties, I could not make it to my blog.... Luckily I was able to at least journal my year through pictures on Instagram and Twitter... :o)</span></div>
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<span style="color: #d11d73; font-family: inherit , serif; font-size: 11.5pt;">This year started out rough.... Our class sizes went up, we changed to a blocked math schedule, </span><span style="color: #d11d73; font-size: 11.5pt;">and from the results of last year's CAASPP Summative Assessment my students were coming in with only 6% of my students meeting the standards. </span><span style="color: #d11d73; font-size: 15.3333px;">I have to admit it was daunting at the beginning of the school year thinking if I was going to be able to teach the complex standards that my students needed to learn in 8th Grade Math when they came in without any Math foundation at all... :o(</span></div>
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<span style="color: #d11d73; font-size: 15.3333px;">This reflection from a student pretty much sums this up.... </span></div>
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<span style="color: #d11d73; font-family: inherit , serif; font-size: 11.5pt;"><span style="font-size: large; font-weight: bold; text-decoration: underline;">Year Four of Common Core</span></span></div>
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<span style="color: #d11d73; font-family: inherit , serif; font-size: 11.5pt;"><span style="font-size: 15.3333px;">This was my 4th year of teaching 8th Grade Common Core Math and last summer I reflected on the success of my year in 8th Grade Math in the (2014 - 2015 School Year). That was the first year that my students had taken the CAASPP Summative Test. I was super excited that in the first year of implementing the CAASPP Summative Test that 39% of my students had met or exceeded the standards... </span></span></div>
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<span style="color: #d11d73; font-family: inherit , serif; font-size: 11.5pt;"><span style="font-size: 15.3333px;">Even though I was super excited with the success of my students, I still had a lot of tweaks to make to my curriculum. I wanted to take my students' learning this year even farther.... This year I implemented a lot of those changes over the course of the year.... </span></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><span style="color: #d11d73;"><span style="font-size: 15.3333px;">So now I have officially completed my 4th year of teaching Common Core 8th Grade Math and am elated with the success of my students this year in 8th Grade Math. I am proud of how far they have grown mathematically and I feel that more importantly I have given them a foundation and have prepared them for high school. This year, (the second year of implementing the CAASPP Summative Test) 52% of my students met or exceeded the standards.... And 21% of my students nearly met the standards... :o) This is amazing considering that these are the students coming in at 6%... :o)</span></span></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><span style="color: #d11d73;"><span style="font-size: 15.3333px;">It's been an exhausting year, but I am excited that all of my hard work has paid off... This summer I am reflecting on what worked in my classroom and what to Keep, Change, Continue and Stop.... </span></span></span></div>
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<span style="color: #d11d73; font-size: large; font-weight: bold; text-decoration: underline;">Successful Pacing and Big Ideas</span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><span style="color: #d11d73;"><span style="font-size: 15.3333px;">The success of my students is mainly attributed to the pacing of the 8th grade Math Curriculum. :o) </span></span></span><span style="color: #d11d73; font-size: 15.3333px;">I have blogged before in detail about the evolution of my Math 8 Curriculum and Pacing in </span><a href="http://rockstarmathteacher.blogspot.com/2014/07/workin-on-it-wednesday-linky.html" style="font-size: 15.3333px;">The Pacing Puzzle</a><span style="color: #d11d73; font-size: 15.3333px;"> and </span><a href="http://rockstarmathteacher.blogspot.com/2014/12/reflecting-on-my-journey-through-common.html" style="font-size: 15.3333px;">Reflecting on My Journey</a><span style="color: #d11d73; font-size: 15.3333px;">. </span></div>
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<span style="color: #d11d73; font-size: 15.3333px;">I think after this year I have finally nailed it. I had made some changes to the pacing for last year and they really paid off. The year before I spent a few weeks on exponents and scientific notation and didn't have time to teach transformations, So for last year I decided to teach transformations and shorten the time spent on exponents and scientific notation. That was a really good decision.</span></div>
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<span style="color: #d11d73; font-size: 15.3333px;">I have finally finished the alignment of this years pacing fitting in the units for the days we are in school. Here is what the 2016 - 2017 8th Grade Math Pacing Calendar looks like. :o)</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5X6zfkOsOQzuolQ4cxuz2KpE2XvZN7thyphenhyphen7d9NzonlLZwJZC2w6nj6y_UhnoEg0TYEKcsFZ3ij-okRVdJnUGI_OENesUpLCHN4hHQ1cNjqaiwA3PrqK1s_aWChSY8s0hkbThTAmuz-jDOD/s1600/Math+8+Pacing+Calendar+%25282016+-+2017%2529+%2528v2%2529____.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5X6zfkOsOQzuolQ4cxuz2KpE2XvZN7thyphenhyphen7d9NzonlLZwJZC2w6nj6y_UhnoEg0TYEKcsFZ3ij-okRVdJnUGI_OENesUpLCHN4hHQ1cNjqaiwA3PrqK1s_aWChSY8s0hkbThTAmuz-jDOD/s400/Math+8+Pacing+Calendar+%25282016+-+2017%2529+%2528v2%2529____.png" width="308" /></a></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><span style="color: #d11d73; font-size: large;"><b><u>Successful Blocked Math Periods</u></b></span></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><span style="color: #d11d73;"><span style="font-size: 15.3333px;">I put a lot of thought into the best way to implement successful blocked math periods. I knew that I wanted to keep the success of my collaborative teams, writing and reasoning in math, and to continue to use my access to 1:1 iPads effectively. It was important to me to use technology in my classroom to enhance the students' learning and for technology not to be the focus. </span></span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">My plan for my blocked math periods was to merge the success of my Math 8 class structure and Math Support class structure from the year before. So this year in my blocked math periods the first part of the block was (Math 8) with direct instruction and a focus on collaborative teams and the second part of the block was (iMath) with iPads and a focus on independent practice.</span></span></div>
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<b style="color: #d11d73; font-size: x-large;"><u>What to Keep, Change, Start and Stop</u> -</b></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;"><b><u>My "Collaborative Team" Structures</u></b></span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">I have blogged before about my </span><a href="http://rockstarmathteacher.blogspot.com/search/label/My%20Collaborative%20Teams" style="font-size: 15.3333px;">"Collaborative Teams"</a><span style="font-size: 15.3333px;"> and I absolutely love how effective they are and how much they help enhance the learning of my students. So I am definitely keeping my "Collaborative Team" structures. This is explains the structure of my "Collaborative Teams".</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRmb4Buh3vgqaWDzOMRpcZAPyuWDtIOK6N7B7U9AGfA1JfcVJ0epRgH46jmF6aGDlfcGvZzNqrsXnFU_Z4NWw0igQS02LCJ9CmimlKKjYm24GXhnPhtm7UQ-i1Vb5uFcqzFrleJtKBbkkR/s1600/%2523__Team+Roles+%2528v2%2529__%2523.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRmb4Buh3vgqaWDzOMRpcZAPyuWDtIOK6N7B7U9AGfA1JfcVJ0epRgH46jmF6aGDlfcGvZzNqrsXnFU_Z4NWw0igQS02LCJ9CmimlKKjYm24GXhnPhtm7UQ-i1Vb5uFcqzFrleJtKBbkkR/s400/%2523__Team+Roles+%2528v2%2529__%2523.png" width="310" /></a></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;"><b><u>My "Word of the Day" Academic Vocabulary Book</u></b></span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">I blogged about this idea last summer as an idea to help the students understand what <a href="http://rockstarmathteacher.blogspot.com/2015/07/my-mathematicians-say-academic.html">"academic vocabulary" </a>words they should be using in their discussions and writing. </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGfk291hJA5yX2rqZLZ_Rsq07pLUz4WRgL3iiPfyjH61QVWEOehiPOKOynyZUCsdutk06cJjm9UaZ6YxJ5UwTn7ZvrD0kU6FKwl4vJKYmFbVSzMyfOuH4gVEDyYaMc_qzrKDbArSAioQGe/s1600/%2523_____Math+Academic+Vocabulary+Book+%2528v2%2529_____%2523.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGfk291hJA5yX2rqZLZ_Rsq07pLUz4WRgL3iiPfyjH61QVWEOehiPOKOynyZUCsdutk06cJjm9UaZ6YxJ5UwTn7ZvrD0kU6FKwl4vJKYmFbVSzMyfOuH4gVEDyYaMc_qzrKDbArSAioQGe/s400/%2523_____Math+Academic+Vocabulary+Book+%2528v2%2529_____%2523.png" width="308" /></a></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">Transforming the graphic organizers into a book was a really good idea. The students would reference the book through out the year and it added a nice opening structure the the daily routine of class. </span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;"><b><u>How this works: </u></b>The students come into class and look at the opening slide up on the board. The slide tells the students which "Team Member" is the "Resource Monitor". The "Resource Monitor" gets the materials needed for their team. </span></span></div>
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<span style="color: #d11d73; font-family: inherit , serif; font-size: 11.5pt;"><span style="font-size: 15.3333px;">When the students get their folder, they write the word of the day, the definition and draw an example of the word. They are usually done before the bell rings for class to start. :o)</span></span></div>
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<span style="background-color: white;"><span style="color: #d11d73;"><span style="font-size: 15.3333px;">Something I would like to add to this idea next year is activities that will help the students utilize this vocabulary book in different ways :o)</span></span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;"><b><u>My "Solve It, PROVE It" Collaborative Team Warm-ups</u></b></span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">I have blogged about the </span><a href="http://rockstarmathteacher.blogspot.com/2014/12/the-evolution-of-my-post-it-prove-it.html" style="font-size: 15.3333px;">Evolution of My "Solve It, PROVE It"</a><span style="font-size: 15.3333px;"> Collaborative Warm-ups previously. I think that last year was the most successful year with my Collaborative Warm-ups. Having the students collaboratively prove their justification really helped solidify their understanding of the concepts they were proving. This is definitely a keeper... :o)</span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;"><b><u>How this Works: </u></b>The Teams are given the problem on the board.</span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">The Team discusses the problem and tells their Recorder/Reporter what to write and walks the Recorder/Reporter through solving the problem. The Team then discusses a written justification and the Recorder/Reporter writes the Team's written response as the Team negotiates what the Recorder/Reporter should write.</span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">As you can see the students are not afraid to write in math class... :o) #happyteacher</span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">I added something new to this year's structure. In the past, the Recorder/Reporter read their teams written response from their seat. This year I added a microphone and the Recorder/Reporter had to "Stand and Deliver" their team's written response. </span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;"><b><u>My Guided Notes and Student Interactive Math Notebooks</u></b></span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">I have blogged about my <a href="http://rockstarmathteacher.blogspot.com/2014/07/my-interactive-math-notebooks.html">Interactive Math Notebooks</a> many times. I feel that the students' IMN are one of the keys to my students' success. My students learn to reference their notebooks and consider them a valuable resource. I am definitely keeping this structure... :o)</span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;"><b><u>My Digital Collaborative "Team Tasks"</u></b></span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">I love doing "Team Tasks" and I have created a lot of "Team Tasks" designed to elicit academic discourse. I have blogged about my <a href="http://rockstarmathteacher.blogspot.com/search/label/%22Team%20Tasks%22">"Team Tasks" </a>a few times. I tried something new this year and started implementing Digital "Team Tasks". </span></span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">The most successful idea is my <a href="http://www.socrative.com/">Socrative </a>"Team Tasks". When we used Socrative for "Team Tasks", we did it Space Race style. Students loved this competition. My Socrative "Team Tasks" definitely elicited a lot of academic discussion. I was a great way for me to check for understanding....</span></span><span style="color: #d11d73; font-size: 15.3333px;"> I will definitely keep my Socrative "Team Tasks".</span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">Something I would like to add is other platforms for Digital "Team Tasks". I am interested in exploring <a href="https://goformative.com/">Formative</a> this summer and possibly utilizing it next year.</span></span></div>
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<b style="color: #d11d73; font-size: 15.3333px;"><u>My Google Forms Concept Quiz Reflections</u></b></div>
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<span style="color: #d11d73; font-family: inherit , serif; font-size: 11.5pt;">I love using Google Forms as a way for the students to reflect after taking an assessment. Reading their reflections really helped me to see what they were thinking after they took an assessment. I am definitely using this again next year.</span></div>
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<span style="color: #d11d73;"><span style="font-size: 15.3333px;">Last summer I had a great idea for using Google Forms for checking for understanding with concept assessments. I never had time to create and implement those last year, so this year my goal is to add more of the standards check quizzes using Google Forms. :o)</span></span></div>
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<b style="color: #d11d73; font-size: 15.3333px;"><u>My iMath "Paperless" Assignments</u></b></div>
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<span style="color: #d11d73; font-size: 11.5pt;">If you follow my blog, you know that I love, love, love <a href="https://www.showbie.com/">Showbie</a>... :o) And I have blogged about My <a href="http://rockstarmathteacher.blogspot.com/search/label/Showbie">Love For Showbie</a> many times.... This year in iMath, I continued creating and using Digital "Paperless" Assignments in Showbie. I love this because I can easily check students work and give feedback. </span></div>
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<span style="color: #d11d73; font-size: 11.5pt;">What I love about Showbie is that not only can students annotate and solve in the document in Showbie, but they can also leave a written justification. This helps me to check for understanding and clear up misconceptions.... :o)</span></div>
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<span style="color: #d11d73; font-size: 11.5pt;">I am definitely keeping Showbie as the foundation of my iMath section. Something I would like to start is Showbie's new feature of Group Discussions. I will explore that more over the summer and determine the best way to implement this feature next year...</span></div>
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<b style="color: #d11d73; font-size: 15.3333px;"><u><span style="font-family: inherit;">My Socrative (self-paced) "Digital Task Cards"</span></u></b></div>
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<span style="color: #d11d73; font-family: inherit;"><span style="font-size: 15.3333px;">I have been using Socrative for (self-paced) lessons for a few years. My (self-paced) lessons have evolved into "Digital Task Cards". The students love these lessons and I have even created some for homework assignments too. </span></span></div>
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<span style="color: #d11d73; font-family: inherit;"><span style="font-size: 15.3333px;">When I do the Socrative Assignments in iMath, I do the Assignments as student paced and not as Space Race. I either have the students do the questions on lined paper or on my specialized "Dry Erase" mats.... After the students finish the Assignments they get their score from me. I will definitely keep this structure because it is one of my favorites.... And I look forward to creating more assignments.... :o)</span></span></div>
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<b style="color: #d11d73; font-size: 15.3333px;"><u><span style="font-family: inherit;">My iMath "Sticky Note" Poster Assignments</span></u></b></div>
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<span style="color: #d11d73; font-family: inherit;"><span style="font-size: 15.3333px;">My students showed so much love for my iMath Poster Assignments that I created a poster activity for every unit. I will continue this next year and hope to think of more ideas. My poster assignments were done through Showbie and Socrative as "Self-paced" tasks... :o)</span></span></div>
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<b style="color: #d11d73; font-size: 15.3333px;"><u><span style="font-family: inherit;">My "Math Rockstar" Competition</span></u></b></div>
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<span style="color: #d11d73; font-family: inherit;"><span style="font-size: 15.3333px;">My students love my "Math Rockstar" Competition. There is no prize for this competition. They simply love the competition part it. Go figure... Students doing Math as a competition.... #happyteacher </span></span></div>
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<span style="color: #d11d73;"><span style="font-family: inherit;"><span style="font-size: 15.3333px; font-weight: normal;">This is growth of my "Math Rockstar" </span></span><span style="font-size: 15.3333px; font-weight: normal;">Competition</span><span style="font-family: inherit;"><span style="font-size: 15.3333px; font-weight: normal;"> wall from the beginning of the year to the last day of school.</span></span></span></div>
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<b style="color: #d11d73; font-size: 15.3333px;"><u><span style="font-family: inherit;">My "Ticket Out the Door" Reflections in Showbie</span></u></b></div>
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<span style="color: #d11d73; font-family: inherit;"><span style="font-size: 15.3333px;">Another reason I love Showbie is their comment feature. I assign the students a "Ticket Out the Door" Daily Reflection. On Friday the students do a Weekly Reflection.</span></span></div>
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<span style="color: #d11d73; font-size: 15.3333px;"><span style="font-family: inherit;">This has been very helpful for me and for the students. I will definitely keep doing this structure next year, because I love Showbie.... :o)</span></span></div>
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Thanks for stopping by and checking out my blog.... Follow me this summer as I
blog about my new ideas for next year.... :o)</span><span style="color: #d11d73; font-family: "happy monkey" , "serif"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-13012038914737753692016-01-06T11:58:00.000-08:002016-07-14T09:41:45.096-07:00 8th Grade Math - Unit 3: Systems of EquationsI decided to change how I paced and taught my Systems of Equations Unit. This year in my Linear Relationships in Situations Unit I set up the foundation for using slope-intercept form in situations. I taught the students how to represent situations with an equation, on a graph and with a table. I taught the students how to interpret and explain the equation (y = mx +b) as it applied to the situation. And I taught the students that the best method for solving problems using slope-intercept form was algebraically with the equation. This foundation helped the students to be successful in solving Systems of Equations in Situations.<br />
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<u><span style="font-family: inherit; font-size: x-large;"><b>Solving Systems of Equations by Graphing - (2 Weeks)</b></span></u><span style="font-family: "boulder"; font-size: 14.0pt;"><o:p></o:p></span></div>
I started the unit by having students solve systems of equations graphically and understand that the solution was the point of intersection.<br />
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<u><b>Interactive Math Notebook Guided Notes - Solving Systems Graphically</b></u><br />
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<u><b>iMath Lesson - ClassFlow: Solving Systems of Equations Graphically</b></u><br />
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Here is the link to my <a href="https://classflow.com/">ClassFlow</a> <span id="goog_1029539836"></span>Systems of Equations Lesson<span id="goog_1029539837"></span>. <span style="background-color: white; color: #cc0066; line-height: 24.64px;">Feel Free to Use.</span><br />
<a href="https://goo.gl/ZuQfv7">#__Solving Systems of Equations by Graphing__#</a><br />
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The next part of the concept was Solving Systems of Equations in Real World Situations. I started by having the students interpret the situation into two equations. I then had the students build a double table and complete each table using the equation for each situation. I had the students also represent the situation graphically by graphing both situations and looking for the point of intersection. I had them find the solution in the table and on the graph and then interpret the solution in context of the situation.<br />
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<u><b>Interactive Math Notebook Guided Notes - Solving Systems in Situations</b></u><br />
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<b><u>iMath Lesson - </u></b><b><u>Showbie: Systems in the Real World Task</u></b><br />
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Here is the link to my <a href="https://www.showbie.com/">Showbie</a> "Paperless" Task. <span style="background-color: white; color: #cc0066; line-height: 24.64px;">Feel Free to Use. :o)</span><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iUnUtX1hTbk1qYTQ/view?usp=sharing" style="background-color: white; color: #93bd1f; font-family: 'Happy Monkey'; line-height: 24.64px;">Systems of Equations in Situations: Mathland Bike Task</a><br />
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<b><u>iMath Lesson - </u></b><b><u>Socrative: Systems in the Real World Task </u></b><b><u> (self-paced)</u></b><br />
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Systems of Equations in Real World Situations: </span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "arial" , sans-serif;">SOC-18498671</span></b></div>
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After the students had an understanding of writing, solving and interpreting systems of equations using multiple representations, I taught the students how to solve algebraically (setting the equations equal). The students realized that using the equations when solving was the most effective method for systems of equations in situations.<br />
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<u><b>Interactive Math Notebook Guided Notes - Solving Systems Algebraically</b></u><br />
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<b><u>iMath Lesson - </u></b><b><u>Socrative: Systems in Situations: Solving Algebraically</u></b><b><u> (self-paced)</u></b><br />
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Systems of Equations: Solving Algebraically (Setting =) </span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "arial" , sans-serif;">SOC-18607281</span></b></div>
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<u><span style="font-family: inherit; font-size: x-large;"><b>Solving Systems Using Substitution - (2
days)</b></span></u><span style="font-family: "boulder"; font-size: 14.0pt;"><o:p></o:p></span></div>
This is the first year that I taught the substitution method to my Math 8 students. It has always been the most difficult method for the students so I always focused on the elimination method. I only planned on spending a couple of days on solving by substitution.<br />
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My goal for teaching the substitution method was to introduce them to the method and then move on to elimination, because that was the preferred method. I knew that the elimination method would be easy to the students after trying the substitution method. I was really surprised that my students did not fear this method and actually embraced it. :o)<br />
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<u><b>Interactive Math Notebook Guided Notes - Solving Systems Using Substitution</b></u><br />
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<b><u>iMath Lesson - </u></b><b><u>Classkick: Solving Systems Using Substitution</u></b><br />
I introduced my students to the <a href="http://www.classkick.com/">Classkick</a> app. It was a hit. They loved it because they could raise a virtual hand and I could help them in real time from my iPad. I liked it because I could see all of the students working in real time on my iPad and leave feed back.<br />
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Here is the link to a zip file with the slides I made for my classkick lesson.<br />
<span style="background-color: white; color: #cc0066; line-height: 24.64px;">Feel Free to Use. :o)</span><a href="https://drive.google.com/file/d/0B5JTFLs_0M7iWmdWUGhiZmtwLVE/view?usp=sharing">Classkick Substitution Zip File</a><br />
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<b><u>Socrative: Solving Systems Using Substitution "Team Task"</u></b><br />
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;"><br /></span></div>
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="background-color: white;"><span style="color: #cc0066; font-family: inherit;"><span style="line-height: 24.64px;">Solving Systems by </span></span><span style="color: #cc0066;"><span style="line-height: 24.64px;">Substitution</span></span><span style="color: #cc0066; font-family: inherit;"><span style="line-height: 24.64px;"> "Team Task": </span></span></span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "arial" , sans-serif;">SOC-18657394</span></b></div>
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<u><span style="font-family: inherit; font-size: x-large;"><b>Solving Systems Using Elimination - (3 Weeks)</b></span></u><span style="font-family: "boulder"; font-size: 14.0pt;"><o:p></o:p></span></div>
I split the elimination method into 4 categories, and let the students know each time which category were were moving to. "Easy". set up for elimination. "Hard", multiply by a -1, "Harder", multiply one of the equations by a value to set up for elimination. "Hardest". multiply both equations by values to set up for elimination.<br />
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I spent a few days on "Easy", to make sure that the students had a foundation for solving a system when it is set up for elimination, because they must be able to do this for all of the other categories. I then spent a few days on "Hard", and then a few days on "Harder". <i>I did not give the notes for all of the categories at one time. I only gave the section of the notes that was the focus.</i><br />
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<u><b>Interactive Math Notebook Guided Notes - Solving Systems Using Elimination</b></u><br />
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<b><u>iMath Lesson - </u></b><b><u>Socrative: Solving Systems Using Elimination (self-paced)</u></b><br />
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="background-color: white;"><span style="color: #cc0066; font-family: inherit;"><span style="line-height: 24.64px;">Solving Systems by </span></span><span style="color: #cc0066;"><span style="line-height: 24.64px;">Elimination (Easy)</span></span><span style="color: #cc0066; font-family: inherit;"><span style="line-height: 24.64px;">: </span></span></span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "arial" , sans-serif;">SOC-18740133</span></b></div>
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<b><u>iMath Lesson - Showbie</u></b><b><u>: Solving Systems Using Elimination Review</u></b><br />
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Here is the link to my <a href="https://www.showbie.com/">Showbie</a> "Paperless" Review<span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span> </div>
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7ic0luWGZKRUcwblk/view?usp=sharing" style="background-color: white; color: #93bd1f; font-family: 'Happy Monkey'; line-height: 24.64px;">Systems of Equations Using Elimination Guided Practice Review</a><br />
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<b><u>iMath Lesson - </u></b><b><u>Classkick: Solving Systems Using Elimination </u></b><br />
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Here is the link to a zip file with the slides I made for my classkick lesson.<br />
<span style="background-color: white; color: #cc0066; line-height: 24.64px;">Feel Free to Use. </span> <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iVlpiVGhvWWhMcHM/view?usp=sharing">Classkick Elimination Zip File</a><br />
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<b><u>Socrative</u></b><b><u>: Solving Systems Using Elimination "Team Task"</u></b><br />
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="background-color: white;"><span style="color: #cc0066; font-family: inherit;"><span style="line-height: 24.64px;">Solving Systems by </span></span><span style="color: #cc0066;"><span style="line-height: 24.64px;">Elimination</span></span><span style="color: #cc0066; font-family: inherit;"><span style="line-height: 24.64px;"> "Team Task": </span></span></span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "arial" , sans-serif;">SOC-18831208 </span></b></div>
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For the next part of the unit I moved the students to word problems and solving by elimination. The first day was an introduction using pictures to set up the equations. This really set a foundation for setting up the equations from word problems.<br />
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<b><u>iMath Lesson - Showbie</u></b><b><u>: Solving Systems Word Problems Introduction</u></b><br />
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Here is the link to my <a href="https://www.showbie.com/">Showbie</a> "Paperless" Practice<span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span><br />
<a href="https://drive.google.com/file/d/0B5JTFLs_0M7iSW4yZTR2VGktV0E/view?usp=sharing" style="background-color: white; color: #955bb5; font-family: 'Happy Monkey'; line-height: 24.64px; text-decoration: none;">System of Equations Writing Equations From Pictures Intro</a><br />
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I then introduced the students to word problems and showed them how to interpret and set up the equations, and then solve using elimination. <br />
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<u><b>Interactive Math Notebook Guided Notes - Solving Systems Elimination Word Problems</b></u><br />
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<b><u>iMath Lesson - Socrative</u></b><b><u>: Solving Systems Word Problems Poster Task</u></b><br />
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This was by far one of my Socrative lessons that I created. The students loved making the review posters and it really helped solidify the concept of elimination word problems. :o)</div>
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Systems of Equations by Elimination Poster Task: </span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "arial" , sans-serif;">SOC-18913896</span></b></div>
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I then introduced them to the long awaited "Hardest" method and then had them apply this method in complex word problems. The key to their success was the collaborative team practice problems and discussions. <br />
<br />
<u><b>Interactive Math Notebook Guided Notes - Solving Systems Elimination (Hardest)</b></u><br />
<u><b><br /></b></u>
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<b><u><br /></u></b>
<b><u>iMath Lesson - Socrative</u></b><b><u>: Solving Systems Elimination (Self-Paced)</u></b><br />
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;"><br /></span></div>
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code</span><span style="background-color: white; color: #cc0066; line-height: 24.64px;">. Feel Free to Use. :o)</span></div>
<div class="separator" style="clear: both;">
<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Systems of Equations by Elimination (Hardest): </span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "arial" , sans-serif;">SOC-19793108</span></b></div>
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<b><u>Socrative</u></b><b><u>: Complex Elimination Word Problems "Team Task"</u></b></div>
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Here is my Socrative Code. Feel Free to Use. :o)</span></div>
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<span style="background-color: white; color: #cc0066; font-family: inherit; line-height: 24.64px;">Systems of Equations by Elimination (Hardest) WP: </span><b style="background-color: white; color: #d11d73; font-family: inherit; line-height: 24.64px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #cc0066; font-family: "arial" , sans-serif;">SOC-19041322</span></b></div>
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<div class="MsoNormal">
<u><span style="font-family: inherit; font-size: x-large;"><b>Solutions to Systems of Equations (2 Days)</b></span></u></div>
The last part of the unit was focused on the types of solutions; one solution, no solution, or infinite many solutions. I gave them a foundation of what the solutions mean on a graph and then focused on determining the type of solution given a systems of equations that was set up for elimination. This part of the concept was really easy for my students because they have a really good understanding of solutions to equations in one variable from the linear equations unit.<br />
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<u><b>Interactive Math Notebook Guided Notes - Solutions to Systems of Equations</b></u><br />
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The students spent a couple of days on a cumulative review "Team Task" and ended the unit with a test on the entire unit of systems of equations.<br />
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<u><span style="font-family: "boulder";"><span style="font-size: large;">Unit Reflection</span></span></u><br />
All of the changes and tweaks I made to this unit this year were spot on. The unit flowed and the students were able to make the connections throughout the entire unit. The students were super successful and surpassed my expectations for this unit.<br />
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I would like to spend more time on solutions to systems of equations if possible. and another thing I would change is giving mini quizzes throughout the unit instead of a long comprehensive test at the end.<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com8tag:blogger.com,1999:blog-6233046093535066338.post-22571853374315866712016-01-04T13:54:00.000-08:002016-07-14T09:39:20.213-07:008th Grade Math - Unit 2 - Linear and Non-Linear FunctionsThis year, because of the change in teaching days, my unit on functions was very short (one week). Most of the function concepts were embedded in my linear relationships unit. Therefore the focus for this mini unit was on non-linear relationships. <br />
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My goal for this mini unit was to give the students an understanding of the difference in linear and non-linear relationships and then revisit these ideas throughout the year.<br />
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<b><u><span style="font-size: large;">Functions and Relations</span></u></b><br />
I introduced the students to the basics of functions and relations and how to tell if the relationship represented a function and whether a relationship was a linear or non-linear function.<br />
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Examples of "Collaborative Team" practice problems.<br />
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After practicing and discussing collaboratively, students transitioned to iMath and worked on my self-paced Socrative lesson on <i>Identifying Linear and Non-linear Functions.</i><br />
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Here is my Socrative Code for this lesson: <br />
Identifying Linear and Nonlinear Functions - SOC-18219609<br />
<span style="background-color: #f5f8fa; color: #292f33; font-family: "arial" , sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"><br /></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Check out my </span><a href="http://rockstarmathteacher.blogspot.com/p/my-socrative-resources.html" style="color: #955bb5; font-family: 'Happy Monkey'; font-size: 17.6px; line-height: 24.64px; text-decoration: none;">Free Resources Socrative Page</a><span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"> to see all of my Socrative Codes.</span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><br /></span>
<b><u><span style="font-size: large;">Non-linear Functions</span></u></b><br />
I introduced the students to non-linear functions in real world situations using the "Zombie Apocalypse".<br />
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In iMath students practiced Identifying Functions in Tenmarks. <a href="https://www.tenmarks.com/">Tenmarks</a> is an awesome platform for rigorous common core type questions. :o) <br />
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<b><u><span style="font-size: large;">Graphing Stories</span></u></b><br />
I introduced the students to Piecewise Functions and understanding the parts of a graph and the intervals.<br />
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I did Graphing Stories with my students to introduce them to these types of function graphs.<br />
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I modeled the first Graphing Story for the students, showing them how to focus on the changes and the time that was shown and how to mark those intervals with points on the graph.<br />
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I had the students do the Graphing Stories as Collaborative Teams. For each video teams rotated Recorder/Reporter, using one team graphing mat. Students watched the videos a few times and as a team determined the intervals and points. The students then compared their team graphs with the graph's solution.<br />
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<span style="font-size: large;"><b><u>Interpreting and Drawing Graphing Stories</u></b></span><br />
I introduced the students to Interpreting and Drawing Graphing Stories from situations.<br />
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Students did a Collaborative Team Poster Task. Students discussed each situation as a team and put the situation in order. They then matched the situation with the graph that represented the situation.<br />
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<b><u><span style="font-size: large;">Reflection:</span></u></b><br />
It really did help starting the concept of functions in my Linear Relationships unit. But this unit really needs more time. I am hoping that next year's schedule will allow for at least another week for this unit. :o)<br />
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Thanks for stopping by and checking out my blog.... :o)<br />
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★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-36532971557699610882015-11-11T16:19:00.001-08:002016-07-14T09:38:25.925-07:008th Grade Math - Unit 1b: Linear Relationships & y = mx + b<b style="background-color: white; color: #d11d73; font-family: 'Happy Monkey'; font-size: 17.6px; line-height: 24.64px;"><u>Unit 1b: Linear Relationships</u></b><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">In this unit we focused on slope and rate of change, proportional relationships and linear relationships that are not proportional. </span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><br /></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">This year for my linear relationships unit I put an emphasis on the use of a "mini table" to find the rate of change. This is such an effective method because it can be used to find the slope of a line, and the rate of change in a situation or in a table. Instead of teaching multiple methods, I teach them that the slope can be found using any two points. And they have discovered that the "mini table" method is super easy for them. :o)</span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><br /></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">I came up with this idea in the middle of last year after my students took the CAASPP Interim Assessment. This new method for finding the slope really helped my students when they took the Summative Assessment at the end of the year. This is why I incorporated this method into every part of my unit on Linear Relationships from the beginning this year. </span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Here is my "mini table" method. ;o)</span><br />
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<b style="background-color: white; color: #d11d73; font-family: 'Happy Monkey'; font-size: 17.6px; line-height: 24.64px;"><u>Students Interactive Math Notebooks</u></b><br />
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="font-size: 17.6px; line-height: 24.64px;">My students finally have my Interactive Math Notebook expectations and procedures down and they are finally starting to use them as a reference. They are also understanding the value of the color-coding because it helps them see the connections within the concepts. </span></span></span><br />
<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="font-size: 17.6px; line-height: 24.64px;"><br /></span></span></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Here is what the students Interactive Math Notebooks look like for Unit 1b.</span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">I have blogged before about my <a href="http://rockstarmathteacher.blogspot.com/2015/07/my-mathematicians-say-academic.html">Academic Vocabulary Book.</a> Here is an updated view of what their Word of the Day - 8th Grade Math Academic Vocabulary Book.</span><br />
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<span style="background-color: white;"><span style="color: #d11d73; font-family: "happy monkey";"><span style="font-size: 17.6px; line-height: 24.64px;"><br /></span></span></span>
<b style="background-color: white; color: #d11d73; font-family: 'Happy Monkey'; font-size: 17.6px; line-height: 24.64px;"><u>My Collaborative Team Structure</u></b><br />
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white;"><span style="font-size: 17.6px; line-height: 24.64px;">I have added some new structures and expectations to my Collaborative Teams this year. One of my new expectations is that when the recorder/reporter is sharing out to the class, they have to "Stand and Deliver" using a microphone. </span></span></span><br />
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white;"><span style="font-size: 17.6px; line-height: 24.64px;"><br /></span></span></span>
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white;"><span style="font-size: 17.6px; line-height: 24.64px;">Here are some posters I created with my expectations and procedures.</span></span></span><br />
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<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white;"><span style="font-size: 17.6px; line-height: 24.64px;"><br /></span></span></span>
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white;"><span style="font-size: 17.6px; line-height: 24.64px;">My collaborative team "Solve It, PROVE It" daily warm-ups have been evolving and my students are making progress in learning to justify and support their answers.</span></span></span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">My Collaborative Team Tasks on Proportional Relationships and Linear Relationships.</span><br />
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<b style="background-color: white; color: #d11d73; font-family: 'Happy Monkey'; font-size: 17.6px; line-height: 24.64px;"><u>iMath and Unit 1b: Linear Relationships</u></b><br />
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;">My iMath lessons have been based my two favorite apps <a href="http://www.showbie.com/">Showbie</a> and <a href="http://www.socrative.com/">Socrative</a>. My students love the independent practice in my self-paced Socrative Lessons and my "paperless" Tasks in Showbie. Both of these allow me to check for understanding and help me clear up any misconceptions of the concepts they are learning.</span></span><br />
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;"><br /></span></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Here are my Showbie lessons from Unit 1b.</span><br />
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<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;"><br /></span></span>
<span style="color: #d11d73; font-family: "happy monkey";"><span style="background-color: white; font-size: 17.6px; line-height: 24.64px;">Here are my Socrative lessons from Unit 1b.</span></span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Check out my <a href="http://rockstarmathteacher.blogspot.com/p/my-socrative-resources.html">Free Resources Socrative Page</a> if you would like to use my Socrative Codes.</span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><br /></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Here are two dry erase mats I made for my students to use when practicing concepts that use the "mini table". Feel free to download and use.</span><br />
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<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Download File: <a href="https://drive.google.com/open?id=0B5JTFLs_0M7iZGNCRUFLN055ZG8">Finding the Slope of a Line Mat</a></span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Download File: <a href="https://drive.google.com/open?id=0B5JTFLs_0M7iNUhOekY4TWhKdnc">Comparing Functions Mat</a></span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Download File: <a href="https://drive.google.com/open?id=0B5JTFLs_0M7ibUhmU1g4Ym9mR1E">Writing the Equation of a Line Mat</a></span><br />
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;"><br /></span>
<span style="background-color: white; color: #d11d73; font-family: "happy monkey"; font-size: 17.6px; line-height: 24.64px;">Thanks for stopping by and checking out my blog. I hope you were inspired... :o)</span><br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com0tag:blogger.com,1999:blog-6233046093535066338.post-8883297064469067132015-09-12T19:16:00.001-07:002015-09-12T19:16:52.256-07:00Linear Relationships and the Slope Through Two PointsFor the last couple of weeks we have been working on Finding the Slope of a Line and the Rate of Change in Linear Relationships. I have been "Tweeting" about my method of using a "Mini Table" to find the Slope of a Line.<br />
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Here is a wall chart that explains the method that I use with my students.<br />
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The students practiced finding the slope of a line and comparing functions using my "Mini Table" method and my dry erase "Mini Table" Mat.<br />
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My "Mini Table" Mat<br />
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Feel free to download and use my "Mini Table" Mat: Download: <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iZGNCRUFLN055ZG8/view?usp=sharing">PDF File</a><br />
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I also did a really cool "Solve It, Post It" Collaborative Group Warm-up to solidify what the students have been learning.<br />
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Here is the "Solve It, Post It" Warm-up:<br />
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Each "Team" was given a different card with a pair of points. Teams were to discuss and find the slope of the line through their two points using the "Mini Table" method.<br />
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Here are the cards. Each "Team" received one card.<br />
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After each "Team" solved their problem. They "Posted" their answer by putting their "Team" whiteboard on the board in front of their "Team" number. (Boards are turned so that the answers are not showing).<br />
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After all of the "Teams" had "Posted" their answers, I put up a slide with a graphed line with color-coded points. I told the students that each of their set of points were represented on this line. (It was color-coded to match the teams).<br />
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I asked the students, "Now knowing that all of the points that each of the "Teams" used to find the slope are on the same line, what should we see when I turn the boards around?"<br />
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It took some discussion and some good answers such as they should all be negative, but they finally determined that the slope on each of the boards should be the same.<br />
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I turned the boards around and....<br />
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They were all the same.... The students we super excited that it worked and all of the "Teams" had done it correctly. :o)<br />
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This was a good lesson to help solidify the concept that I have been working on with the students.<br />
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Feel free to download my files and use in your classroom.... :o)<br />
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"Solve It, Post It" Warm-up Prompt ~ Download: <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iZHZZcmYtb1M0cE0/view?usp=sharing">PDF File</a> - <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iSE9IU2tQS3JOMms/view?usp=sharing">PNG File</a><br />
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Cards with Two Points ~ Download: <a href="https://drive.google.com/file/d/0B5JTFLs_0M7id3ZzS2d4Wlg5ZTA/view?usp=sharing">PDF File </a> <br />
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Color-coded Graphed Line ~ Download: <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iRGc2bmRWODk0MWM/view?usp=sharing">PDF File</a> - <a href="https://drive.google.com/file/d/0B5JTFLs_0M7iV3E5cmJ2TGVKN0k/view?usp=sharing">PNG File</a><br />
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Thanks for stopping by and checking out my blog. I hope you were inspired.... :o)<br />
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<br />★ Rockstar Math Teacher ★http://www.blogger.com/profile/08282962997780790951noreply@blogger.com2tag:blogger.com,1999:blog-6233046093535066338.post-59008361198783134682015-09-07T19:16:00.000-07:002016-07-14T09:36:45.409-07:008th Grade Math - Unit 1a: Linear Equations and Solutions<b><u>A New Year and a New Schedule</u></b><br />
Last year I taught 8th Grade Math and Math Support with 1:1 iPads. This year I am not teaching Math Support. All math classes have gone to a block schedule. I have decided to merge my Math 8 structure with my Math Support structure from last year for the structure of my blocked math periods for this year. The first half of the math block is called <b><u>Math 8</u></b> which is centered on guided instruction and collaborative teams. The second half of the math block is <b><u>iMath</u></b> which is centered on independent (self-paced) lessons.<br />
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<b><u>Unit 1a: Solving Linear Equations</u></b><br />
We have finished our first unit on Linear Equations and Solutions to Linear Equations so I thought I would blog about my lessons in this unit and hopefully give some inspiration.<br />
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Last year the pacing on this unit was very short because we had 10 less school days. This year I added back some time to this unit to give the students a good foundation for solving equations. This unit was very hard for majority of my students because they came in extremely low and without background knowledge on the basics of solving equations such as integer rules, inverse operations, and the distributive property.<br />
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I kept pushing through the unit, forcing the collaboration and discussion because I knew that it would help make the concepts stick. Because I can't go back and reteach everything the students didn't have coming in, I gave them some resources for their math notebooks. I gave the students an integer rule graphic organizer and a multiplication table through 25. They are finally starting to use them and realizing what a difference it makes in their attention to precision. :o)<br />
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This year in this unit I put an emphasis on solving multi-step equations with variables on both sides and simplifying both sides of a multi-step equation to analyze the type of solution the equation will have.<br />
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<b><u>Students Interactive Math Notebooks</u></b><br />
It's been a rough start and the beginning of the year is always exhausting because of the constant repetition of routines and procedures. We started with the expectations of their Math Vocabulary Book and the expectations and procedures for their Interactive Math Notebooks.<br />
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One of my classroom non-negotiables is my IMN expectations for my students. The students are finally able to follow along and color-code their notes effectively and are finding the value in the connections they can see when they use their notes as a learning resource. And most importantly they are finally learning to keep their Interactive Math Notebooks in order and free of clutter. <br />
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Here is what the students Interactive Math Notebooks look like for Unit 1a.<br />
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<b><u>My Collaborative Team Structure</u></b><br />
Teaching my students my expectations and procedures for my collaborative team structure is also very exhausting. But I know that it will pay off and be conducive to the learning in my classroom when it all comes together. <br />
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The students have got the collaborative team "Resource Monitor" role down which is saves so much time. We are now focusing on the other roles in the collaborative teams. They are doing so much better after a few weeks of Recorder/Reporter and my collaborative team "Solve It, PROVE It" Daily Warm-up.<br />
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I love this activity because it involves a lot of math discussion and collaboration. I am able to check for understanding and clear up misconceptions as I facilitate. Because we are on a block schedule, I now have every team share out their reasoning and justification. In the future I am going to add a collaborative agree or disagree and why to this. But for now I am just getting the students comfortable with the collaboration and sharing out to the class.<br />
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Here is some examples of my Collaborative Team "Solve It, PROVE It" Daily Warm-ups.<br />
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Although most of my collaborative team structure is done "Recorder/Reporter" style with a team whiteboard, I also create Collaborative Team Tasks that include the role of Task Manager and Team Mathematician.<br />
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Here are some examples of my students working on a Collaborative Team Task on Solutions to Equations. <br />
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<b><u>iMath and Unit 1a: Solutions to Linear Equations</u></b><br />
This have revamped a lot of my 1:1 self-paced lessons. I know that I need to increase the rigor if I want my students to be successful this year. The foundation of my iMath is my favorite app <a href="http://www.showbie.com/">Showbie</a>. If you have read my blog before you know that I absolutely am in love with Showbie's Platform. This year I have the honor of being a <a href="http://www.showbie.com/champions/">Showbie Champion Teacher.</a> :o) <br />
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Here are some of the great things that can be done with Showbie. I love that you can create assignments, students can comment in the assignments and you now grade assignments.<br />
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I also love, love, love Showbie because I can create "Paperless" assignments and the students can annotate and leave typed responses on the assignment. I can look at these assignments and grade and comment from my iPad. :o)<br />
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Here are some of my "paperless" assignments from Unit 1a in Showbie.<br />
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One of my other favorite apps is Socrative. I use this platform to create (self-paced) "Digital Task Cards". My students love these assignments because they are fun. I love the fact that I can see real time data on how they are doing as they progress through the assignment. :o)<br />
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Here are some examples of my students doing my Socrative "Digital Task Cards".<br />
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I also tried my 1st Google Forms Formative Assessment on Linear Equations (SBAC Style).<br />
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Thanks for stopping by and checking out my blog. I hope you were inspired... :o)<br />
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