Curriculum partner and I sensed that 10th graders and students who had seen more simplifying with Algebra Tiles were getting restless, so we split the kiddos into homogenous groupings. We always try to frame this as letting students challenge themselves with students who need similar challenges.
FASCINATING to watch some of our newer students who frequently hide in the shadows start to step it up (and also to see 10th graders using tiles and expressions in a more meaningful way).
Photo: “We don’t speak any English!” said one newbie (in Spanish). But that didn’t stop them from a) using the tiles and b) saying the names of the tiles in English.
Spent about 45 minutes after school with the Littlest Advisee, revising a quiz. It’s a slow process that (currently) involves me reviewing the problems they missed and then them showing me they can do the problem (with help). If they can do the problem, I’ll give them half credit (up from 0, in this case). If they can do a different version of the same problem, on a different day, I’ll bump their score up as if they had just taken the test.
Spent another few minutes helping one of last year’s kiddos with his homework. Compound interest. What is that even? #PleaseHelpCantMath
Objectives:
Bowtie Tuesday. Because yes:
