# The One with the Big Numbers

We’re doing linear functions for summer school and pulling hard from last year’s curriculum. This means using CPM’s pile patterns (which I cheat and just refer to as “patterns”. Who wants to explain what “pile patterns” is to a class of (amazing) emerging multilinguals, when there’s so much else you could be teaching).

Kiddos glom on to the idea of patterns pretty readily, which is great. They’re visual and you can ask “how many?” and point without requiring too much language (my big takeaway this week).

I get to tinker with this class a bit more and we have less time (5 weeks, 5o minutes a class), so I cut some stuff.

For the patterns, we usually jump from finding the 4th and 5th figure to finding Figure 99. This has always been a bit of a jump for me, especially for kiddos with Interrupted Education who may not make connections to the idea of repeated addition and multiplication.

Photo: How many squares in Figure 15?

I spend quite a bit of time in class saying, “Sit down, Jeronimo” (not the kiddo’s real name). But he really grabbed on to this task. While many kiddos struggle to anticipate the figures beyond the ones they can see (or ones one or two our), this kiddo made his own chart to help track numbers. Pretty awesome.

What do you notice? What do you wonder?

## The One with the Patterns

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Week 3 of Summer School, though I don’t know if the first 3 day week actually counts.

In what is maybe not the most cohesive move, we start a new unit on linear functions and graphing this week (Goodbye area and volume). I largely pull from our linear functions unit from this year which largely pulls on CPM (credit where credit is due).

Photo: Student Work on PatternsEduardo has been in my class for 2 years, which makes me somewhat wonder why he’s in my summer school class, but also thankful that he’s there to help support other kiddos as we go. He catches on to the patterns quick (and also has a helpful habit of saying “Wait, we learned this already”, which gives me some hope that what I teach may stick around for longer than the 65 minutes I usually see kiddos) and is quick to point out that the sentence structures for the opening are the same for this entire week (thanks, Estimation180).

He also carries over some unusual conceptions from the school year (that many other kiddos carry), including how to generalize figures with more squares. Admittedly not the most useful skill and probably not Common Core-approved, but it reminds me that I need to push kiddos to explain what the square represents and ground them in familiar concepts like base and height.

What do you notice? What do you wonder?

## The One With Ratios

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We’re onto right triangle trigonometry. This year is flying by (and we’re a few days in at this point).

One of the many tricky things about right triangle trigonometry is that ratios are big. For classes where some kiddos don’t really know how to divide (let alone when it’s written as a fraction) while some (one) roll their eyes because the conceptual trigonometry we’re using has an approximation rather than the actual tangent ratio, the need to differentiate is real.

We took a bit of time today to talk about how to solve ratios. How many kiddos did we actually reach? Unclear, but the first step is important.

It’s fascinating for me to see the 4 papers I used (one per period) to show how to solve anÂ with a variable in the denominator. By the end of the day, I’d realized that writing fewer steps cleanly is more important. I’ve also decided on “one finger if you understand, two fingers if you’d like to hear it again” is a nice way to hear what the class is thinking without being too judgemental (I’m so used to thumbs up/thumbs down, but that feels weighted).

We also did a reading guide where the kiddos used calculators to find the tangent ratio. It’s actually something that I remember relatively vividly from student teaching. I’m feeling a deep appreciation for this unit the third time I teach it.

Photo: 4 iterations of solving the same ratio

What do you notice? What do you wonder?

## The One with Process over Aesthetics

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New unit on exponents, about to be differentiated like whoa.

We started off with a group task (with varying levels of success) about a pyramid scheme. Lots of modeling. Sometimes I wish I’d done more, though frankly the class where I opted to not do modeling got the furthest.

Photo: We made posters. I told them I cared more about their process than their aesthetics. (One kiddo pays the first kiddo on a list \$3, then makes 8 of their friends the next kiddo \$3. Those 8 kiddos choose 8 friends to pay the next kiddo \$3 and so on)

What do you notice? What do you wonder?

## The One with the Solving Equations Test

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Student work from the solving equations individual test. Onwards to Similiarity…

## The One with the Solving Equations Group Test

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Swear to gosh this kiddo could hardly write when he came to us last year. But group support and adult support (thank goodness for our awesome paraprofessionals!) and lots of solid scaffolding made this happen. Preparing for an individual test on Wednesday.What do you observe? What do you wonder?

## The One with Tzeltal

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Only fitting to end the Video Project with a video. But I’m too cheap for that WordPress option, so here’s a screenshot.

You can see the kiddo (kind of). You can see the tiles. What you can’t see is the kiddo speaking Tzeltal (an indigenous Mayan language).What do you observe? What do you wonder?