Day 59: The One With Cost *and* Revenue

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Today we took the cost equation and table and graphed it. Then, we graphed the revenue equation and table for each of 2 prices onto the same graphs.

Here’s one of the first work samples that we used as a model for the class. (In grading the projects, a lot of kiddos only have one line and I need to think about how to make that clearer when we teach it again in 2 years).

What do you notice?

What do you wonder?2016-11-08-08-53-42-2

Day 48: The One Where We Explain Slope to Each Other

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We’re heavily borrowing structures and curriculum from the last time we taught this course 2 years ago and I’m totally OK with that. One of those structures is the Explain to Each Other where students try to solve a problem and then explain it to a group with a different problem. The emphasis today is on finding the slope in a linear equation, given an equation and the option to make a table and a graph.img_20161024_084234What do you notice? What do you wonder?

Day 47: The One with the Slope Triangles

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We rotate the kiddos through stations, where they take different linear graphs and calculate the slope. We are challenged at every turn by trouble reading graphs – are we counting numbers or squares? We start to make connections between different-sized slope triangles on the same line.

img_20161021_083712What do you notice? What do you wonder?

Day 39: Presenting the Finished Pamphlets

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Day 4 of the Voting Project. We attempt a field trip with 3 days’ notice (this is the 3rd active concurrent field trip permission slip that my name is on). Some kiddos don’t quite bring their field trip slips in, so Currriculum Partner takes most of both classes to a nearby thoroughfare (!) to hand out copies of their pamphlets and explain to potential voters why they should vote and I have the remaining kiddos practice in class and then do Ken Ken.

Photo: Script and final product:2016-10-11-16-18-00-2

What do you notice? What do you wonder?

Day 16: The One With the Patterns Group Quiz

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We start the week off (from a 3-day weekend, no less) with a group quiz. The idea is that the kiddos seem what the quiz will look like and have a chance to work through it and talk together as a group. They then take a study day, in class, to translate the words they don’t know and make a perfect quiz using a rubric.

Last question on a group¬†quiz:img_8875I’m rather fond of the 4 square (OK, 6 square) format. I also had to chase down one of the kiddos in after-school tutoring to take this photo. Apparently, they’re all using their binders this year. Which is kinda cool (but makes #teach180 weirdly difficult).

Also, after giving 4 sections of group quizzes, I went to a school meeting and then a district meeting. Both worthwhile, both pretty busy. Then I went home and tried to write a meeting agenda until I fell asleep. #TeacherLife

Objectives:

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(Side note: We used the opening to generate norms which theoretically became the rubric for our participation quiz. Kinda sorta worked. Room for improvement next time)