## The One Where the Equation Pushes the Representations

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In our abbreviated summer program, we’re going through linear functions. Kiddos are great at tables and pretty good at graphs. So now it’s on to using equations to generate those representations.

I feel like we could probably push more on what the different parts of the equation mean (slope, y-intercept) and I almost wish we were doing more with really big numbers (to make using an equation worth it rather than just counting or multiplying), but it feels important to build intuition around how to use linear functions and equations.

Photo: Student work. What do you observe? wWhat do you wonder?

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Linear equations review and a bit of sarcasm as we head into Portfolios. I really should just be glad they recognize that we’re reviewing material they (theoretically) already saw and know (unless they’re one of the mountain of new kiddos who arrived in the last month).

What do you notice? What do you wonder?

## Day 66: The One With Multiple Answers

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It’s fascinating to see what the kiddos learn and when. Our current unit is coordinate geometry, but builds heavily on our linear equations units.

This group of kiddos worked pretty dilligently (which is a huge step for them – they are mostly new to the school and groupwork and being a student at our school is a new concept to them). At one point, one kiddo says (en espaĆ±ol) – “All the numbers for this question are different. Who’s right?” They were asking about calculating the slope using different slope triangles and, as it turned out, everyone was correct.

What do you notice? What do you wonder?

# Day 64: The One Where I Collect the Business Plan Project

“And just like that it’s over.”-somewhere in Hamilton, I think.

I partner up the kiddos, give them time to practice their presentations (some with Google Slides, most just with their hefty packets), have them present, and then we vote for the best design in each class (which is a pleasant throwback to our elections unit).

I collect the packets. I will grade them later. I will tally the votes later. We’re onto coordinate geometry tomorrow.

(I also remind myself that, no matter how ridiculous it sounds, if I have the kiddos staple their new pages to their packet every day, their turn-in rate is much higher).

What do you notice? What do you wonder?

## Day 63: The One with Google Slides

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With the writing theoretically behind us, we move on to presentation preparation. We write up a basic script, then try to transfer it over to Google Slides. This is largely to get our kiddos ready to do presentations for their semester portfolios (which are rapidly approaching).

Most kiddos log into their Google accounts and make a copy of the template. That’s good enough for now.

Some kiddos get a little further. What do you notice? What do you wonder?

## Day 62: The One with the Essay

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As a school with 100% emerging multilinguals, there is English Language Development integrated into all of our curriculum. It means we do quite a bit of reading and writing, even in mathematics.

This is convenient when doing projects as we get a chance to help the kiddos connect and summarize what they’ve learned.

We are in an odd place today since half of our kiddos walked out in protest on Friday (and about a quarter of those kiddos trickled back in towards the end of the day, meaning classes and groups are in very different places).

Photo: writing by one kiddo, who was gone Friday, but got some support from their group today. What do you notice? What do you wonder?

# Day 60: The One With Community Circle and Demand

I spend the night of the election texting other teachers about the election and how drastically our largely undocumented kiddos (and lesson plans) will be affected. A million scenarios run through my head. Proceed with the lesson? Cancel everything and just give processing space and community circle all day? Will kiddos cry? Will there be fighting?

As it turns out, the day is mostly normal, which is probably just another indicator of how long our kiddos have been putting up with these feelings of feeling unwanted or discriminated. We do a community circle in first period. Write for 5 minutes about what you feel, what you need, and what you wonder. I have kiddos write on the prompt at the beginning of the rest of the classes, but honestly, the most helpful thing for them feels like to proceed with the lesson and the structures we’re used to. (Also, we vote on designs for t-shirts they designed to illustrate the concept of demand)

Some written responses. Shared without permission, but anonymously. These are all written by emergent multilinguals, so please be forgiving with spelling and grammar; I translated where I could, but didn’t edit for spelling or grammar. (There are more, but I’m about to be late for a meeting and will type them in later)

“I feel bad because…lost Hillary Clinton and won Donald Trump the electins but at the same time I feel calm because I do not think it will get all the immigrants from the country because practically the immigrants support the United States.”

“I feel sad scare angry and worry about me about my family about all my Hispanic and about the future of USA of America. I need some space.”

“I feel worry because I don’t want the new predicent be badly to us nad I hope that he don’t change our life.”

“Today I feel worry, shot, and angry because Donald Trump won the elections and we don’t know the good and bad things he will do in the country and will all immigransts people.”

“Today I feel angry because the teacher ask how do yo feel and they make me feel bad beause think more about.”

“Today, I feel normal because even thought we have new president we still need to life.”

Photo: Students vote on Business Plan Project Designs and whether they’d buy them at certain prices:

## 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?

# Day 58: The One with the Cost Equation and Table

Kiddos take the price that it costs to make their product, then make a table and equation.

What do you notice?

What do you wonder?

## Day 57: The One with the Design

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Starting to design actual products on an actual website for the Business Plan Project. We take an extra day to work with the computers, which ends up being worth it in the end.

What do you notice?

What do you wonder?