tag:blogger.com,1999:blog-5092228026993839482024-03-12T18:12:20.673-07:00Radical~4~MathHigh School Math Teacher... Learning and growing one day at a time. Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.comBlogger33125tag:blogger.com,1999:blog-509222802699383948.post-74092255244385365852017-08-04T08:08:00.000-07:002017-08-04T08:08:00.199-07:00Move Move Function Girl<div style="text-align: center;">
This past school year I posted a blog on dance dance transveral an idea I got from a <a href="https://jennvadnais.com/2015/05/17/dance-dance-transversal/">blog</a> by Jenn. My students and I loved this activity so much that I started to think of different ways that I could use this kind of movement in my classroom to get the students active and interested in class. </div>
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I have created an activity very similar to dance dance transveral that allows students to move their arms in a way that will create the parent and reflected functions we discuss in class. </div>
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Have you seen my blog on <a href="http://radical4math.blogspot.com/2016/08/function-girl.html">Function Girl</a>???</div>
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I have used these images to create the activity Move Move Function Girl. This activity is just like Jenn's expect students will be practicing their functions instead of angles. </div>
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I have included a few different powerpoints in hopes that you can use these for your classes. I know each class discusses different functions and so if you need different functions I'll be happy to make some new powerpoints if you can leave a comment or send me a tweet with which functions your course uses. Right now I have one for Math 1 and Math 2.<br />
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Math 1 includes: Linear, Expoential, and Quadratic</div>
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Math 2 includes: Quadratic, Radical, and Rational</div>
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I usually teach advanced functions in the beginning of each school year so I'm sure I'll be adding that one soon with Exponential, Logarithmic, and Trigonometric functions. Then maybe a seperate one with review functions just parent not the reflected so I can get them all on the screen. Those would probably be Linear, Quadratic, Cubic, Radical, Rational, and Absolute Value. </div>
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If you would like to download any of these resources you can find them below.</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJVzZUcUF5Y08xaHM/view?usp=sharing">Math 1 - In Da Club Video</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJT2cwRXFGajEzQVE/view?usp=sharing">Math 1 - Shake It Off Video</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJcDVMYlZLX05xaHc/view?usp=sharing">Math 2 - In Da Club Video</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJeVBsenZHTS1VdUU/view?usp=sharing">Math 2 - Shake It Off Video</a><br />
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I used Powerpoint to make them and then just saved as a video file</div>
Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com4tag:blogger.com,1999:blog-509222802699383948.post-87878367140375268542017-06-02T09:05:00.003-07:002017-06-02T09:05:34.751-07:00Completing the Square Dry Erase Templates<div style="text-align: center;">
Here is another one of my dry erase templates. This template has changed several times since it was one of my first and I just keep thinking of better ways for students to process through completing the square. My latest version incorporates the box method since we use that to multiply and factor polynomials in my class. If you haven't seen my other templates you should check them out.</div>
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<a href="http://radical4math.blogspot.com/2017/05/systems-of-linear-equations-elimination.html">Systems of Equations (Elimination)</a></div>
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<a href="http://radical4math.blogspot.com/2017/05/polynomials-box-method-spring-2017.html">Multiplying Polynomials, Factoring by GCF, Factoring Trinomials, & Solving Quadratic Equations by Factoring</a></div>
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<a href="http://radical4math.blogspot.com/2017/05/quadratic-formula-dry-erase-template.html">Quadratic Formula</a><br />
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<a href="http://radical4math.blogspot.com/2017/05/simplifying-radical-expressions-dry.html">Simplifying Radical Expressions</a></div>
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<b>Version 1:</b></div>
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<a href="https://2.bp.blogspot.com/-sA9l3MGzaUc/WSySiSLhfRI/AAAAAAAAAss/gmSF2hih2ysyWbM0XYs0k0DONRcYaqAHACEw/s1600/2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="485" data-original-width="377" height="400" src="https://2.bp.blogspot.com/-sA9l3MGzaUc/WSySiSLhfRI/AAAAAAAAAss/gmSF2hih2ysyWbM0XYs0k0DONRcYaqAHACEw/s400/2.JPG" width="310" /></a></div>
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<b>Version 2:</b></div>
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<a href="https://3.bp.blogspot.com/-UaKOgdB4XJc/WSyS_Ko-IrI/AAAAAAAAAss/NBR1jTyqKMwWqYy8AVlmsK0fb6ijF-z8ACEw/s1600/3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="562" data-original-width="363" height="400" src="https://3.bp.blogspot.com/-UaKOgdB4XJc/WSyS_Ko-IrI/AAAAAAAAAss/NBR1jTyqKMwWqYy8AVlmsK0fb6ijF-z8ACEw/s400/3.JPG" width="257" /></a></div>
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<b>Version 3:</b></div>
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<a href="https://1.bp.blogspot.com/-htfMRJZ5vNY/WSyTiDSIe0I/AAAAAAAAAs0/nHGhmpe77tk8SBsDBpDtI6Uhh8FkipJ_QCEw/s1600/4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="565" data-original-width="734" height="307" src="https://1.bp.blogspot.com/-htfMRJZ5vNY/WSyTiDSIe0I/AAAAAAAAAs0/nHGhmpe77tk8SBsDBpDtI6Uhh8FkipJ_QCEw/s400/4.JPG" width="400" /></a></div>
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<b>Examples of Student Work:</b></div>
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<a href="https://1.bp.blogspot.com/-zUzibBaarys/WSyfx7OkjLI/AAAAAAAAAtY/ssIvQ5bbLYAOjKMRTeGBQCwtwHnLNpNlgCLcB/s1600/IMG_9172%2B%2528Edited%2529.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1279" data-original-width="1600" height="255" src="https://1.bp.blogspot.com/-zUzibBaarys/WSyfx7OkjLI/AAAAAAAAAtY/ssIvQ5bbLYAOjKMRTeGBQCwtwHnLNpNlgCLcB/s320/IMG_9172%2B%2528Edited%2529.JPG" width="320" /></a></div>
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If you would like to download these files you can find them below:</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJc2VvOXZUdmw5bms/view?usp=sharing">Version 1</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJWFk0cXdRODB3bDg/view?usp=sharing">Version 2 </a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJaVBvQ2JtTkQzejg/view?usp=sharing">Version 3</a></div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com2tag:blogger.com,1999:blog-509222802699383948.post-33391349440168648252017-05-30T19:38:00.003-07:002017-05-30T19:38:36.568-07:00Resources for Factoring Trinomials<div style="text-align: center;">
Well this post was supposed to just be a quick post to link my factoring puzzles activity but it has turned into a longer blog to share all the resources I have used this semester (Spring 2017) for teaching factoring. So here are my activities that I feel really helped students with factoring this year. I am so happy with the way these activity turned out. </div>
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I learned all about the box method for factoring last summer while scrolling through twitter one night. It was life changing and I'll never go back!! If you haven't heard about this method you should check out this blog (<a href="http://radical4math.blogspot.com/2017/05/polynomials-box-method-spring-2017.html">Polynomials and Box Method</a>) I did recently. </div>
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This semester I had two different preps Math 1 and Math 2, I started teaching quadratics early in Math 2 and hadn't made these resources at that point so it didn't go as smoothly. When I started quadratics in Math 1 I did these things that helped lead up to the factoring process. (We have previously covered Multiplying Polynomials & Factoring Polynomials by GCF)</div>
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1) <a href="http://radical4math.blogspot.com/2017/05/area-model-puzzles.html">Area Model Puzzles</a></div>
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2) Factoring Puzzles</div>
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3) <a href="https://www.worksheetworks.com/math/diamond-problems.html">Factoring X Puzzles (Diamond Puzzles)</a></div>
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4) Notes on Factoring Trinomials</div>
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5) Practice on Dry Erase Template Factoring Trinomials</div>
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Here are some student photos of the activities being used:</div>
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<a href="https://4.bp.blogspot.com/-VPpzc55jmW8/WS4j6NkcexI/AAAAAAAAAwk/tNLnMTlp-4gLihaCQWL7fhbniDYn6SlsACLcB/s1600/File_001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://4.bp.blogspot.com/-VPpzc55jmW8/WS4j6NkcexI/AAAAAAAAAwk/tNLnMTlp-4gLihaCQWL7fhbniDYn6SlsACLcB/s400/File_001.jpeg" width="400" /></a></div>
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<a href="https://3.bp.blogspot.com/-WSwG-n3hjq4/WS4j_-RnnQI/AAAAAAAAAwo/gs53g2ihOzYHHHr31t_-aJIRLCdbNvg3QCLcB/s1600/File_000.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://3.bp.blogspot.com/-WSwG-n3hjq4/WS4j_-RnnQI/AAAAAAAAAwo/gs53g2ihOzYHHHr31t_-aJIRLCdbNvg3QCLcB/s400/File_000.jpeg" width="400" /></a></div>
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If you would like to download these files you can find them below:</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJYVYyVVBoQndUUzA/view?usp=sharing">Area Model Puzzles</a> & <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJUHpmRlVJaXltcG8/view?usp=sharing">Answer Key</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJdXFjZE9Zalk2X0E/view?usp=sharing">Factoring Puzzles</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJVjlCX1dkQWhlVEU/view?usp=sharing">Factoring X Puzzles</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJRDhndEpFR3o4YzQ/view?usp=sharing">Notes on Factoring Trinomials</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJOF8wQVFYTkJ5Zjg/view?usp=sharing">Dry Erase Template on Factoring Trinomials</a></div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com2tag:blogger.com,1999:blog-509222802699383948.post-3656716433900045182017-05-29T18:36:00.003-07:002017-05-29T18:36:31.792-07:00Simplifying Radical Expressions Dry Erase Templates<div style="text-align: center;">
Today I want to share another dry erase template with you that I tweeted about last week on simplifying square roots. This is probably the most retweets I've had yet so I know that you guys are looking forward to this file!!</div>
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<a href="https://2.bp.blogspot.com/-tcjCnM7jqBg/WSyjp2JszNI/AAAAAAAAAts/KO-fODZa9oozZZ11e-S8v6yWcbqi3ob6QCLcB/s1600/7.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="550" data-original-width="599" height="293" src="https://2.bp.blogspot.com/-tcjCnM7jqBg/WSyjp2JszNI/AAAAAAAAAts/KO-fODZa9oozZZ11e-S8v6yWcbqi3ob6QCLcB/s320/7.JPG" width="320" /></a></div>
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I also created a different version for cube roots since we cover this in math 2 as well. Hope you guys enjoy. I haven't had the chance to use these yet since we are now finishing up our last week of classes and exams start next week but I'm super excited to use this template next year. I think having a printed copy of all the perfect square and cube numbers will help remind students which numbers need to be factors of the original number. </div>
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This idea was sparked first by seeing Sarah's version (pictured below) which is pretty cool too. She uses the birthday cake method of finding the prime factorization of a number. Check it out <a href="http://mathequalslove.blogspot.com/2017/02/dry-erase-work-mat-for-simplifying.html">here</a>.<br />
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<a href="https://3.bp.blogspot.com/-ThOLRZsNt18/WSzExm4_b1I/AAAAAAAAAt8/t-e9Y0uJtHg6nvIy_nHr2Lt4kEvYIjqHACLcB/s1600/Capture.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="322" data-original-width="574" height="223" src="https://3.bp.blogspot.com/-ThOLRZsNt18/WSzExm4_b1I/AAAAAAAAAt8/t-e9Y0uJtHg6nvIy_nHr2Lt4kEvYIjqHACLcB/s400/Capture.JPG" width="400" /></a></div>
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If you notice in the tweet pictured I forgot to list my prime numbers like Sarah has in hers so I made another file with the primes. This will be more helpful to students when they are looking for their stop number in my method.<br />
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Now in my method the stop number will NOT always be a prime number like 30 for example. This number is a stop number bc the perfect squares below the number (4, 9, 16, 25) do not divide evenly into that number and the next perfect square (36) is too big. I tell my students when trying to find factors if the perfect square number they are trying is bigger than the number in their tree then it is a stop number and that it stays under the radical. This method may seem harder than taking the prime factorization of a number but with larger numbers it goes faster and has less work so I guess that is why I like it better.<br />
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Here are the two versions I have for Simplifying Square Roots<br />
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<b>Squares - Version 1 (without primes):</b><br />
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<a href="https://2.bp.blogspot.com/-br-KAYZXuhk/WSzGBnMmEVI/AAAAAAAAAuI/YYOyZViR7VUPFugGf3Wim0pxmPF3f0s8QCLcB/s1600/9.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="455" data-original-width="597" height="243" src="https://2.bp.blogspot.com/-br-KAYZXuhk/WSzGBnMmEVI/AAAAAAAAAuI/YYOyZViR7VUPFugGf3Wim0pxmPF3f0s8QCLcB/s320/9.JPG" width="320" /></a></div>
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<b>Squares - Version 2 (with primes):</b></div>
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<a href="https://4.bp.blogspot.com/-JmcHNeCgSy0/WSzGCiiRd-I/AAAAAAAAAuM/OUsHILfFPto-X2k59PJ9VLEU9qXz-LxiQCLcB/s1600/8.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="459" data-original-width="598" height="245" src="https://4.bp.blogspot.com/-JmcHNeCgSy0/WSzGCiiRd-I/AAAAAAAAAuM/OUsHILfFPto-X2k59PJ9VLEU9qXz-LxiQCLcB/s320/8.JPG" width="320" /></a></div>
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Here are the two versions I have for Simplifying Cube Roots</div>
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<b>Cubes - Version 1 (without primes):</b></div>
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<a href="https://2.bp.blogspot.com/-jV3rYJ7n8nc/WSzGD8Aa7LI/AAAAAAAAAuQ/1ddwpNIdkoA89nPPc22YS-0sb8btDi0kQCLcB/s1600/11.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="456" data-original-width="587" height="248" src="https://2.bp.blogspot.com/-jV3rYJ7n8nc/WSzGD8Aa7LI/AAAAAAAAAuQ/1ddwpNIdkoA89nPPc22YS-0sb8btDi0kQCLcB/s320/11.JPG" width="320" /></a></div>
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<b>Cubes - Version 2 (with primes):</b></div>
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<a href="https://2.bp.blogspot.com/-lgU0gw_tYJ0/WSzGE156Y8I/AAAAAAAAAuU/g8Kq6ZbC9EETEzma4M7KJQhAzkp7ZG__ACLcB/s1600/10.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="456" data-original-width="591" height="246" src="https://2.bp.blogspot.com/-lgU0gw_tYJ0/WSzGE156Y8I/AAAAAAAAAuU/g8Kq6ZbC9EETEzma4M7KJQhAzkp7ZG__ACLcB/s320/10.JPG" width="320" /></a></div>
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<b>Student Work Examples:</b><br />
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<a href="https://2.bp.blogspot.com/-HPqFqD220c0/WSzGl_2oj5I/AAAAAAAAAuk/s5xJikHV7AkueED15vy_fjl9q9crE7EaACLcB/s1600/IMG_9183.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://2.bp.blogspot.com/-HPqFqD220c0/WSzGl_2oj5I/AAAAAAAAAuk/s5xJikHV7AkueED15vy_fjl9q9crE7EaACLcB/s320/IMG_9183.JPG" width="320" /></a></div>
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If you would like to download these files you can find them below:<br />
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJb2U5cmhvOVNaNEU/view?usp=sharing">Simplifying Square Roots (without primes)</a><br />
<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJMWhYVUlhOVlFR1E/view?usp=sharing">Simplifying Square Roots (with primes)</a><br />
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJRVgwRkxSMGdMeXc/view?usp=sharing">Simplifying Cube Roots (without primes)</a><br />
<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJel9YcVEwdGgxLWM/view?usp=sharing">Simplifying Cube Roots (with primes)</a><br />
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Do you want to see more of my dry erase templates???<br />
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Check out these other blog posts below:<br />
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<a href="http://radical4math.blogspot.com/2017/05/systems-of-linear-equations-elimination.html">Systems of Equations (Elimination)</a></div>
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<a href="http://radical4math.blogspot.com/2017/05/polynomials-box-method-spring-2017.html">Multiplying Polynomials, Factoring by GCF, Factoring Trinomials, & Solving Quadratic Equations by Factoring</a></div>
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<a href="http://radical4math.blogspot.com/2017/05/quadratic-formula-dry-erase-template.html">Quadratic Formula</a></div>
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Also in the future all of my resources will be uploaded in a google doc with links to each blog post so you can find things nice and easy. You can find these resources in the <a href="http://radical4math.blogspot.com/p/virtual-filing-cabinet.html">virtual filing cabinet</a> tab on my blog page.</div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0tag:blogger.com,1999:blog-509222802699383948.post-49721076129236360922017-05-29T14:59:00.002-07:002017-05-29T14:59:55.674-07:00Quadratic Formula Dry Erase Template<div style="text-align: left;">
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This idea came from Sarah when I saw her <a href="http://mathequalslove.blogspot.com/2016/02/quadratic-formula-templates.html">quadratic formula template</a>. I teach this topic a little different so I modified it to fit the method I use in the classroom. Below you will notice with more time I have changed these templates again to hopefully make them more understandable to my students. </div>
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<b>Sarah's Original:</b></div>
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<a href="https://1.bp.blogspot.com/-n1xRwic1g_g/WSyRzwz7cqI/AAAAAAAAAsc/oLsYYDTs7fof4S2QjT2AuUv_4N7OdiXTwCEw/s1600/5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="449" data-original-width="589" height="243" src="https://1.bp.blogspot.com/-n1xRwic1g_g/WSyRzwz7cqI/AAAAAAAAAsc/oLsYYDTs7fof4S2QjT2AuUv_4N7OdiXTwCEw/s320/5.JPG" width="320" /></a></div>
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<b>Modified Version 1:</b></div>
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<a href="https://1.bp.blogspot.com/-mio_EXbQ-jU/WSySBVMhomI/AAAAAAAAAsc/jQics5EeaXMfWwwBNLiwa6pB3kx25XlhQCEw/s1600/1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="487" data-original-width="379" height="400" src="https://1.bp.blogspot.com/-mio_EXbQ-jU/WSySBVMhomI/AAAAAAAAAsc/jQics5EeaXMfWwwBNLiwa6pB3kx25XlhQCEw/s400/1.JPG" width="311" /></a></div>
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<b>Modified Version 2:</b></div>
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<a href="https://4.bp.blogspot.com/-VYALmO4CeeU/WSySzDgkM4I/AAAAAAAAAss/GVDZm7saUYkTaF_CpMpktLMe0hQBCn1DwCEw/s1600/6.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="588" data-original-width="777" height="302" src="https://4.bp.blogspot.com/-VYALmO4CeeU/WSySzDgkM4I/AAAAAAAAAss/GVDZm7saUYkTaF_CpMpktLMe0hQBCn1DwCEw/s400/6.JPG" width="400" /></a></div>
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<b>Examples of Student Work:</b></div>
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<a href="https://2.bp.blogspot.com/-65ArTS6dO4A/WSyV1i3LcPI/AAAAAAAAAs8/OR8yypl9w2oH9EIgjhe1VjWZyAuM1vhMACLcB/s1600/IMG_8719%2B%2528Edited%2529.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://2.bp.blogspot.com/-65ArTS6dO4A/WSyV1i3LcPI/AAAAAAAAAs8/OR8yypl9w2oH9EIgjhe1VjWZyAuM1vhMACLcB/s400/IMG_8719%2B%2528Edited%2529.JPG" width="400" /></a></div>
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If you would like to download the files you can find them below:</div>
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<a href="http://mathequalslove.blogspot.com/2016/02/quadratic-formula-templates.html">Sarah's Original</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJZ0hIMy1IbjVhS0U/view?usp=sharing">My Modified Version 1 </a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJTElfWGVQRzBXSk0/view?usp=sharing">My Modified Version 2</a></div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com2tag:blogger.com,1999:blog-509222802699383948.post-53822659064240588332017-05-17T18:22:00.000-07:002017-05-17T18:22:01.564-07:00Hands On Number Lines<div style="text-align: center;">
Last summer I found this <a href="http://mathequalslove.blogspot.com/2013/07/made-4-math-printable-number-line-poster.html">post</a> from Sarah about her printable number lines for her classroom. I fell in love and obviously printed them first thing when we started back to school this year. I have found them super resourceful when trying to explain adding and subtracting integers. Unfortunately many of my high school students still struggle with this along with multiplying and dividing integers. </div>
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Now fast forward to a few days ago when I was passing time scanning Pinterest for new ideas during commericals of one of my new favorite shows Famous in Love when I found this cool idea that sparked an even bigger idea. </div>
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<a href="https://3.bp.blogspot.com/-pQg9r2jebJ0/WRplhfg_ieI/AAAAAAAAAYc/DiAzSRBw4547KG8cvtLDpwB9S0WgN61AACLcB/s1600/IMG_8848.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://3.bp.blogspot.com/-pQg9r2jebJ0/WRplhfg_ieI/AAAAAAAAAYc/DiAzSRBw4547KG8cvtLDpwB9S0WgN61AACLcB/s640/IMG_8848.PNG" width="360" /></a></div>
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I started thinking well I've been wanting to make individual number lines for each student desk but maybe a more hands on approach that could also be used to physically represent multiplication or division would be even better. </div>
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So I remember the random wooden blocks that I inherited from a previous teacher that had changed schools and I thought maybe I could make them into numbered beads that could create a number line for students to use in class. </div>
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So far one down and seven more to go. Hopefully I'll buy some more blocks and make more so I can do pairs instead of groups of 3-4. I was really hoping they would have been smaller so they worked well on top of the desks but I did -30 to +30 so that was too many blocks to lay out across a desk.</div>
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Here are some examples of how I'll be using them:</div>
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<b>Addition/Subtraction</b></div>
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<b>Multiplication</b></div>
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This is how I want to implement them into my class next year. </div>
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I want to use the first couple of weeks as days to include number talks to help build a deeper knowledge of mental math. During those days I plan to break out the number lines and do some mental math with addition, subtract, multiplication, and division. I really hope that they will then understand how useful the numberline can be in doing basic calculations. I'll try to keep calculator use to a very minimum and used only for major tasks like graphing and exploring functions. </div>
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After the first coupe of weeks I'll have some sort of laminated card thing for their desk tops I think. Haven't created that yet but it's in the works. Check back for that post later. </div>
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To introduce the number lines I'll probably first do a few simple examples on the board of addition and subtraction using a number line and then give them a few examples to model using their number lines. Then we can repeat those same steps with multiplication and division. </div>
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If you would also like to make these handy dandy number lines yourself here are some resources I have found on amazon that can help you begin your process. </div>
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<b>Wooden Blocks</b></div>
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(I used 3/4in block - large but easy to write my numbers on)</div>
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<a href="https://www.amazon.com/Cubes-Natural-Unfinished-Craft-Blocks/dp/B00XV13944/ref=pd_sim_201_1?_encoding=UTF8&pd_rd_i=B00XV13944&pd_rd_r=24HXGAKASBD8S705K0Y5&pd_rd_w=W08c4&pd_rd_wg=oQoGZ&psc=1&refRID=24HXGAKASBD8S705K0Y5">Square Blocks - 1/2in (Bag of 100)</a></div>
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<a href="https://www.amazon.com/Cubes-Natural-Unfinished-Craft-Blocks/dp/B00XV13ADE/ref=pd_sim_201_1?_encoding=UTF8&pd_rd_i=B00XV13944&pd_rd_r=24HXGAKASBD8S705K0Y5&pd_rd_w=W08c4&pd_rd_wg=oQoGZ&refRID=24HXGAKASBD8S705K0Y5&th=1">Square Blocks - 1/2in (Bag of 500)</a></div>
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<a href="https://www.amazon.com/Efivs-Arts-Blocks-Unfinished-Carving-Set/dp/B01N8P7YQI/ref=sr_1_fkmr3_2?s=arts-crafts&ie=UTF8&qid=1495052243&sr=1-2-fkmr3&keywords=wooden+cubes+3%2F4in+bulk">Square Blocks - 3/4in (Bag of 100)</a></div>
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<a href="https://www.amazon.com/Wooden-Cubes-Square-Projects-Craftparts/dp/B00XV13CNW/ref=sr_1_22?s=arts-crafts&ie=UTF8&qid=1495052341&sr=1-22-spons&keywords=wooden+cubes+3%2F4in&psc=1">Square Blocks - 3/4in (Bag of 500)</a></div>
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<b>String Stuff</b></div>
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(For now I have just basic yarn but it is picking really bad so I think I want </div>
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to try some of the elastic jewelry cording next time)</div>
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<a href="https://www.amazon.com/CleverDelights-Black-Fabric-Elastic-Cord/dp/B01H293RGU/ref=sr_1_3?ie=UTF8&qid=1495069671&sr=8-3&keywords=rope+2mm+elastic+stretch">Elastic Jewelry Cording - 44 yards</a></div>
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<a href="https://www.amazon.com/Atwood-Microcord-Mosquito-paracord-Parachute/dp/B0071E98NI/ref=sr_1_1?ie=UTF8&qid=1495069878&sr=8-1&keywords=rope+2mm">Rope - 100 feet</a></div>
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<a href="https://www.amazon.com/Package-feet-100-Natural-Hemp/dp/B001689Y8Y/ref=sr_1_8?s=arts-crafts&rps=1&ie=UTF8&qid=1494904156&sr=1-8&keywords=twine&refinements=p_85%3A2470955011%2Cp_6%3AATVPDKIKX0DER">Hemp Cord - 400 yards </a></div>
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<b>Drill Bit for Small Holes</b></div>
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(I did not do this - so very thankful for an awesome AG teacher at my school who made my first set and next couple sets might be done by my dad unless he teaches me to use it)</div>
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If I did my calculations right use a 1/16" drill bit because I think that is a little bigger than 2mm since the string stuff above I gave you are all 2mm. Hopefully I can update this part soon.</div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com3tag:blogger.com,1999:blog-509222802699383948.post-68730905151113702742017-05-13T09:20:00.002-07:002017-05-13T09:20:47.657-07:00Standards Based Grading<div style="text-align: center;">
Today I want to share with you how I do standards based grading. I'm sure it is different from what other people do as everyone decides what works best for them. When I first started reading blogs and getting connected on twitter I realized pretty quickly that standards based grading was the new way of grading. </div>
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What really hooked me was the idea of being able to see in detail what my students understand. Before SBG I knew they had a grade but I couldn't tell you one bit what they really understood because their grades reflected a mixture of topics at that time along with effort and participation grades. In my opinion the traditional grading style to me has way too much fluff type grades. For example, giving grades for completing an interactive notebook. Now don't get me wrong because I used to do this myself. But does a student's organizational skills or dedication to note taking really show what they have mastered in your class??? I hope you would say no. Now that doesn't mean these things won't help increase their grade; because we all know that having the appropriate materials for studying will result in better preparation for a test and thus give students better test scores. </div>
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That does not mean I don't care about my student notebooks because I do so much that I almost force my students to take notes. I stand near them, hand them a pencil, and give them that glare like you better do exactly what I ask or else... but I have had those who just sit there quietly and stare at you. That is annoying but what else can you really do. You can lead the horse to the water but you can't make them drink. </div>
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So if I don't give effort and participation grades then what do I grade??? </div>
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Tests and Standards</div>
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Yes that is it!! </div>
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In my state (NC) we have a resource called SchoolNet that I use to create tests online for my students to take at the end of each unit. This resource I'm told was created by the same people that make our end of course exams so they are supposed to be the most reliable resources available to us at this time. These tests are very hard for the average to lower level student because they are mostly word problems and often take more than one skill to complete. </div>
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I do handpick the exact problems I want for them to answer because I want to make sure there are at least two problems in each standard on their test. I do this because it is multiple choice and I am trying to avoid them just guessing correctly and then counting that as mastery of a standard. I made this mistake once and realized that a few students who got NO other standards correct managed to get the hardest standard correct because I had only selected one problem for that specific standard and they randomly got it right. </div>
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For this reason my grading style is not a 100% guarentee because of the multiple choice and the possibility that they may have guessed on a question. What I keep telling myself is this is how they are evaluated in the end so I need to overlook it for the larger picture. I have deteremined for me that choosing assessments that are self grading is best because then I can focus my time on the data instead of the time it takes to hand grade all the papers.<br />
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<b>So here is my SBG process from beginning to end:</b><br />
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1) Create units for each class that has specific standards "skills" that students must master to understand that unit completely.<br />
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2) Create test for each unit and select at least two questions for each standard</div>
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3) Evaluate unit tests to determine mastery of standards for all students individually.</div>
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I create a google doc after each test that looks similar to the model above. I type in the standards for each unit and leave a row below them to add in the questions from their test that correspond to that standard. Then I pull up each test and mark which questions they got wrong. </div>
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If you are from NC then I highly suggest you use schoolnet for testing as it is supposed to be the best resource for end of course testing that we have to use. </div>
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4) Post standards for students to mark off on their unit sheet (First Picture Above) and spiral review to help students relearn missed standards. </div>
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I have created workbooks for each of my classes that have practice problems and tons of schoolnet (word problems) to continue practicing skills throughout the school year. I do not give homework so the workbook is how I spiral in my review. At the beginning of each period I give 5-10 review problems from this book for review. I walk around to see which questions students are struggling with and then I review those questions as a group on the board. </div>
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Another resource I have found extremely helpful is <a href="https://www.deltamath.com/">Delta Math</a>. I will be blogging about this soon but if you can't wait check out the link. I love this program because their are detailed explanations for each question that a student completes. I find this very helpful for students who are great self learners. When we use this website I am able to help with more complex questions or questions from students who struggle severely verses just simple mistake issues. </div>
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5) Students retake standards to prove mastery. In my opinion proving mastery level is understanding how to identify, calculate, and solve the basics of a standard. So while the original test is more advanced mastery of a standard and shows they can apply what they have learned the retakes are more basic to determine can they answer a simple problem from that standard. Others may feel different but when many of my students are below grade level I am trying my best to just get them to meet the basic requirements of each standard in my course. </div>
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Here is what a <a href="https://docs.google.com/document/d/1ARvqHUsBZSIDlhwG8ni3uUbsks-WG18hxZL2tK6D8IE/edit?usp=sharing">standards retest</a> looks like:</div>
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<b>***They are allowed to retest as many times throughout the semester</b></div>
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<b> as they need to in order to show mastery of a standard***</b></div>
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<a href="https://3.bp.blogspot.com/-gmdWi4W_zTg/WRZn3j4TPcI/AAAAAAAAAXM/7vv_zW1rtVw83TsbZgz5yjCjAktJ-kOVwCLcB/s1600/2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="288" src="https://3.bp.blogspot.com/-gmdWi4W_zTg/WRZn3j4TPcI/AAAAAAAAAXM/7vv_zW1rtVw83TsbZgz5yjCjAktJ-kOVwCLcB/s640/2.JPG" width="640" /></a></div>
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I would like to say I have these pre-designed before students are ready for retakes but I am not that organized yet. Maybe this will be a summer goal. It is important to remember to change the problems for each retake. A piece of advice is have students keep all their old retests and have them bring them to you when they need to retry so you do not give them the same retest. Or use this <a href="https://docs.google.com/document/d/1GXVMs5iAebeUyE3YVeXznmrS5xM8zQz50e4Z5oKGVUQ/edit?usp=sharing">retest check list</a> I created so you can mark off which version of the retakes you have already given them. I almost but the version cody on the standards retest paper that the students get to write on but then I thought about how easy that will be for the students to cheat with if they know what the answers are from students who got their questions correct. </div>
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6) When students get retests correct I update the google doc with C for correct verses if they get it right on the test I put a 1 for correct on the first time. I then update their grade and change it in the system. Here is an image of a unit that finally shows 100% mastery of all standards in a unit. YAAAYYYY!!! This very rarely happens as students give up way too easily. That is why I changed this year to allow them to continue to retake all units even into our second 9 weeks after report card one. This shows them I am willing to give them the whole semester to keep trying. </div>
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<a href="https://4.bp.blogspot.com/-N3N6beHcmxs/WRZq7lHHKwI/AAAAAAAAAXc/4S-GzhwmUdEfanaEXCRNYj1S9E37_KZTwCLcB/s1600/3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="390" src="https://4.bp.blogspot.com/-N3N6beHcmxs/WRZq7lHHKwI/AAAAAAAAAXc/4S-GzhwmUdEfanaEXCRNYj1S9E37_KZTwCLcB/s640/3.JPG" width="640" /></a></div>
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If you look really close at the grades you will see there is only one student who met mastery for all six standards on the first try (on the test). They are the only students who recieve a 100. Students that get all the standards correct after retesting they can recieve as high as a 95. I do this just to show a slight difference in the grade book for students who understood material at the time of the test and those who needed more time to show mastery. </div>
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7) Determine how you want to do your grade percentages for the unit tests and the standards.</div>
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I feel as though standards are way more important long term but I also think the tests are important because students need to feel some responsibility in being prepared for the test in the beginning. So I originally choose 10% classwork, 20% test, and 70% standards but I found students would bomb test and not care because percentage wasn't high enough to really effect their grade. Then I tried 25% classwork, 30% test, and 45% standards. This is currently my percentages but if you remember I mentioned I only grade tests and standards well because I never have enough grades for what administration wants I include a few classwork assignments to have more grades in the computer.</div>
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Next year I am thinking 1st 9 weeks do 10% classwork, 35% test, 55% standards. Then 2nd 9 weeks 40% test and 60% standards. I will eliminate classwork because they will continue to get credit for their standard units even if they were in the 1st 9 weeks. Remember I said I wanted to allow them to continue to retest until the end of semester. Well the only way I can do this in a semester with two different reporting terms is to carry over any standards grades that were in the 1st 9 weeks into the 2nd 9 weeks. This does not include tests from 1st 9 weeks because those are no longer allowed to be retaken. I do allow students to retest on a unit if they ask me (but this has only happened once or twice). Here are a few screen shots of what my gradesheets look like from 1st and 2nd 9 weeks so you understand what I mean. </div>
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1st Nine Weeks Grades</div>
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2nd Nine Weeks Grades<br />
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These are grades from my math 2 honors class so they are actually really good. Unfortuantely my standard classes do not show this much progress. You might notice some of the test grades are really low but you have to remember these are not just simple tests they are from school net and alot of the questions are word problems and more complex. Also one thing I started doing this year and love is all my tests are cumulative which helps again with spiraling the material and hopefully keeping my students from forgetting the standards at the beginning of the semester. </div>
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Hopefully this post will help inspire someone who is considering standards based grading. Remember there is no right or wrong way to step up your SBG just test it out and see what works best for you. I'm sure you will decide what works best for you as time goes on. </div>
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If you would like to download any of the resources mentioned in this blog you can find them below:</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJUms1TkVYSVpPUEU/view?usp=sharing">Unit Standards List</a> for student notebooks</div>
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<a href="https://docs.google.com/document/d/16dohmT1vPOvs9pONja2J6GtkCop0pyhJ7li9TLDvNbo/edit?usp=sharing">Standards</a> google doc</div>
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<a href="https://docs.google.com/document/d/1ARvqHUsBZSIDlhwG8ni3uUbsks-WG18hxZL2tK6D8IE/edit?usp=sharing">Standards Retest</a> google doc</div>
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<a href="https://docs.google.com/document/d/1GXVMs5iAebeUyE3YVeXznmrS5xM8zQz50e4Z5oKGVUQ/edit?usp=sharing">Retest Check List</a> google doc</div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com1tag:blogger.com,1999:blog-509222802699383948.post-14894670151176101302017-05-11T11:46:00.004-07:002017-05-11T11:46:32.797-07:00Dance Dance Transversal & Angle Relationships<div style="text-align: center;">
Have you heard of dance dance transversal??? </div>
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If so then you know just how cool this blog is going to be!</div>
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If not you need to check out <a href="https://jennvadnais.com/2015/05/17/dance-dance-transversal/">Jenn's blog</a> and the original blog by <a href="https://algebrainiac.wordpress.com/2013/10/22/dance-dance-transversal/">Algebrainiac</a> because this is the coolest activity I have done in my class. I love love love it!!! I wish I had tried it sooner in the year with my honors class because I really think they would have enjoyed it and would have remembered their angle relationships much better. </div>
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I started my lesson with notes on the different angle relationships using the set of notes below. </div>
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Then we went right into the dance dance transversal activity. Of course you will have a few students who are shy and may not want to do this activity with the class but just try to convince them that they will have fun and that you are going to dance with them. I did not have my activity as prepared as others because it was a really last minute decision. I would suggest already having your tape placed on the floor but if you don't (like me) it doesn't take that long. I used painters tape because it comes off the floor really easily. Also you do not have to move all your desks out of the way. Just place the tape in open holes around your room. </div>
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Before we started the powerpoints we practiced the moves. I modeled what each angle relationship should look like and they copied each move. </div>
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Then we did rapid fire practice like: </div>
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Alternate Interior</div>
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Corresponding</div>
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Same Side Interior</div>
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Alternate Exterior</div>
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Corresponding</div>
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Same Side Interior</div>
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Alternate Interior</div>
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etc. </div>
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I also had them do the opposite of each move we just completed. So if they used left top and bottom right for Alternate Exterior then they would use right top and bottom left for the switch move. After a few more rapid fire practice rounds we were ready for the powerpoints and our dancing. </div>
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You can download the powerpoints (music is included) from the blog by Jenn. They are awesome and I really hope to either get a copy of the orignial templates or learn how to create some myself. I love the movement involved in this lesson and hope to incorporate this idea into other topics. </div>
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Do you have any ideas for other lessons that you could use this kind of movement? </div>
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My current thoughts:</div>
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<b> Different types of functions </b></div>
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Maybe no tape & more like simon says, I've done this before</div>
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but a powerpoint with music would be a great addition</div>
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Use end behavior like y=x left foot Q3 & right foot Q1</div>
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<b>End Behavior of functions </b></div>
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Just x & y axis students would use left foot as -x & f(x) </div>
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while right foot +x & f(x))</div>
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<b>Unit Circle Degrees or Radians</b></div>
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Not sure how to do the tape, seems like a lot of lines</div>
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but maybe you could do large circles</div>
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& small groups that rotate out</div>
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Another resource for Angle Relationships is a card sort that I created. They could work in groups or individually. I love this one because you could use them more than once to reinforce the skill. I even had a few students ask to take these home to practice the day we did it and the night before their test. </div>
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If you would like to download the resources for this lesson they are below:</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJRnhuNHdWOEVDMVE/view?usp=sharing">Notes</a> for Angle Relationships</div>
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<a href="https://drive.google.com/drive/folders/0BxreogAN24bXNUVWN1lGajJYekU">Powerpoints</a> for Dance Dance Transversal</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJeURPY1hvdWJ1Mm8/view?usp=sharing">Card Sort</a> for Angle Relationships</div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0tag:blogger.com,1999:blog-509222802699383948.post-15051396578784279682017-05-08T12:49:00.002-07:002017-06-03T14:31:38.354-07:00Systems of Linear Equations (Elimination)Super excited to share these resources with you today after all the amazing feedback from twitter. Last week I shared a photo of my newest dry erase template that I use to help guide students through the elimination process and I got so many great responses that I had to put this at the top of my list to blog about.<br />
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Over the years I have seen that students really struggle with solving systems of equations by elimination. When teaching I try to find a process that will be consistent so students can repeat the same steps and eventually remember how to solve a particular problem. There are definitely faster ways to solve the systems than I teach them but this process works for all the problems if they are in standard form. </div>
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I have students focus only on eliminating the x's even if the y's look easier. Once they understand the process I then tell them about finding shortcuts. So if we focus on eliminating the x's first I tell them the coefficient has to have the exact same number but different signs so that the x's cancel out to zero and disappear. We practice flipping the coefficients and then multiplying to essential have the same coefficient for the x's. Then I ask them if they already have different signs. If they do then we go into the elimination step. If they do not I tell them to ONLY multiply the TOP equation by a negative. Before we go into the entire process I practice just determining what to multiply each equation by to solve. So I created a card sort activity to practice that. Remember that I am focusing on the x's. If you do not do it this way then you will probably find these resources need to be modified to fit your needs. </div>
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Here are the notes I start with to teach this topic. We focus on the rule part at the top for a little while then finally move to actually solving the equations at the bottom once I feel like they understand what we need to multiply by to eliminate one of the variables. </div>
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Here is the card sort activity that I use to help reinforce what they must multiply by to have the x's eliminate.</div>
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You may notice that many of the problems have the same numbers in the front of each equation. I purposely did that because I wanted to force the students to really have to think about what they needed to multiply by and not just match up the numbers. Most of my card sorts I try to do this. I find similar problems that have only a few changes so they really have to focus on the rules and steps of a concept. </div>
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Like factoring trinomials for example, I try to make sure that other trinomials share a common factor and also make sure 3 or 4 trinomials all start with the same coefficient so it isn't easy to just match up by multiplying the first two parts of each factor. </div>
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Here is the dry erase template that I use to practice solving systems of linear equations by elimination. </div>
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***Update*** I totally forgot about the truths & lies activity that I made for elimination. I love this activity because it focuses on students having to find mistakes and fix those problems.</div>
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Hope you guys find these resources helpful. If you would like to download the files you can find them below. </div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJWEF6SzZHSVQ4Z3M/view?usp=sharing">Notes</a> for Solving Systems of Equations by Elimination</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJUkVEUmRzLXMyMDg/view?usp=sharing">Card Sort</a> for Multiplication Process of Elimination</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJX081Z0pzWW8tTTA/view?usp=sharing">Dry Erase Template</a> for Solving Systems of Equations by Elimination</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJTzdMdi1XTEdyR0E/view?usp=sharing">Truths & Lies Activity</a> for Solving Systems of Equations by Elimination</div>
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Do you want to find more resources like this??? </div>
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Check out my <a href="http://radical4math.blogspot.com/p/virtual-filing-cabinet.html">virtual filing cabinet page</a></div>
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<br />Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com2tag:blogger.com,1999:blog-509222802699383948.post-32683244791874751392017-05-07T17:55:00.000-07:002017-05-07T17:55:01.457-07:00Ratios & Proportions<div style="text-align: center;">
I'm on a blogging roll... now if only I could keep this up. </div>
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Below you will find my notes and card sorts that I have created for a lesson on ratios and proportions. I think this is a middle school standard but because we need to know ratios and proportions for triangle similarity I thought it was best to do a quick review before teaching that topic. </div>
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This is my first triples card sort and honestly I haven't actually used it yet. We breezed right over this just doing random examples but I wanted to prepare something for the next time I taught it that would be more fun for my students. The plan is to tell them to start with problems 1-8 then explain there are two more ratios that are proportional.</div>
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Again we haven't actually used this activity but I'm preparing for next year. This card sort has alot of problems so I will probably allow students to work in pairs to find the solutions so it will not take as long to complete. </div>
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Here are the files if you would like to download and use them: </div>
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Notes for <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJZUptdVhpX09wYlU/view?usp=sharing">Ratios & Proportions</a></div>
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Card Sort for <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJY3MzUFFTWUdPSzQ/view?usp=sharing">Ratio Triples</a></div>
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Card Sort for <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJNmxWb1VDdHc3UEE/view?usp=sharing">Solving Proportions</a></div>
<br />Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0tag:blogger.com,1999:blog-509222802699383948.post-67527086815125844402017-05-06T18:11:00.002-07:002018-03-26T08:44:37.095-07:00Area Model PuzzlesI'm so excited to share this activity with you!! I've been working on it with the answer key for several hours now and I think I'm starting to go cross eyed LOL. So please check and re-check the answer key before you use just to be safe. If you do find a typo please let me know so I can fix my copy and repost new worksheet.<br />
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This resource came from an idea that Anna over at <a href="http://typeamathland.blogspot.com/">TypeAMathLand</a> gave me on twitter after I posted my blog on how I use the <a href="http://radical4math.blogspot.com/2017/05/polynomials-box-method-spring-2017.html">box method</a> for multiplying & factoring polynomials.<br />
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So after reading her tweet I pulled up my notes and started thinking about what she said and it made so much sense. I esspecially like how it made the connection of "area model" way more concrete for me. I had heard other teachers around the MTBOS use that terminology before but didn't quite make that connection until after Anna mentioned only finding the gcf of the first row in my box method while factoring trinomials. I was always telling them to take the gcf in both rows which would have been fine but they also had to remember to take out the same sign of the term in the bottom left row as in the gcf of the bottom row but I didn't really know why we did that. So now when we do it her way it won't be a trick to remember anymore it will just be what multiples to equal the inside. </div>
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As I kept thinking about our conversation I remembered Sarah sharing a photo of the trinomial x puzzles she uses which help prepare students for factoring trinomials. So I used that idea and created a puzzle that will help students understand the box method "area model" for multiplying polynomials. </div>
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If you are interested in the trinomial x puzzles I tracked down the original blog post I think by Mr. K <a href="http://blog.mathpl.us/?s=crosses">here</a>. The link to the worksheet is at the bottom. I'll definitely be using that worksheet to prepare for factoring trinomials. </div>
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I also found an electronic version which I love more!! You should check out <a href="https://www.deltamath.com/">DeltaMath</a> and search for the X game. There are 3 different levels which is awesome. You will need to create an account but I promise it is totally worth it!! Blog coming soon about this website as it is a go too practice place for my students and I love that they can even do most of the topics from their phone. </div>
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The best part about this website is there are explainations for every problem. One of the hardest parts of my job is having enough time in a period to help every single student. I really appreciate this website because the explainations show students where they messed up and that helps avoid tons of questions that I would be asked. Now I'm able to focus on the students who really struggle or the more complex mistakes in problems. </div>
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So if your looking for a new addition to these types of puzzles for your students here is my area model puzzle worksheets that I will be using before I teach multiplying polynomials. I can't wait to update this blog with actual photos of student work. </div>
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If you would like to download the files you can click below:</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJYVYyVVBoQndUUzA/view?usp=sharing">Area Model Puzzle</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJUHpmRlVJaXltcG8/view?usp=sharing">Area Model Puzzle Answer Key</a></div>
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<a href="https://drive.google.com/file/d/127yk8m3SwcmgSLqpRaZko0htKQJGGaqQ/view?usp=sharing">Blank Area Model Puzzle</a></div>
<br />Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com8tag:blogger.com,1999:blog-509222802699383948.post-13306432001355875792017-05-06T07:36:00.000-07:002017-06-03T14:32:42.992-07:00Polynomials & Box Method Spring 2017This summer I learned about the box method used for factoring from Sarah over at <a href="http://mathequalslove.blogspot.com/">mathequalslove</a>. I found this method extremely helpful because it was consistent across many different topics and simple to understand. I really appreciate how it helps keep my problems organized. Here are the topics I have used this method with:<br />
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* Multiplying Polynomials<br />
* Factoring GCF out of Polynomials<br />
* Factoring Trinomials<br />
* Solving Quadratic Equations by Factoring<br />
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***I have also seen this method done with Long Division of Polynomials (don't teach currently)***<br />
You can check out Sarah's post <a href="http://mathequalslove.blogspot.com/2015/10/dividing-polynomials-using-box-method.html">here</a>.<br />
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I have made notes using this process as well as dry erase templates for my students to use as they are practicing this skill in the beginning. I have found that lower level students who struggle to keep up with all the different steps try much harder if given a dry erase template as a guide. Also this really helps teach them to keep all their work nice and organized.<br />
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As you can see the template is already set up to handle up to a trinomial times a trinomial but students also do not need to use the extra rows and columns if they have smaller polynomials to multiply. </div>
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The template for factoring out the greatest common factor from any polynomial is designed to handle up to four terms as I usually don't do examples greater than that anyways. I did notice that you also might want to limit it to about three variables so that students have enough room to write their letters in the blocks. I'm really glad that I decided to do gcf with the box method also because it makes transitioning into box with factoring trinomials much easier. </div>
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I love this factoring trinomials template. It was not my original idea as most of my ideas are sparked from great resources around the MTBOS. Unfortantly I can't remember exactly who designed this model but if it is yours please let me know so I can tag your blog here as another resource for those interested in this method. </div>
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More recent document shown below. Can't remember who I saw post on twitter that they had students always say what the gcf was even when it was 1 and I loved that because then they won't forget to look for it. So I had to include it in the new file. </div>
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I love to check out the latest posts and blogs with tons of photos of how other teachers present their content. So hopefully these notes and pictures can inspire someone else out there. If you modify any of these I would love to see your idea as it my be better and make me want to steal your brilliance :)</div>
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Here are the files found in this document:</div>
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Multiplying Polynomials - <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJZ0ZmVVNNSTBJeGM/view?usp=sharing">Notes</a> & <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJRVo3MnBZbG9xenc/view?usp=sharing">Dry Erase Template</a></div>
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Factoring Polynomials GCF - <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJOWRqMlNsSm0tVXM/view?usp=sharing">Notes</a> & <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJX0RXbmhPNUMwS00/view?usp=sharing">Dry Erase Template</a></div>
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Factoring Trinomials - <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJRDhndEpFR3o4YzQ/view?usp=sharing">Notes</a> & <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJOF8wQVFYTkJ5Zjg/view?usp=sharing">Dry Erase Template</a></div>
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Solving Quadratic Equations using Factoring - <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJSXAzaUNwS0RkclE/view?usp=sharing">Notes</a> & <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJZU1TZVowSThaZTA/view?usp=sharing">Dry Erase Template</a></div>
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Do you want to find more resources like this???</div>
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Check out my <a href="http://radical4math.blogspot.com/p/virtual-filing-cabinet.html">virtual filing cabinet page</a></div>
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<br />Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com2tag:blogger.com,1999:blog-509222802699383948.post-72797035887605389102017-05-03T07:17:00.001-07:002017-05-03T07:17:55.768-07:00Project Based Learning... Ideas, Resources, & Need Advice!!MTBoS... I need your help!!!<br />
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This blog post is to explain the thoughts I have for next year and to find others out there that can share some advice, resources, or ideas on how I can achieve the plans I have for teaching my students. </div>
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My goal next year is to work towards a project based learning style. I don't think I or my students are ready for only project based learning but I want to take lessons from that style and incorporate it into my classroom for deeper conceptual understanding. </div>
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Dan Meyer's <a href="https://docs.google.com/a/wcps.org/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/pub?output=html" target="_blank">3-Act Lessons</a> that allow students to question and wonder in Act 1, determine what information is needed to solve the questions they came up with and solve them in Act 2, and finally the answers in Act 3. These are great because it peaks the students' interest in solving math problems. If you've never heard of these types of lessons check out this <a href="http://blog.mrmeyer.com/2013/teaching-with-three-act-tasks-act-one/" target="_blank">blog & video</a>.</div>
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Andrew Stadel's <a href="http://www.estimation180.com/" target="_blank">Estimation 180</a> that shows a picture and asks the students to estimate how many or how much. This I love because I am horrible at estimating and I think students will truly benefit in life from this simple task if used as a long term routine in the classroom. </div>
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I'm looking for some direction in which I can incorporate these ideas into my Math 1, Math 2, Math 3, and Advanced Functions & Modeling classes. Is there a certain 3-Act lesson that you use for a specific topic in one of these classes? Do you have different resources that you use to model concepts? Do you have an outline or order that you teach specific topics?<br />
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My Ideas... Resources from the Internet<br />
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Linear Inequalities - <a href="http://www.101qs.com/2327" target="_blank">Woody's Raise</a><br />
Linear Functions - <a href="https://vimeo.com/album/2224156" target="_blank">Styrofoam Cups</a>, <a href="http://threeacts.mrmeyer.com/pixelpattern/" target="_blank">Pixel Pattern</a>, <a href="http://www.101qs.com/3808" target="_blank">Walk the Line</a> (My 1st 3act)<br />
Standard Form of Linear Functions - <a href="https://vimeo.com/album/1983986" target="_blank">Sweet Snacks</a><br />
Systems of Linear Equations - <a href="http://www.101qs.com/1897" target="_blank">Stacking Cups</a>, <a href="https://whenmathhappens.com/2014/05/07/elevator-or-stairs/" target="_blank">Elevator or Stairs</a> , <a href="https://whenmathhappens.com/2014/04/02/gym-choice/" target="_blank">Gym Choice</a><br />
Quadratic Functions - <a href="https://whenmathhappens.com/2014/08/23/record-flip/" target="_blank">Record Flip</a><br />
Exponential Growth - <a href="http://threeacts.mrmeyer.com/frysbank/" target="_blank">Fry's Bank</a><br />
Transformations of Geometric Shapes - <a href="https://vimeo.com/album/3962828/video/68253279" target="_blank">Video Explanation</a>, <a href="http://robertkaplinsky.com/work/ms-pac-man/" target="_blank">Pac Man</a><br />
Right Triangle Trigonometry - <a href="http://www.101qs.com/3648-marine-ramp" target="_blank">Marine Ramp</a>, <a href="https://www.dropbox.com/sh/fgwm32bj8durb7m/AACWxvsFj5pqNVCSutu5yqr6a" target="_blank">Boat on the River</a><br />
Law of Sines & Cosines - <a href="http://www.101qs.com/2199-laying-sod" target="_blank">Laying Sod</a><br />
Trigonometric Graphs - <a href="http://www.101qs.com/2450-ferris-wheel" target="_blank">Ferris Wheel</a><br />
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Additional ideas loaded in a <a href="https://docs.google.com/document/d/19UuguMjLu7qcCZX9dDE75MVI7LylcfiTOJvZvZqnf7E/pub">google doc</a> to continuously build resources over the years.<br />
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Are there specific 3 act lessons that you use to teach a certain mathematical topic; if so what are they so I can add them to my list?<br />
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***FYI: To download videos straight from a website like YouTube go to <a href="http://keepvid.com/" target="_blank">KEEPVID</a>***<br />
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0tag:blogger.com,1999:blog-509222802699383948.post-62414105670845817482017-05-03T07:09:00.003-07:002017-05-03T07:09:51.698-07:00First Week 2016-2017So this is random but found I this blog that I never posted... school can get so busy that you just forget so many important things. I wanted to make sure I posted this one because of my list at the bottom to hopefully have to refer back to this summer and before the next school year. Also I'll be reflecting over the end of the school year soon so I'll want to compare my new list to this old one.<br />
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I have never felt so unorganized at the beginning of the school year as I did this past week. I spent so much time working on getting all my posters laminated and hung up on the walls that I really didn't spend as much time planning for the first week as I should have. So here is a quick list of things I think went well for the beginning of school and things I will definitely change next semester.<br />
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Things to keep:<br />
1) Posters - already used them as references in my instruction several times<br />
2) ALL Notes - copying & handing out multiple units the first week will save so much time later<br />
3) Desmos/Calc Activity - awesome worksheet to help students investigate similarities & differences in the technology we will be using during the semester<br />
4) Name Tents - great to help me learn names quickly & loved the feedback form on the inside<br />
5) Number Talks - some what a struggle but got to stick with this<br />
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Things to change:<br />
1) Syllabus - go over this first day even if it is only for 5 mins<br />
2) Rules & Procedures - go over this first day very important<br />
3) Seating Chart 1st Day - wish I had done this on day one so students don't think I'm taking away a privaledge later when I have to put them in assigned seats (right now I am having them choose a different group to sit with about every three days but some still don't sit exactly where I would like them to sit)<br />
4) Unpack - get organized before school starts (I am still pulling stuff out of my cabinets that should be put in a specific place in the room to find easily)<br />
<br />Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com2tag:blogger.com,1999:blog-509222802699383948.post-68536334860056930892017-04-12T17:38:00.002-07:002017-04-12T17:40:36.226-07:00Connect Four Review GameThis post by Ali at <a href="https://graphsandglasses.wordpress.com/">Graphs&Glasses</a> says it all...<br />
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Trying to be a "positive teacher" is hard work. We have to constantly try to avoid the negativity around us so we won't get dragged down too. I love teaching and I have a passion for helping my students learn math. So this semester I chose to start eating lunch in my own room just so I can get some #MTBOS motivation to stay positive and stay up to date on the current awesomeness!! </div>
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Today's awesomeness came from a blog by Jon at <a href="http://mrorr-isageek.com/games-in-math/">mrorr-isageek</a> about games in math. I was so inspired after seeing this blog that I came up with my own twist which is now called the Connect Four Game. </div>
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The game is played much like the connect four game you might have played as a child except you don't have to take turns and you don't have to start at the bottom and stack the pieces. So here is a quick summary of how the game is played:</div>
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1) Split the class into small groups I had 4 groups of 3 or 4 people working together. </div>
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2) Give each group a review packet with problems 1-100 or number of squares in your table.</div>
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3) Explain that students can choose any problem to solve but goal is to get 4 in a row (horizontally or vertically) or to block another group from successfully connecting 4. Explain that students in a group should all be working on different problems so they get more correct questions. If a group gets a question correct they must then circle the number so no one else can earn credit for this question for the remainder of the game.</div>
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4) I walked around with a clip board and answer sheet for when students needed answers checked. If they got it correct I said "53 is taken"</div>
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5) Point values vary: 1 pt correct questions, 3 pts connect four, 5 pts strategic block</div>
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6) If students get more than four in a row they will only get 3 pts for connect four if they have multiples of four in a row otherwise each additional circle only counts as 1 pt. </div>
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7) We determined after playing that a strategic block only occurs when they completely block a team from connecting four. For example 94 is a block but 16 isn't because the blue did get four in a row. This is the only one I'm still questioning... I may change it to a block only occurs when you stop a group after 3 in a row. I may have to keep up with who is doing what or have them tell me when they planned to specifically block a group. What are your thoughts? How would you determine a strategic block? </div>
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So that's pretty much the jist of it. Other than telling you how motivated and enthusiastic my students were while playing this game. I had students running to the board to circle and running back to there seat to start a new problem. I was seriously overjoyed at how this turned out. Esspecially since I took only lunch to create the activity and roll with it. Nice to know it takes little effort to implement. I will say that my really low level students gave up. I think I only had two but still this is frustrating. I think I will choose a very simple review task to include and give like random 5 minute intervals on those problems to increase their motivation to try. As well as explain to the class that those that totally understand should seek harder problems so their teammates have problems they understand how to complete. </div>
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When putting your packet together I would suggest randomizing your problems so not all topics are grouped around same numbers. For example, I was working on systems of equations with graphing, substitution, & elimination but I choose to do sets of 4 and alternate between topic so they were forced to do different types of problems. Also I specifically told them during this 5-10 interval they could only do elimination problems because obviously graphing was the easiest. </div>
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Hope you guys enjoy!! </div>
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To download my connect four board game:</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJdHhhYnZOdVR3dlk/view?usp=sharing">Word Doc - Editable Table</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJaUxNdk1KUTl2Vkk/view?usp=sharing">PDF File</a></div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com1tag:blogger.com,1999:blog-509222802699383948.post-12894358909565155832017-04-11T18:38:00.001-07:002017-06-03T14:34:16.651-07:00Truths & Lies Activity<div class="MsoNormal">
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excited to share this new activity with you guys. It was inspired </span>by
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activities that could be structured around all courses. One of those awesome ideas was the game Truths & Lies which is amazing!! </div>
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I originally came
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Like: </div>
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1) Allie & I were almost licked by a giraffe </div>
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2) I've been ziplining in the mountains</div>
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3) I won $1000 on a lottery ticket</div>
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Can you guess which one is the lie? </div>
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Wait for it!</div>
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Wait for it!</div>
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Wait for it!</div>
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Eventually I'll tell you...</div>
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I promise I will...</div>
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Don't cheat...</div>
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Which one do you think was the lie???</div>
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Our first trip to the zoo was amazing! Thanks to an awesome friend </div>
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who let us come visit over the summer and took us to the zoo. </div>
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Wish I had gotten someone to take the pictures but it was a last minute decision. You know your an exhausted momma and teacher when you would rather take a nap during free time than go zip lining or ride go carts. HAHAHA!! Luckily when I woke up there was still plenty of play time left. This was truly an awesome experience and I hope to do again in the future.</div>
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Well I guess you now know I haven't hit it big with the lottery. I'm smart enough to use my money for something that is a sure thing... like new teacher clothes!!</div>
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So back to the activity...</div>
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<span style="line-height: 107%;">Later
I came across the idea while looking at twitter or a blog about how someone
used this idea in the classroom (honestly, I can’t even remember where – too many
great resources). I then decided to use it in my classroom with my geometry
unit and congruence shortcuts where students in groups had to create 2 correct
examples and 1 wrong example. Then all the other groups had to try to figure
out which example was incorrect. It actually worked really great and got them talking. </span></div>
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<span style="line-height: 107%;">After talking with Sarah about some other cool ideas this truths & lies kept coming back into my mind and I really wanted to make another card sort type game but with a little change. The activity below is what I have come up with so far. I have made one for my math 2 class on the sum of
the angles in a triangle and one for my math 1 class on systems of equations using elimination. Here is a picture from class. </span></div>
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I'm also thinking it might be cool to laminate some larger ones and let kids make their own and switch among groups. If I try it out I'll let you know how it goes!</div>
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<span style="font-size: 18px;">If you would like to download the file you can get them here:</span></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJTnM0SkZVRkhkRzQ/view?usp=sharing">Sum of the Angles in a Triangle</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJTzdMdi1XTEdyR0E/view?usp=sharing">Solving Systems of Equations using Elimination</a><br />
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Do you want to find more resources like these???<br />
Check out my <a href="http://radical4math.blogspot.com/p/virtual-filing-cabinet.html">virtual filing cabinet page</a></div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com4tag:blogger.com,1999:blog-509222802699383948.post-34313727610859541992017-04-08T08:22:00.002-07:002017-04-08T08:22:23.839-07:00Reflection for 1st 9 weeks of Spring Semester 2017Let me just say... Is it summer yet??? I don't know about yall but I'm exhausted. I need like a weeks worth of nothing but sleeping in and taking long naps during the afternoon to get maybe just a lit bit of the energy I have lost from all the effort I have put in this semester. Spring Break is in one week thank goodness but being a single mom to a three year old I don't see those much needed naps in my future so I guess I'll just keep drinking my coffee.<br />
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So here is a recap of everything you have missed because blogging is unfortantely at the very bottom of my to-do list.<br />
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1) I have made TONS of card sorts and I can't wait to share them!! They are like my new favorite thing along with the laminator I bought at the beginning of the school year which is totally worth every penny.<br />
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2) I have spent so much time this semester doing more hands on practice and I really miss using my Desmos Activities. So this is a reminder to book the mobile carts and get those students thinking a little deeper. Today I was checking out some of the latest activities designed by the staff at Desmos and I came across a trig graphs activity to teach amplitude and it made me think of how cool it would be to make an activity for shading the domain and range of a function. Super excited to share that activity its pretty awesome even if you use as just a teaching tool for direct instruction.<br />
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3) Overall my students are amazing this semester. It's so awesome when you get a group of students who really seem to want to learn and try really hard. I feel like I am really growing in the classroom management area too.<br />
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4) This is my second semester doing standards based grading and I love it!! It's so great to be able to look at my master list and know exactly where I need to focus my instruction with each individual student. I have changed a little bit in how they are graded just because I wanted to give them the oppurtunity to continue with any standard even if we were in a new 9 weeks. I'll try to make this a post in the future.<br />
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5) I am continuing to build to my supply of classroom instructional posters which has truly made the learning more visual for some of my students. I get so excited when I see my students using the number lines or the perfect squares & cubes posters. I just created a graphing with a calculator and the slope intercept form poster.<br />
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6) Started using only schoolnet tests this semester as my assessments and it is amazing. Yes my students tend to bomb the test in the beginning and some standards are much harder than others but I know they are getting more practice in preparing them for the EOC or NC Final exams.<br />
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Sorry if this post was on the boring side but I want to keep track of how things are going in my classroom year to year and it has been forever since I blogged so this is more of a brain dump than anything else.Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0tag:blogger.com,1999:blog-509222802699383948.post-84345811817022242032016-09-14T09:52:00.003-07:002016-09-14T09:52:45.635-07:00Add'Em Up Task CardsHey guys here is a quick post of the activity I tweeted the other day on my Add'Em Up Task Cards. I made a twist on an activity I had heard about a few years ago during a department meeting where we had discussed some activities to get kids interested in practice problems. I loved how the Add'Em up activity forces students to work in groups and rely on each other. <div>
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<a href="https://2.bp.blogspot.com/-Yy5cjGqding/V9l-3lle4MI/AAAAAAAAALY/G6b1icqBODkWsqNx-ASZgmMa-uDZAgsAACLcB/s1600/task%2Bcards.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="257" src="https://2.bp.blogspot.com/-Yy5cjGqding/V9l-3lle4MI/AAAAAAAAALY/G6b1icqBODkWsqNx-ASZgmMa-uDZAgsAACLcB/s320/task%2Bcards.PNG" width="320" /></a></div>
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Here is a quick outline of how to play the activity:</div>
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1) Each student gets a card</div>
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2) Students solve their own problem and get a solution (must be a numerical value)</div>
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3) Add each student's solution (value) together and it must equal the total value on the group card</div>
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4) If the total is incorrect students must decide who is wrong and correct the mistakes to get the correct total </div>
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Rules I put in place to help the flow of the activity:</div>
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1) Students get out blank piece of paper & fold in half twice (creates 4 blocks on the front & back)</div>
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2) Must write down group color and problem number</div>
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3) When students finish early before another student have those switch and check work to avoid errors</div>
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4) If you have whiteboards (I have a class set) let students use those to teach each other when someone messes up or is confused. The person with the mistake should still be writing their own problem down (that way everyone works the whole time)</div>
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Here are the files:</div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJaHA1dUQtUzNPOE0/view?usp=sharing">Blank File</a> </div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJaTdkelJaN0FVclk/view?usp=sharing">Solving Exp/Log Equations (Inverse Forms)</a></div>
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<a href="https://drive.google.com/file/d/0B0AOB-AH3EiJOGRoOWdBbktScE0/view?usp=sharing">Solving Linear Equations (Multi Step)</a></div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0tag:blogger.com,1999:blog-509222802699383948.post-43140233233111621302016-08-28T19:00:00.003-07:002016-08-28T19:00:40.477-07:00Classroom Pictures for 2016-2017Well tomorrow is the big day!! I'm really nervous, I spent so much time this first week of teacher workdays decorating that I feel a little uneasy about tomorrow. But I'm going in early just to get a little more focused and prepared. I loved all the posters Sarah created this summer that I even got inspired to do a few of my own. My room is still a work in progress because you can only laminate so fast. I've only had my laminator less than a week and I'm already obsessed. It's amazing and so much better than the cheap laminate they buy for the schools. Of course I laminated all my awesome posters but I have also started laminating my card sorts so they last over the next few years.<br />
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So let's get to the good stuff... here are my classroom photos for the upcoming 2016-2017 school year.<br />
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<a href="https://4.bp.blogspot.com/-RWIZykXxpuU/V8OFaAMYnII/AAAAAAAAAKU/_ttR_qFF_IQ6LuyNKRcr7s_rie2PFZk7gCLcB/s1600/2016-08-26%2B19.00.47.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-RWIZykXxpuU/V8OFaAMYnII/AAAAAAAAAKU/_ttR_qFF_IQ6LuyNKRcr7s_rie2PFZk7gCLcB/s320/2016-08-26%2B19.00.47.jpg" width="240" /></a></div>
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Love Sarah's mathy welcome sign... get it <a href="http://mathequalslove.blogspot.com/2016/07/free-printable-math-y-welcome-banner.html">here</a>.</div>
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<a href="https://4.bp.blogspot.com/-XZuKpDPHKNU/V8OFi190ubI/AAAAAAAAAKY/JYChFCtIlPI1uJyzJvTNlvxJU69W6EjggCLcB/s1600/2016-08-26%2B18.56.26.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://4.bp.blogspot.com/-XZuKpDPHKNU/V8OFi190ubI/AAAAAAAAAKY/JYChFCtIlPI1uJyzJvTNlvxJU69W6EjggCLcB/s320/2016-08-26%2B18.56.26.jpg" width="320" /></a></div>
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View from the front door... I decided to go back to the group seats hoping it goes well.</div>
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<a href="https://4.bp.blogspot.com/-gjlkI9Yle2w/V8OGnthlBkI/AAAAAAAAAKg/Rqs5eQQiXJUZh73B73JUaz1GH_V-RgfrwCLcB/s1600/2016-08-26%2B18.55.08.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-gjlkI9Yle2w/V8OGnthlBkI/AAAAAAAAAKg/Rqs5eQQiXJUZh73B73JUaz1GH_V-RgfrwCLcB/s320/2016-08-26%2B18.55.08.jpg" width="240" /></a></div>
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I'm so happy about this bookcase!! Luckily the new art teacher needed the extra floor space and I was around when she wanted to move it out. I'll be using the top four shelves to organize papers that need to be handed out or workbooks for students not sure yet. The bottom three shelves will be for student notebooks since I have tons of kids that prefer to leave their books in my room. I do to that way we don't have the issue of I left it in my locker/car/home.</div>
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<a href="https://3.bp.blogspot.com/-wbeV2UeXsoM/V8OGprbBuzI/AAAAAAAAAKk/zm00onzcpvwszNB8snV6M5_kh7h-Ohy9ACLcB/s1600/2016-08-26%2B18.55.18.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://3.bp.blogspot.com/-wbeV2UeXsoM/V8OGprbBuzI/AAAAAAAAAKk/zm00onzcpvwszNB8snV6M5_kh7h-Ohy9ACLcB/s320/2016-08-26%2B18.55.18.jpg" width="320" /></a></div>
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This table is for organizing class materials. The papers on the left are missing assignment form, off task form, and tardy forms. The labeled box in the middle/bottom is where they places the forms. The box on middle/top is full or markers, colored pencils, and sharpeners. The box on the right is for each class period to turn in assignments.</div>
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Luckily I have a good amout of bulletin boards in my classroom. If you love my sudoku board check it out <a href="http://radical4math.blogspot.com/2016/08/sudoku-bulletin-board.html">here</a>. The white board in the middle with the yellow border is really old and not really useable so this year I'll be creating a word wall or reference board. I think on the far left bulletin board I'm going to post our class photos (hopefully I make time to do that).</div>
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<a href="https://1.bp.blogspot.com/-Wrk9PhfcZxI/V8OG0MMjgII/AAAAAAAAAKw/E4401WyfploTBOPZDgXgoHtAUkeqlHjsgCLcB/s1600/2016-08-26%2B18.56.49.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://1.bp.blogspot.com/-Wrk9PhfcZxI/V8OG0MMjgII/AAAAAAAAAKw/E4401WyfploTBOPZDgXgoHtAUkeqlHjsgCLcB/s320/2016-08-26%2B18.56.49.jpg" width="320" /></a></div>
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Here are some reference posters that students may need to look at daily. I posted these on the front wall beside my teaching table near the brightlink board. </div>
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Here are the files if your looking to print and use: <a href="http://mathequalslove.blogspot.com/2016/07/posters-of-perfect-squares-and-perfect.html">Squares & Cubes</a>, <a href="http://www.twinkl.co.uk/resource/t-n-873-number-multiples-display-individual-posters">Multiples</a>, <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJRFFpcmVpdktBZms/view?usp=sharing">Order of Operations</a>, and <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJWDBTZ2ttNUNMMjQ/view?usp=sharing">Solving Equations</a>.</div>
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<a href="https://4.bp.blogspot.com/-92y69EkMEwQ/V8OG2ADRT3I/AAAAAAAAAK0/eQTK_lcPsFIUmT0IsYNhBoXxiivXP8jRgCLcB/s1600/2016-08-26%2B18.56.54.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://4.bp.blogspot.com/-92y69EkMEwQ/V8OG2ADRT3I/AAAAAAAAAK0/eQTK_lcPsFIUmT0IsYNhBoXxiivXP8jRgCLcB/s320/2016-08-26%2B18.56.54.jpg" width="320" /></a></div>
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Here are some <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJX2dBUzdxQ0NrTjQ/view?usp=sharing">mistakes quotes</a> that I found on various blogs and loved. </div>
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Here are the <a href="https://mathequalslove.blogspot.com/2016/07/growth-mindset-mistakes-poster.html">mistakes are</a> expected, respected, inspected, and corrected posters by Sarah. I swear she comes up with some of the most meaningful posters and ideas ever!! Also her <a href="http://mathequalslove.blogspot.com/2014/07/sentence-starter-posters-to-promote.html">sentence starters</a> posters.</div>
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<a href="https://3.bp.blogspot.com/-u0uShcqjj1o/V8OG7asDYJI/AAAAAAAAAK8/1IbJLb1PSQk3sySdUSF3Stu9ymzLSwlYwCLcB/s1600/2016-08-26%2B18.57.45.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://3.bp.blogspot.com/-u0uShcqjj1o/V8OG7asDYJI/AAAAAAAAAK8/1IbJLb1PSQk3sySdUSF3Stu9ymzLSwlYwCLcB/s320/2016-08-26%2B18.57.45.jpg" width="320" /></a></div>
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Loving my <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJN0hlalBWMmZOM1E/view?usp=sharing">function girl </a>posters!! I may reprint to one function per page but I am hoping to fill up my cabinets with other reference posters.</div>
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<a href="https://3.bp.blogspot.com/-mCS82Us8dJg/V8OG97tsHKI/AAAAAAAAALA/JMTgJ4gp3-IRWMez5S2Nku60ggIullSYwCLcB/s1600/2016-08-26%2B18.58.01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://3.bp.blogspot.com/-mCS82Us8dJg/V8OG97tsHKI/AAAAAAAAALA/JMTgJ4gp3-IRWMez5S2Nku60ggIullSYwCLcB/s320/2016-08-26%2B18.58.01.jpg" width="320" /></a></div>
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The shoe hanger holds colored pencils that students use daily, table has whiteboards & rags, and calculator caddies for storage. </div>
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Last year I decided I wanted to have a special place for dry erase markers so I could see how many were either dying or disappearing. This was an awesome idea that helped students remember to put their markers back at the end of the class period. Also if you notice they are upside down so we get the most out of the ink!! </div>
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This project was super simple: (1) laminate poster (2) add velcro dots where you want the markers (3) add the other piece of velcro to the marker </div>
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This is the back of my room. I love the number & colored pennants I got from target last year they make the room so colorful & cheery. This picture also shows the carts I'll be using for students to stand at the back of the room if they get tired or need to move a little. I also have seat cushions, I'm hoping to create a floor spot but for now they will just use as comfort at their desks. </div>
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The above picture also shows all the copied papers I already have for my classes. I'm so excited to have all but one unit of notes prepared & copied for my Adv Functions class. I have four units prepared & copied for my Math 1 class. I'm hoping to create their notebooks on day two and be ready to rock and roll for a long while. </div>
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Well that's my room, hopefully in inspires someone out there. I'm really please with the outcome this year. Hoping this school year will be my best year YET! </div>
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<br />Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com3tag:blogger.com,1999:blog-509222802699383948.post-40499420587436926492016-08-27T19:56:00.001-07:002016-08-27T19:56:40.975-07:00Sudoku Bulletin BoardWell it's Saturday night and I'm finally about to watch a movie and just relax. I'm exhausted from a long week of teacher workdays which were filled with classroom make-overs. I'll be blogging about all of them soon but tonight I wanted to share my awesome Sudoku bulletin board files. You can find them here: <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJM2Iyc21uZWNQd00/view?usp=sharing" target="_blank">board</a>, <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJV3R3dGNuYkN2VGs/view?usp=sharing" target="_blank">colored numbers</a>, and <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJZEJMa01nVHc5RHc/view?usp=sharing"><span id="goog_822304670"></span>black numbers<span id="goog_822304671"></span></a>.<br />
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<a href="https://3.bp.blogspot.com/-94FcdmsM9FA/V8JQdvSMSCI/AAAAAAAAAJ0/KVO4o7xQaaMTjpAYmgu3FIV3LTc2EvRSgCLcB/s1600/pic.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="286" src="https://3.bp.blogspot.com/-94FcdmsM9FA/V8JQdvSMSCI/AAAAAAAAAJ0/KVO4o7xQaaMTjpAYmgu3FIV3LTc2EvRSgCLcB/s320/pic.PNG" width="320" /></a></div>
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How to make:<br />
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1) Laminate the boards & numbers (I cut out numbers before & after to make sure they hold up)<br />
2) Secure laminated boards on bulletin board<br />
3) Add velcro to every square of the board (I loved the little dots) & then velcro dots/strips to the space [I just laminated white paper as a background] where the students will pick up the extra numbers<br />
4) Add velcro to all the numbers<br />
5) Now go have fun!!<br />
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<br />Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com4tag:blogger.com,1999:blog-509222802699383948.post-33314030818445357772016-08-17T13:27:00.002-07:002016-08-17T13:27:24.270-07:00Function GirlSchool is right around the corner for me so I'm working on gathering all my favorite posters and making a few of my own.<br />
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I found an awesome blog by Sarah with <a href="http://mathequalslove.blogspot.com/2014/07/algebra-aerobics-stick-figures-download.html" target="_blank">algebra aerobics stick figures</a>. Unfortunately there were a few functions that I teach that were missing so I decided to make my own. Here is the <a href="https://drive.google.com/file/d/0B0AOB-AH3EiJN0hlalBWMmZOM1E/view?usp=sharing" target="_blank">pdf file</a>. Hope you all enjoy.<br />
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Functions represented in the pdf download are: Linear, Quadratic, Cubic, Absolute Value, Radical, Rational, Exponential (Growth & Decay), Sine, & Cosine. All functions are also completed showing the reflection. I have not included the logarithmic or other trigonometric functions as I do not teach them. One day I'm sure I'll have to expand but for now this is what I use in my classroom.Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com4tag:blogger.com,1999:blog-509222802699383948.post-72510214921795622172016-08-07T15:46:00.001-07:002016-08-07T15:46:11.153-07:00Presenting Math Resources & Links... Need Feedback Please!I mentioned in my last blog that I would be presenting two different sessions at our annual county summer institute. This post will include the slides for my second session called Math Resources & Links. I would greatly appreciate your feedback on my presentation.<br />
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Thanks to all those that gave me great advice with the last presentation on Teaching with Desmos. Shout out to <a href="https://twitter.com/gwaddellnvhs" target="_blank">Glenn Waddell</a> for all his help and reflection piece I was able to my presentation.<br />
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Here are the <a href="https://docs.google.com/presentation/d/13DOMeOrnVHpnRLNwaVmsKwVkow9gSF_3uAW1kYxnrjw/edit?usp=sharing" target="_blank">slides</a>, again there are tons of links so they can continue to learn more about each resource after we meet.<br />
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Thanks a bunch!!Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0tag:blogger.com,1999:blog-509222802699383948.post-87072226132210566672016-07-28T13:09:00.002-07:002016-07-28T13:09:56.599-07:00Presenting Desmos... Need Feedback Please!Hello #MTBOS!!<br />
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I'm super excited and extremely nervous for my FIRST EVER presentation to a group of teachers at our summer institute. I have been just a teacher in the crowd for several years now at our summer professional development and this year I thought it was time for me to step up my game. I figured what doesn't kill you only makes you stronger. I'll be presenting two different sessions; this blog will focus on my session called Teaching with Desmos. I'm looking for feedback on my presentation slides. Do I have enough information? Is the transitions between ideas smooth? Is there anything I could explain better? Am I forgetting any really important information?<br />
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Teaching with Desmos<br />
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You can find my slides <a href="https://docs.google.com/presentation/d/1nwrV2WPVYR2HvRQfatnzcJCyJRdubWy83rIfrC_UcCs/edit?usp=sharing" target="_blank">here</a>. There are tons of links as I will be providing them with the slide presentation at the end of the session so that can continue to learn more after we meet. Thanks ahead of time! Looking forward to some constructive criticism.<br />
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<br />Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0tag:blogger.com,1999:blog-509222802699383948.post-35704102006440464182016-07-24T17:19:00.001-07:002016-07-24T17:19:31.156-07:00Creating "Classroom/Student" MoraleI read a blog post recently by <a href="https://twitter.com/misscalcul8" target="_blank">Elissa</a> over at <a href="http://misscalculate.blogspot.com/2016/07/teacher-morale-part-two.html?m=1" target="_blank">misscalcul8</a> on creating an environment and activities in your school that help increase teacher morale and I want to do the same thing but for my classroom and students.<br />
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So what is my plan...<br />
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Step 1 - Make a bridge between home life and school life<br />
Call home to speak with parents about upcoming year and request two things: a family photo to remind students of their support system and a letter of encouragement to the child to be presented in the first week of school.<br />
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Step 2 - Take a class photo<br />
The first week of school I want to take a photo of each class to post in our room. I'm thinking maybe on the first day have them make posters with encouraging messages and then we can hold them up in our photo. My idea is maybe have the journalism teacher take the photo of each class out on the football field.<br />
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Step 3 - Create a class twitter page (If approved by our county -- prayers please)<br />
I want to have a place where our students can share math beyond just the four walls of my classroom. I want them to create a professional learning network like the <a href="https://exploremtbos.wordpress.com/" target="_blank">#MTBoS</a> is for us.<br />
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My thoughts are that instead of homework I'll give out one problem per night maybe in class or over twitter and students that want to join in can and post their problems to our class account. The next day I want to use those problems to choose "<a href="https://www.teachingchannel.org/videos/class-warm-up-routine" target="_blank">my favorite no</a>" problem to reinforce <a href="http://mathequalslove.blogspot.com/2015/08/error-analysis-sheet-types-of-errors.html" target="_blank">error analysis</a>. I'm hoping that students will see this as it's ok to make mistakes and the point is I want them to try. I might use the slogan "no one ever learned to ride a bike without falling off" in my class this year. I want them to get away from the fear of answering wrong and working closer to being confident in the attempts.<br />
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Step 4 - Choosing at least <a href="https://onegoodthingteach.wordpress.com/" target="_blank">one good thing</a> and calling home about it weekly (maybe 3 students - start small and work my way up over time)<br />
It is so important to call parents to tell them that their child did something good but often times we get overloaded and only call when a student has done something wrong. I want to change this now instead of later. Make time Christie!!!<br />
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Step 5 - Make scheduled tutoring a priority<br />
One semester I called home every few weeks to ask parents if their child could stay after school for tutoring and I want to do this again. Our school now has title one funding and we are using a portion to fund after school tutoring for EOC and ACT prep. If possible I want to see if I can bring in more students from my other classes to get help.<br />
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The biggest thing is just being their for my students. They need to know someone is in their corner and not going to give up on them.Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com5tag:blogger.com,1999:blog-509222802699383948.post-29954407218987015222016-07-19T17:09:00.001-07:002016-07-19T17:09:46.443-07:00Explain Everything & 3 Act Math Lessons<div>
For many of us we get lost on technology and how to use it in our classrooms daily. Here is one way that I use mine so that maybe you can be inspired to research ways that you would like to use your resources.</div>
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The technology that I currently have in my classroom consist of:</div>
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1 Brightlink Board</div>
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1 iPad</div>
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1 Apple TV</div>
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1 Dell Laptop</div>
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This past year we were lucky to receive title 1 funding and this coming year as well so I may be blessed with more technology in the future. Here is a breakdown of how I use my technology currently. But I'm always looking for new ideas so if you have any please comment below!!</div>
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On a basic day I use it as my whiteboard from my iPad since we have AppleTVs to send the information wireless to the projector. I like having the option to record anything that I discuss up on the board. My plan this past year was to record multiple problems but I got busy and forgot most times. I'm hoping to record more often this coming year so that students can watch our lesson multiple times if they need extra time or practice. </div>
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I hate textbooks (I always have -- too wordy & too much information for someone that wants to go straight to the point like me). So, I make my own student guided notes and I use explain everything to upload the pdf files into the program and annotate on top of them. I save these files and put them on the internet on my topic list page that students that review or copy if they were absent for the lesson. </div>
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My newest venture with Explain Everything is incorporating the <a href="http://www.101qs.com/" target="_blank">3 Act Math Lessons</a> that were created by Dan Meyer and others. I created multiple slides that I can scroll through when I'm ready to jump over to the next act. I also created slides (Notice & Wonder) that goes right after the video or picture in act 1 so we can communicate and document what we see and are curious about. Depending on the math that we will use I might have a slide that uses the internet to pull in <a href="https://www.desmos.com/" target="_blank">desmos</a> to calculate our mathematics then screen shot the final image into the video to save. After we have determine our solutions we will jump to the next slide which has act3 the answer. I found that in solving many of these 3 act problems my calculations were not exactly the same as the answer and so I put in a final slide (Actual & Calculated) to discuss if our answers are different why might they be different. I'm happy with the product because it seems to give a smooth transition between acts and the discussion in class. I'm always looking for ways to implement my teaching and resources so that students do not get distracted or get off task as quickly. I hope this set up will avoid some of those issues. </div>
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Here is a video I created with a 3 Act Math Lesson created by Nora Oswald on <a href="http://www.101qs.com/1831" target="_blank">Super Mario Bros</a>.</div>
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Another idea I started while teaching summer school was to use the iPad to take pictures of student work and upload them into Explain Everything so we could annotate over them. I really like this because I focused on student mistakes and trying to teach them it was a process not a bad thing. I want to stress this so much next year because so often students are afraid to mess up. I want them to realize it's the analyzing their mistakes and fixing them that is so important. If they never mess up they can never analyze. True joy in the math classroom comes from struggling and perseverance.</div>
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Christie Bradshawhttp://www.blogger.com/profile/10040441828858607060noreply@blogger.com0