8 ideas to keep students engaged and having fun with a simple worksheet
Statistics resources and worksheets for teaching and learning mathematics in a fun way designed for teachers and kids. Each worksheet is visual and differentiated.
Here are the previous posts: Day 1 Day 2 Day 3 Day 4 Here is how I started day 5... Teams talked and most came up with C because it got the closest to the most points. BINGO! We talked about what was wrong with all the others, especially A since it tripped up a couple groups. After that, groups got to work using their simulation data to create scatter plots. They created one scatter plot for each of their survey choices; a, b, c, d. They compared sample size to number of people with that choice. They made their line of best fit based on that, and then predicted the outcome of each choice for our entire town's population. Here are some in-progress shots... And here are some finished poster shots... (yes, the one above has a couple errors. They fixed them next class.) DAY 6 consisted of groups finishing up and preparing their presentations. I told them they had to tell us which product they were launching and show the data to support their claim. The rest was up to them!! I have a few groups that filmed commercials, one that is making an infographic, one made an online animation with voice over, and of course a few that are using powerpoint. Tomorrow is presentation day and I am SO excited!!!!!
Learn matrix multiplication using either of GradeA's easy-to-use methods: the Turn and Flip or the Zipper Method.
Discover techniques and proven strategies from our experts for improving your math study skills.
Our Standard Graphs Poster is a great educational resource that will help you create relevant and engaging Maths classrooms.
Statistical tests are used in hypothesis testing. They can be used to: determine whether a predictor variable has a statistically significant relationship
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Interactive notebook pages for reflections and rotations in high school geometry
A few weeks ago, @lmhenry9 sent out a tweet asking about Cornell Notes in math class. This morning, @aanthonya sent out another request. Since Cornell Notes are a staple in the AVID classroom, I thought I would post a "how to" on using Cornell Notes in a math classroom. Rationale If you do a google search on Cornell Notes, you will find pages and pages about the history of Cornell notes, why you should use them, what the benefit is, etc. However, what is harder to find is the down and dirty, how do I do this, what's so special about C-Notes, etc. Honestly, when I first heard of them at the start of my AVID journey, they scared me. I remember sitting in my first AVID summer insitute stressed because I had NO CLUE what they were talking about! Unfortunately, I felt that stress for quite a while because it took time for me to understand that C-Notes weren't as scary or weird as they seemed. They are really just the same notes I had taken for ages in a slightly different format. Setting up the Page If you've heard of C-Notes, you've probably realized that there's some formatting that needs to be done. There are C-Note generators online or you might create your own C-Note blackline master (see the one we use in our AVID classes here). However, both of those require you to run off copies, which may not be feasible, depending on your allowed copy count. :) Enter in the Cornell Notes Bookmark. This is an idea that I got at the AVID training several years ago and I instantly loved the idea because I could have put contact info, important formulas, etc on this bookmark and kids could also use it to draw a straight line down their notebook paper to create their 2-column format. Of course, cutting out 100 of these bookmarks isn't the most fun way to spend the week before school starts in August, so I definitely suggest finding a great TV show to help keep your mind occupied :) So, now that all the bookmarks are printed on cardstock, cut out and 3-hole punched, kids are ready to start making their notes. Lay the bookmark on top of your notebook paper and use the edge as a guide to create your left/right columns: C-Notes have 4 main parts. The heading, which is where the name/date/hour/topic information goes, the left and right sides, and the summary area. Some of the newer versions of C-Notes also have an area for the Essential Question (inspired by UbD). Here's the general layout of the page: Let's take some notes!! So now that the format of our notes is all done, it's time to take some notes. You'll notice above that the right side of the page is a bit wider. This is the area for the bulk of the notes. The right side is the same type of notes that you've always taken - the fast and furious scribbling of all of the information that you could get down at once. (This is obviously not a student paper - I did it this morning to show you an example) Right side filled in: You'll notice that the above picture really looks like a traditional page of notes. The beauty of Cornell really is in the left side. After the notes are taken in class, students are supposed to review the notes within 24 hours and fill in the left side. They are supposed to read over what they wrote on the right side and put short reminders and cues to themselves. You'll see below where I went back and reviewed my notes to fill in the left side. Left side filled in: Now if you noticed above, I said "students are supposed to" twice... that means, in my experience this rarely happens :) Typically what happens in my experience is that they fill in the left side as they go with topic changes, subtitles, etc. The beauty of the left side, whether done at the same time or 24 hours later, is that the kids don't need to read ALL of the right side scribbles in order to get the gist of the lesson. They can scan through the left side cue words to refresh their memory or to find something quickly. (This has been a brillant addition to my note-taking during PD as well :) Love being able to quickly scan the left side!) The final part of the C-Notes is the part my students hate the most. :) The summary section is admittedly the toughest part for students and teachers to do. Again, students are supposed to revisit their notes 24 hours later or so (comes back to that whole "forgetting curve") and write a brief summary of the notes. My students complaint was a valid one... they summarized what the teacher said/wrote on the right side. Then they summarized that again to write their cue/questions on the left side, now they were expected to summarize again at the bottom and they were just summarized out! But kicking and screaming, I recognize that being able to summarize was an essential skill for academic success. To combat some of this, I would sometimes let them do a "tweet" (limiting their response to 140 characters) or a "6 word memoir" of the lesson, which really shows off how much you can say in just a few words. Summary filled in: I've taken notes... now what?? I've already shared above my love of the left side. But there are other benefits to C-Notes as well. You can use the left side to predict test questions that the teacher might ask or commonly, use the C-Note format as a study guide. For many of my students, they would work their test review in C-Note format, with the problem on the left side and the work/solution on the right side. Then fold their paper on the line and you have an instant "flashcard" like study system. Now in case you are thinking - well, that's all fine and good, but I'll never use something like that!, let me leave you with a real-life page of notes that I took at a workshop. You'll notice that I'm just as bad as my kids in the summary section, but look at the benefit of that left side! MUCH easier to scan down the left side to see what I want than to read all that stuff on the right side! :) Good luck on your C-Note journey!
A detailed list of math projects, for all grade levels, to use in your class or tailor to fit your grade level.
Fun With Firsties, probability, math lesson, worksheets, assessment, activities
Can you believe it's already close to the end of the 1st nine weeks? I mean seriously?! We have been in school for almost a full quarter already! My kiddos got their interim report about two weeks ago now, and my grades are due for report cards in only about two weeks! This is absolutely crazy! So, needless to say, I thought it was about time for a check-in on what we've been up to. This is my first year teaching only one subject, and I have to say, it's fabulous! My schedule begins with planning until about ten in the morning. Then I have an Algebra and PreAlgebra class for an hour each, before lunch, followed by my Academy class, and ending the day with another PreAlgebra and Algebra class again for an hour a piece. My days fly by! I mean it's October for goodness sake! Currently in Algebra we have moved into our actual Algebra curriculum. No more review for these kiddos! We have done the overview of function families; everything from linear, quadratic, exponential, and absolute value functions, and are now moving into really analyzing and understanding linear functions. To begin the overall unit, we started our lessons by reviewing scatter plots and what it takes to make a scatter plot. One of my colleagues, Allison Stanford, who recently moved back to the Clover area from a brief year in Mississippi, shared her idea for reviewing scatterplots. Students each get a shoe to color and decorate as their representation on a classroom graph. I gave students their shoe template on a Friday after they finished their last review test. Over the weekend students were to color and decorate their shoe, find out their shoe size, and their height. All students were told to measure their shoe size in men's sizes, and get their heights in inches. The graph after students established the independent and dependent quantities. On Monday students came in, and in their groups, created a quick sketch of a scatterplot to represent their small group of three or four. Students had to decide the independent and dependent variable, their quantities, and then plot themselves, as dots, on their sketch. After all groups had sketched their group graph, we began plotting the points on a larger classroom graph that I had created on the wall before beginning class. Students plotting their shoes on the classroom sized graph. After the graph was complete, and all students had plotted their shoes, we analyzed the graph in terms of it's characteristics. We reviewed the terms surrounding graphs such as independent and dependent variables (and why they were those quantities), outliers, increasing or decreasing trends, and associations. This lesson then lead into the discussion of lines of best fit to represent the data. This was a great lesson to use to get students thinking about, if we were to draw a line through the shoe plots, how would we represent all the data that was presented. Students really understood how to analyze lines of best fit as we began writing the equations for the lines later in the week! The final graph after 3rd period plotted their points. For my PreAlgebra crew we are beginning our lessons into functions as well. However, instead of beginning with scatterplots and lines of best fit, we begin our overall unit with sequences and patterns. The idea is to relate functions as ongoing patterns and that sequences will fit into the equations that we can write for linear functions. Students were also seated in groups to begin, and were given two sequences from our Carnegie text. Students were given manipulatives that they could work with to demonstrate and continue the given sequence. Sequences ranged from building toothpick houses, to building block stairs, beaded necklaces, and penny pyramids. After students created their sequence using their manipulatives, they could then answer the questions in their text about the term numbers, patterns, and overlying question. Students working together, with their manipulatives and iPads to determine their sequences. After students finished their sequences, they took pictures and uploaded their patterns to our My Big Campus group in order to present their findings to their classmates. Students really enjoyed being able to work with their hands, create their sequences using manipulatives, and then present their unique versions of sequences to their peers. We have had a great, wonderful, fantastic, amazing start to the year and I could not be more impressed with how hard my students are working. They are doing a great job! They come into class everyday ready to learn, enjoy math, and learn new skills. We are off to a great start and I can't wait to see, and share, what our year has in store! Until next time... :)
20 ways to teach graphing, lesson ideas for graphing, graphing for first grade, second grade, third grade, and kindergarten
Statistics is the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data. In applying statistics to a scienti...
Statistics resources and worksheets for teaching and learning mathematics in a fun way designed for teachers and kids. Each worksheet is visual and differentiated.
Maths A level teaching resources for statistics S1
Our Probability Poster is a great educational resource that will help you create relevant and engaging Maths classrooms.
Bayes theorem is one of the most important rules of probability theory used in Data Science. It provides us with a way to update our beliefs based on the arrival of new events.
Box and Whisker Plot Color and Solve Activity Included in this product: Solve and Color Picture with 8 questions involving reading and creating box and whisker plots Answer Key Check out the preview for a more detailed look at each page Check out my other box and whisker products HERE Check my other COLOR AND SOLVE activities HERE
