Spending two days out of the classroom may be a welcome "vacation" for some teachers but I was really worried about it. I am glad that NCTM Minneapolis offered some really good workshops. I managed to sit in on 10 different sessions, 9 of which were worth while. I really enjoyed the Mathematical Lense session as I have always liked the column in the magazine and, as many of you may know, I also enjoy photography. The sessions that were centered around problem solving and reasoning were great and the information/discussion sessions about the new publication "reasoning and sense making in high school mathematics" was really enlightening.
I will be out of the classroom one more day on Monday for another workshop (this one local) so I won't see my students until Tuesday. I am excited to try some new ideas and get my students working on with while problem solving and reasoning.
Saturday, November 7, 2009
Tuesday, October 20, 2009
Thursday, October 8, 2009
Time...where does it go?
I certainly have been shirking my duties with this blog. I don't know where all of the time goes. Preparing for my classes, going to meetings, preparing for meetings, preparing sub plans for when I have to go to a meeting...and on and on and on.
This week has been an active week for my classes. A lot of good discussions and interactions with students. I think my students are getting more comfortable (as am I) with being active participants in the teaching and learning that takes place in room D216. When students ask questions the now know that I will probably call on another student to answer it before I give any input. I still need to find a way to get more students into the action as a few of them still passively make it through class as a mere spectator.
Algebra 2 - we are reviewing Linear Functions. We spent this week discussing what functions are (and are not) and recalling how we graph them using slope-intercept and standard forms. Students tend to rely on the short cut methods to graphing and when they don't remember it they are stuck. Very few can fall back to making an input-output table to find several points. Students need to have their HW done for Friday!
Here it is: Workbook p. 15-17 1 - 23 all , Textbook p. 86 2-26 evens, and Workbook p. 20-21 evens.
Enriched Geometry students are undertaking REASONING SKILLS. We have discussed both Inductive and Deductive Reasoning and looked at how we use both of them to make decisions. What to eat for breakfast? What to wear to school? Should I do my homework? Do I need to go to practice? Should I drive 65 mph so I am not late? Students have several assignments to be completing. Students should have done Textbook p. 75 #1-18, 23,25: Workbook p. 25-27 #2-18 even, 20-24; and Textbook p. 90 #11 - 13, 15 - 17, and the Quiz on p. 93
Want some fun? Try some logic puzzles at this site: Printable Puzzles
I promise I will try to post more often!
Math Rocks!
Mr C
This week has been an active week for my classes. A lot of good discussions and interactions with students. I think my students are getting more comfortable (as am I) with being active participants in the teaching and learning that takes place in room D216. When students ask questions the now know that I will probably call on another student to answer it before I give any input. I still need to find a way to get more students into the action as a few of them still passively make it through class as a mere spectator.
Algebra 2 - we are reviewing Linear Functions. We spent this week discussing what functions are (and are not) and recalling how we graph them using slope-intercept and standard forms. Students tend to rely on the short cut methods to graphing and when they don't remember it they are stuck. Very few can fall back to making an input-output table to find several points. Students need to have their HW done for Friday!
Here it is: Workbook p. 15-17 1 - 23 all , Textbook p. 86 2-26 evens, and Workbook p. 20-21 evens.
Enriched Geometry students are undertaking REASONING SKILLS. We have discussed both Inductive and Deductive Reasoning and looked at how we use both of them to make decisions. What to eat for breakfast? What to wear to school? Should I do my homework? Do I need to go to practice? Should I drive 65 mph so I am not late? Students have several assignments to be completing. Students should have done Textbook p. 75 #1-18, 23,25: Workbook p. 25-27 #2-18 even, 20-24; and Textbook p. 90 #11 - 13, 15 - 17, and the Quiz on p. 93
Want some fun? Try some logic puzzles at this site: Printable Puzzles
I promise I will try to post more often!
Math Rocks!
Mr C
Wednesday, September 23, 2009
A Picture is Worth...
I consider myself an amateur photographer even though my wife and I actually earn some money from what we do. I love taking pictures and I often feel that I take too many. I have started to gather photos of architecture, design, nature, and just about anything else that in one way or another shows how MATHEMATICS surrounds us. I want to share many of these and use them in classroom discussions. I am also extending an open invitation to all math students to join me in taking "Snapshots of Math".
Here is a recent photo I took when I was in Duluth. What do you see? You can write a summary of any math that you see, along with an explanation (in your own words) and receive some extra credit.
Here is a recent photo I took when I was in Duluth. What do you see? You can write a summary of any math that you see, along with an explanation (in your own words) and receive some extra credit.
Something to Think About!
Later,
Mr C
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