# Barbie Bungee Implementation

I think that there are a million and one ways you can do almost anything.  Dan Meyer tweeted this out the other day…

I was quick to comment.

I think it’s important to note that I work most closely with 8th grade (on grade level) students.

After seeing the subsequent comments…I wanted to add that IMPLEMENTATION can be more than just here’s your worksheet, “get on with it.”

I like to lead up with this…

Can you guess what their answer is???

Then I show them this…

Of course this changes their answer.

Then I move onto this…

And I have students come up to put a point…usually around a y-value of about 10 or so.

Then, I click to reveal additional points.

The point is…I make the point that collecting multiple pieces of data helps to make better predictions.  I also ask the question about what mathematical models can we create to help make predictions in math.

• Graphs
• Tables
• Equations

Just what I want.

Then I show one of the many videos that you can find on YouTube.

The last thing I do is pass out a worksheet.

# Vacas y Pollos ~ Best Day Ever

Yesterday I was talking to our Algebra teacher.  She had asked the Spanish teacher in the building to translate the  problem below so that she could pose it to her students that take both Algebra and Spanish.

Our population of students that are emerging bilingual has grown significantly over the past several years.  The grade 8 students are also working on systems of equations and I had the perfect teacher in mind to pose this problem (written in Spanish) to his students as well.

His last class has the greatest number of Spanish speaking students and I wanted to see the look on their faces when he posted this problem on the board…

Priceless. I watched the biggest smile appear on their faces! The look of joy of what they knew. The boy that participates the least read the problem out loud so quickly and proudly…it was AWESOME! The rest of the students were in awe. They tried to figure out pieces of the problem. But, the students that usually have to spend time using Google translate to figure out what was going on, were the first ones to get to dig in this time.

One girl then said…”wow…they have to do this all the time.”

Yep.

Best day ever.

# Un-quiz

My first year out of the classroom was 2010.  I was talking to a colleague today about a type of assessment I used to do in my classroom.  I called it an un-quiz.

This is a variation of a typical multiple choice quiz, except that I asked for a WRONG answer. Along with the wrong answer choice, the students had to give a reason why it was a wrong answer.  (Be sure that your wrong answer choices provide valuable information!) This allowed me to see how they reasoned about wrong solutions, language they used, AND the students had multiple means of showing their knowledge.

I haven’t used this strategy in a while…if you do something similar or try it for the first time, I’d be interested in hearing about what you think.

# Equal and Opposite

I don’t know if this is the right title for this post…it feels like it is.  I get to its point at the bottom…

I was supporting an 8th grade teacher that was implementing the Classifying Solutions to Systems of Equations formative assessment lesson from Mathematics Assessment Project.

The students had not yet worked with linear equations in any form other than slope-intercept form.  The students already understood the different types of solution a system might have.

The students started out by completing the assessment task.  I wanted to focus on this part below:

I’ve encouraged this teacher to build a strong foundation for students being able to create and complete a table of values.  Creating a table should be a go-to strategy for students if all else fails.

I stood in the back of the room and I looked at the second equation…

I wondered if I could make a connection for kids…if it would be too much, or would they follow…Here is the gist of what I did:

I interrupted the class to pose a question.

Me: What do we know about an equation that is solved for y?

Students: We know the y-intercept and we know the change in y over the change in x.

Students: It’s solved for x.

Me: What do you think that might tell you?

Students: The x-intercept???? (Imagine a questioning tone here…) Is that a thing?

Me: Yes it is a thing. What about the coefficient of the y? What do you think that might tell you?

Students: The change in x over the change in y??? (Imagine a questioning tone again)

Me: Yep. Let’s pull up Desmos and check it out.

I remember being a math student that naturally made these sorts of connections~that if something happened mathematically one way, I could predict what would happen in an opposite direction.

I want the students to know and wonder about these things for themselves.  But, I think we need to make it obvious to them sometimes that they can do this thinking on their own.

# Teach Math as a Story

I had the opportunity recently to complete peer observations outside of my content area. I scheduled a half day of observations with a sixth grade social studies teacher new to our building.  We observed in two eighth grade social studies classrooms and one sixth grade classroom.

If you’ve never observed outside of your content area I highly recommend it.  I think it forced me to pay closer attention to the general instructional practices, rather than focusing in on the content.

In the sixth grade classroom the teacher began by reviewing what the students discussed in the previous class.  They were in the middle of learning about Julius Caesar and the fall of the Roman Republic. The students eagerly answered her questions and were incredibly engaged with the “story” she was telling.

I was engaged with the story, intrigued by the cast of characters and happenings that she described.  The students were making predictions about what would happen next and the teacher responded, “just wait…maybe we’ll see today…”

The students knew the characters in this story, they understood how they related, they recalled the parts of the story that were told to them in the previous class, they made predictions about what would happen next. The teacher also knew this story, oh so well, that she could add on interesting and important details and maintain the curiosity that she had sparked.

I wondered…can we teach math as a story?

It is an excerpt from a book and it’s mostly about using stories in the math classroom, but it has useful think-a-bouts like this…

“In our description of how to teach mathematics, we are not concerned with fictional stories about the topic, but rather we are concerned with how we can shape the topic to enhance its attraction to students. In doing this, we will not be falsifying anything, or giving precedence to entertaining students over educating them. Instead, we will be engaging them. We see engaging students with mathematical activity as a crucial aspect of successful education as, and it is the real vividness and importance of this subject in which we want to engage students.

In summary, the great power of stories, according to Kieran Egan (1986, 2004, 2008), is in their dual mission: they communicate information in a memorable form and they shape the hearer’s feelings about the information being communicated.”

I did some additional searching through Peter Liljedahl’s work and found this interesting article that seems related to what teacher planning might look like in order to teach math as a story.

In this article, Zazkis and Liljedahl contrast a typical lesson plan to what they’ve termed a lesson play.

“In terms of the pedagogical features of the lesson play, we wish to draw attention to some aspects of its format. The structure of the lesson play – as a dialogue occurring overtime with possibilities for different points of view – allows for the portrayal of the messy, sometimes repetitive interactions of a classroom. This structure stands in stark contrast to a necessarily ordered and simplified list of actions such as: take up homework, state definition, provide examples,give problems, and evaluate solutions.”

Crafting a lesson play provides for the improvised interactions that may occur with teaching math as a story-being able to respond and shift according to responses from students.

I don’t think any of this is dissimilar from the ideas in books such as 5 Practices,  but I now have a different analogy that I’m considering. As I continue the thinking that I’ve started here, I want to keep in mind these things in terms of how I work with the math teachers in my building:

1. On the macro level-How can I help teachers to tell the math story as a set of interconnected ideas and concepts?
2. On the micro level-How can I help teachers to consider a lesson play, so that the day to day story is just as interesting as the year long story they are telling? How do we get students to want more?

# My Favorite Formative Assessment Tasks

I’m a little late…but, here’s my week 2 “My Favorite” post for the Explore MTBoS blogging initiative.

The Charles A. Dana Center out of The University of Texas at Austin has put together a great set of tasks for eliciting student thinking.

One of my favorite tasks that I have used with 8th graders (for years) is called Mosaics.

Because we spend time making sense of the patterns from the Visual Patterns site, this task works well as an independent assessment task.

I particularly like question one in that it asks students to represent the problem in at least three ways–they are not told how to represent the problem.  I like to see if they will use a table, graph, etc.

Also, it’s interesting to see how different students “see” the pattern growing and how they choose to show that thinking.

And my FAVORITE piece of student work for this task incorporated the independent use of “noticing…”

Here is a link to additional student work from this task.  We’ve used this task, along with the student work, as part of our back-to-school professional development on using a examining student work protocol.

Dana Center tasks are not a free resource…but you can find some sample items for free. Doing a Google search for Dana Center Algebra 1 Tasks will yield these results. You can purchase a book of these tasks here, or on CD here.