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…

barbie bungee one

Can you guess what their answer is???

Then I show them this…

barbie bungee two

Of course this changes their answer.

Then I move onto this…

barbie bungee three.PNG

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.

barbie bungee four

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.

Their answers:

  • 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.

 

 

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Learning from a 5th Grade Math Team

When my oldest child entered kindergarten I wanted a way to volunteer my time at the school, so I began coaching the 5th grade math team.  I saw this as an opportunity to better understand the math that elementary students bring with them to middle school. The elementary school that my children attend is a feeder school to my middle school.

I used the set of resources provided by the school system to train my mathletes that year. One problem I tasked them with was titled Kicking Tees below:

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I didn’t attempt this problem before giving it to the students that day.  I watched as they solved it…easily handling #1, skipping #2, and then answering #3.  In my mind I thought, “Wow! I’d create an equation to solve #2…how would a 5th grader figure this out?”

I can’t be too dissimilar from other secondary certified teachers, where an algebraic approach is the first that comes to mind.  It took me a few moments to think about using a table, or simply guessing and testing given the boundaries offered by the answers to #1 and #3.

This was a revelation for me though…That students might have skills to approach problems in which I’d use a more sophisticated method.

I was curious about what a 7th grade Algebra class in the midst of learning about systems of equations might do with this problem.

They did the EXACT same thing that the 5th graders did~they skipped #2!

This began my thinking about the intersection between the teaching of content, skill, and strategy.  And the connection between elementary math and algebraic thinking.

I used this problem solving experiment to talk with the 7th grade students about math learning and about the connection between arithmetic and algebra.

For teachers, this highlights the importance of horizontal content knowledge

“a kind of mathematical ‘peripheral vision’ needed in teaching, a view of the larger mathematical landscape that teaching requires”

“According to Ball and Bass (2009), HCK is an awareness of where and how the mathematics being taught fits into the structures and hierarchies of shared collective mathematical knowledge. This awareness serves both to engage students and to provide meaning to the present mathematical experience”

Further, this article reports

“The teachers in our study seemed to be more concerned about the mathematical content at the level they were teaching than the broader (more advanced) mathematical context—which can be referred to as the mathematical horizon”


It’s become incredibly important for me in the work that I do with teachers, to help them see how the math that they are teaching fits into the learning the students do across a mathematical spectrum.

…in addition to helping teachers see the importance of this “horizontal content knowledge” as a way to create instruction that engages, inspires, and makes math a meaningful, connected body of work.

 

Mosvold, R., & Fauskanger, J. (n.d.). Teachers’ Beliefs about Mathematical Horizon Content Knowledge. Retrieved May 27, 2016, from http://www.cimt.plymouth.ac.uk/journal/mosvold2.pdf

 

Noticing Subtleties…Reflection

So I wrote this post yesterday, and today we tried it out.

The purpose was to give students an opportunity to notice the subtleties in the language associated with three different mathematical scenarios they may need to represent.

We read each scenario out loud and then asked the students to compare and contrast each problem type with their table partner.

Some students began by discussing the similarities and differences of the contexts…noticing subtleties 1

Others began by making a list of what they noticed on the back…You can see that this student paid attention to more of the mathy parts~understanding what was meant by a one-variable versus a two variable equation.

noticing subtleties 2

 

And then you’ll see below where students were able to make sense of each scenario and the math required.  However, the first student used an equation in two variables for the first scenario and created a table to find the solution.

We didn’t get to the whole class conversation part of this lesson…I want to talk about each problem type and how to recognize the differences.  Notice that two of the students above wrote the equation for the two variable scenario, but the third student created a table.  I think we need to talk about why that is.  Also, I think I may want to do three more scenarios that would produce equations in standard form, to see if they would recognize the differences then.

I definitely think that this was a useful exercise and would do it again.

One little shout out…one student pulled out their phone because they wanted to check out the equations for the third scenario on their Desmos app!!!

 

Noticing Subtleties

This just happened…

I walked into an 8th grade classroom finishing up writing and solving systems of equations given word problems.  They began this learning last week.

I overheard the teacher and a student having a discussion about drawing pictures to represent the problem versus trying to write the equations.  This told me that the weekend was too big of a gap from the examples that they had done last Thursday (they had a sub on Friday).

Here is a problem from the set that they were working on:

motorcycles and cars

I briefly walked over to a different student and noticed that she only had one equation to represent this cars and motorcycles problem. She defined the variables correctly, but had written a single equation that mixed the information about the number of wheels and the total number of vehicles.  She hadn’t made sense of what her equation actually meant.

But, I thought that maybe it goes further than that.

I think the students need to see the difference between problems that require a one-variable equation, a two-variable equation, and a system of equations side by side. Here is what I came up with:

one var vs two var vs system

It’s nothing fancy or mind-blowing…I just want to see if this gives them a structure to look for when they are deciding how best to represent a given scenario.  I want them to see that there are two unknowns in the third case, and that they need to create an algebraic representation for Eli’s savings and for Lucas’ savings.

I’m wondering if we should ask them to notice and wonder???  Or simply ask…what is the same and what is different…

I’m also wondering if I should remove the headings from the table before we ask them to notice and wonder???

We’re going to try this tomorrow…so I’ll let you know how it goes.

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.

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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…

Screen Shot 2016-05-05 at 5.00.27 PM

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.

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:

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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…

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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.

Me: What do you notice about this equation?

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.

Screen Shot 2016-05-03 at 7.06.56 PM

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.

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.

myfav

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.

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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. You can purchase a book of these tasks here, or on CD here.