Frustrations and New Motivation

Well, if anyone is still following me, thank you.  I know it's been quite the hiatus. I am having a difficult year transitioning to 1:1 iPads, and was really feeling like I didn't have much to contribute, which kept me from writing.  The change has also kept me very busy, which has prevented me from blogging as well.  Going from teaching with paper and pencil to a paperless environment was a much harder transition than I had anticipated, and doing that with a very sweet, but very low group of students has made it even more challenging.  Thankfully, my principal provided the opportunity this past week for some colleagues and I to attend the iPad Summit in Boston.  This conference was so inspiring, and I really feel rejuvenated going back to school this week.  I love it when you have terrific professional development that just re-energizes you.  I learned so much and realized that I am greatly under-utilizing this fantastic tool that I have.

One of the most coolest things I learned about were ThingLinks (which can be used without the iPad) and I will be using them this week.  This website, www.thinglink.com, allows you to upload ANY image (as long as it is a picture type file), and then insert ANY type of link over the image (video, other images, text, soundbites, websites, ect).  I am going to use it as a station next week, where my students visit the image, and access the links to learn about absolute value and practice graphing absolute value.

TechChef4U (click here to go to her blog) was the presenter of this session at the conference, and this was her ThingLink that is filled with examples, and directions:




If you click on the little circles, or numbers on top of the image, you will find the things that she has linked to. She is also one of the speakers that inspired me to start blogging again.  I realized that I am really much more excited about teaching and much more creative when I am sharing my ideas, and so I need to start doing that again.  Once I finish my ThingLink, I will share it with all of you!  I am also going to share some of the other great resources, apps and ideas I learned about while in Boston over the next few days/weeks, I promise!

What are some ways you keep yourself motivated?

~Brittany~

Math Games with a Deck of Cards

Sorry it's been so long - I'm just ridiculously busy at school with department chair, our incoming one-to-one laptop program (which I'm now on the teacher committee for), and life in general.  Right now I am taking a quick break from cleaning out our fridge - which busted this weekend while I was out of town and resulted in over $300 worth of food being ruined.  (I am about in tears throwing out everything from our freezer - with the hubby out of town I literally had enough food to last me through Thanksgiving.) 

Anyways, I have been promising a post on all the math games that I teach students that can be played with a deck of cards.  Basically they are all just variations of the same game - war - just with slight modifications. You can play this game to practice multiplication facts, addition facts, integer addition rules or multiplication integer rules. 

To play, students divide a deck of cards in half and flip over the top card from their pile (just like the traditional game of war).  The winner of the two cards is the first person who calls out the product  of the two cards.  For example, if I flipped a 6 and Joe flipped a 5, the first person who called out 30 would win both cards.  I have my students play with face cards - Kings are 0, Aces are 1, Jacks are 11, and Queens are 12.  I know it's a bit non-traditional to have Kings be 0, but I am not really worried about students knowing their 13 facts, so I make it 0.  Sometimes, when I am working with lower grades or lower level students I have them take out all of the face cards.

A modification to this game if you don't want to focus on speed, is to have each student flip two cards, and then whoever has the greater product wins all four cards.  For example, if I flipped a 6 and a 3, and Joe flipped a 4 and a 5, Joe would win all four cards since 4 times 5 (20) is greater than 6 times 3 (18).   Of course, in either version of the game, if you have a tie you play war - three cards face down and then flip the next card (or two cards) and whoever wins that match up wins all of the cards. 

To play so you are practicing addition facts, simply have students find the sum instead of the product.  If you want students to play using integer rules, have them play the same way, but this time red cards are negative and black cards are positive.  When I first introduce this game with integers I usually have students take out the face cards - they are so focused on keeping the colors straight that I don't want to confuse them with the face cards too. 

These are such easy, simple games to practice very essential skills and the kids love them.  Sometimes I have them as a station activity, or if I finish a lesson early I know I have them as a back up to fall back on.

Do you have games in your classroom that are old faithfuls?

~Brittany~

Lovin' My Stations!

I mentioned in an earlier post about how I love stations, and I am trying to use them more in my class this year instead of avoiding them like the plague last year.  You know why I love stations so much?  Because after the first time we used them this year (see my post on that here), my students have been asking when we are going to use them again - and today, when they walked in and saw that we were doing stations for the 2nd time this week, they actually said (out-loud), "Stations! Yes!"  Now, I don't know about most of you but when I get my students to exclaim in excitement about something they get to do with math - well... it's fabulous!

I am going to tell you about the first set of stations we did this week, and leave the second set until later.  We are working on integers right now, and I really wanted them to have some more practice with adding and subtraction before we moved on to multiplying and dividing.  I did not want to just use worksheets because they're so boring.  An entire class period of worksheets sounded miserable, and I'm the teacher!  Anyways, I planned out four stations for the students to cycle through.  I love that even though the last time we did stations was a month ago, my students still knew how the system worked.

This is how I organize my station rotations.  Cute? No. Simple and effective? Yes.
(Just ignore the poll in the top corner - that was for something else I was keeping track of)

These are not the stations I used for this post, but you can see how I organize them in this picture.

My first station was an adding and subtracting integers memory game.  I laid all the cards out on the table face down and ready to go for the first group.  Every group after that was responsible for putting the cards back in the same way they found them so the next group was ready to play the minute they started the station.  Students took turns flipping over two cards - they had to say what the answer was to every expression they flipped over.  If they found a match they kept the cards and went again.  If they didn't find a match, it was the next player's turn.  This game always starts a little slow, but once they can start remembering where the cards are it gets really fun as they can't find the match but the next person can.  I am selling this game on my TeachersPayTeachers store.

Memory Game all laid out and ready to play!



The second station was very similar to a station I did last time (algebraic expression posters) - but this time they were only practicing the order of operations.  This is something that we already covered, and students had a test on but it is so important that I like reviewing constantly throughout the year.  Students solved each of the expressions on the poster and moved post-it notes labeled 1-9 around to show the answer.  Each post-it note gets used exactly one time.  If they find they need the same number or that they haven't used a number then they know they've made a mistake.  After they are done, I quickly check them and have them get a new poster to complete.  I have them work on these in pairs, and I love hearing their conversations as they discuss the correct order to solve the problems.

One of the posters that they worked on!

The third station was also very similar to a station I did last time (self-correcting excel spreadsheet).  This time they were practicing adding and subtracting integers.  If you want a copy of this, just click on the image below.  It looks really funny on google drive, but downloads correctly.  Students solve each of the problems, and type the answer in the second column.  They then check the third column to see if they are right or not.  I was planning on having them go to www.multiplication.com (LOVE this site, especially since I still have students who don't know their facts!), but our Internet was down.  (Don't you hate when that happens?!?)  Instead I had them work on their homework - an adding and subtracting integer worksheet. It wasn't nearly as entertaining, but the kiddos all seemed to appreciate having time to do their homework in class. 



This is the Adding and Subtracting Integers spreadsheet they did - see how in the third column it tells them whether they are right or wrong?



The fourth station was my favorite.  My students have done some graphing before, but never with all four quadrants of the coordinate plane.  We did a coordinate graphing picture earlier in the unit to practice, but I wanted to do a little more with it so I created this game.  It's battleship with the coordinate plane!  And, I made it with a Pirates of the Caribbean theme!  All of the ships are named after ships from the movie series, and my students LOVED it!  They were either the pirates or the royal navy, and hid their respective ships on their coordinate plane.  Then they took turns trying to find their opponent's ships by calling out coordinate pairs and marking them on their board.  I originally made a version that can be printed out on paper where you would break everyone into pairs, and pass out a pirates sheet to one player and a royal navy sheet to the other player.  Then, realizing that this would be a lot more fun with dry erase markers, I made a more permanent version using manila folders and laminating them.  Then, because I was so excited about it, I decided to sell it in my TeachersPayTeachers store.

The front of the folders - are you going to be the Pirates, or the Royal Navy?

My brilliant students actually figured out that if you use a binder clip the board would stand up on its own.  They're geniuses. 

Playing the game!

My second time with stations went really well - I just need to remember to set the timer at the beginning of each station!  Also, this was a good reminder that I always need a back up in case the Internet is down and I've planned an activity using it - this is when having good 'go-to' games are awesome (which I will talk about in a later post, I swear)!


What are some activities you use to practice integers? Do you have any 'go-to' back up activities for when technology decides not to cooperate?

~Brittany





Starting Integers

When I had my students write their goals at the beginning of the year, I had quite a few of them that said they wanted to learn how to add negative numbers (or something else to do with integers).  After reading those, I was really excited to start our unit on integers.



Our Foldable - Click Here for a Copy



 

In our standards, 7th grade is where students are introduced to integers for the first time, so I wanted to make sure we started with activities that would give students an understanding of integers.  I had the students make this foldable for their notebook where we looked at opposite versus absolute value.  Students are constantly mixing the two up, and always giving an opposite when they are look for absolute value.  We discussed that absolute value was the distance for zero, and as usually a lot of the students claim that absolute value just turns the number positive, so we had a really good discussion on why it became positive.  My students all know about Ferris Bueller's Day Off now - I really wanted to show them the clip of trying to turn the odometer backwards, but I'm not sure the language would be appropriate so we just talked about it.

 

I messed up the positive one, but didn't want to waste more masking tape

 
In addition to the foldable, I made a number line out of a piece of masking tape in the hallway and had students walk out the absolute value.  A classmate would give them an integer between -15 and 15, and they would walk the distance to zero on the number line.  I think they thought it was a little ridiculous, especially those that 'got it' but I had very few students who messed up absolute value on the practice sheet they did for homework, so I'm calling it a success. 

Practice Sheet - Click Here for a Copy

 
I also made a set of index cards with random numbers from -50 to 50 on them.  I first had students find their opposite in the classroom (which I think I'm going to use as a way to make random groups from now on) and then I had the students line up in order from least to greatest without talking.  This was really good practice for them to move around and practice ordering integers. 
 
We've continued to practice integer number sense in their warm ups and as we are discussing integer operations, but they seem to have a good grasp on the concept, which makes me really happy. 

We've moved on to integer operations, and I am thrilled with how those lessons are going, but I'll talk about that in another blog post!

~Brittany~

Order of Operations Foldable

My students have been working with order of operations since they were in fifth grade, and it amazes me every year how they can recite the order of operations back to me, but when it comes to applying it - 'poof!' - it's like they've never heard of it before!  I've also found that often students recite the order as parenthesis, exponents, multiplication, division, addition, subtraction without any reference to the fact that multiplication and division/addition and subtraction are completed from left to right and that they aren't two different steps.  They also don't know what to do with roots when they encounter them, and problems where a sum is being divided by another sum. 

I still needed to review the order of operations with the students, but I wanted to make sure I would give them a resource they could refer back to throughout the year and into high level maths if necessary.  I'm a firm believer that just because I'm not teaching something this year doesn't mean I should avoid it if it will cause confusion later.  For example, when I taught fifth grade I didn't tell students you can't subtract five from three (3 - 5) because you can - I just told them that it would be a negative answer and they would learn about that in middle school.

PEMDAS Flipbook

I went a searching online and found this great idea for a foldable from the blog Math = Love.  I made my own version mainly because I wanted the words to be preprinted.  We cut them out and glued them into our math notebooks, and then took the notes about each step on the inside, behind the preprinted words.  On the side that was pasted down we completed a practice problem showing the order of operations. 

We wrote notes for each step on the inside

We solved a practice problem on the other side

The students then completed a practice sheet using the order of operations. My students did fairly well with it - a couple of missteps but nothing too bad.  However, the next day in our stations as we were working on our algebraic expressions posters (I talked about them here) some kept forgetting to use the order of operations.  I would ask them what does the order of operations say to do, and I had more than one student who looked at me with eyes opened wide and asked, 'this is order of operations?!?'  We definitely need to keep working on it.  :)  If you want a copy of this flipbook, click here.

 In other news, I took the plunge and opened a teachers pay teachers store, which you realize if you tried to download this flipbook..  I only have three products on there so far (two of which are free), but it was really awesome to wake up this morning and see that someone had given one my freebies 4 out of 4 stars!  Someone likes something I made!  I know, I'm a bit of a dork, but I am very excited about this new endeavour.  I don't expect to ever be making thousands of dollars like some of those AMAZING teachers, but I think I am going to enjoy getting the feedback from other teachers on things I've made - and since I'm a bit of a perfectionist it will encourage me to really think out a lot of the details of things I'm making so I can sell them on there later!  You can visit my teachers pay teachers store here.  (Even if you don't want to buy anything, you can go see what I'm talking about.)  The site overall is a wealth of fantastic resources, and if you aren't using it yet (and you're a teacher), I would encourage you to take a look.  A lot of the stuff on there is free too!

How do you get your students to remember to use the order of operations with everything?  What do you think about my teacher store?

~Brittany~

Math Station Love

One of my goals this year was to get back to using math stations.  I loved using them in fifth grade - we used them at least every other class.  It's such a great way to keep the student's attention since they get to move and change activities every twenty minutes and they love stations.  I also love how easy it is to differentiate with stations and how much more small group time you get with students. I could go on and on about how much I love learning stations, but I won't bore you with that.  I didn't use stations last year as consistently because I couldn't figure out how to do it with more students and less resources.  I desperately wanted to get back to using stations, so I researched stations in middle school this summer to get some ideas.  My goal is to use stations at least every other week - honestly, I don't know that I'm going to be able to do that right away (especially with using our interactive notebooks).  I am, however, going to be using them this week for the first time!  I am super excited!

Algebraic Expression Puzzle Poster

Directions for Algebraic Expression Puzzles

My first station will be a review of order of operations and algebraic expressions all in one.  I used these last year as a whole class activity, and I'm hoping they will work just as well in small groups.  I'm calling them Algebraic Expression Puzzles.  Each mini poster has between five and six algebraic expressions on them, the value of each variable, and sticky notes labeled 1 through 9.  Students evaluate the expressions on a separate sheet, and then move the sticky notes so the expression has the answer next to it.  Each sticky note is used once per poster and all sticky notes must be used.  Students can check their work by making sure they've used each number once - and I always follow up with an answer key.  I do realize my posters have equal signs after the expression, and I wish I hadn't done that last year, but I don't want to waste them, so I may just white out the equal sign instead of redoing them.  I'm going to have students work on these in pairs within their groups, and then switch cards as they finish them.  Here is a copy of the directions if you would like to use this in your classroom!

Self Correcting Excel Spreadsheet - see the feed back in the third column?

 

I always try to have a technology station - this time I'm using a self-correcting excel spreadsheet.  The question appears in column A, students solve the problem and then type the answer into column B, and then Column C will tell them whether they are correct or not.  The ITRT (technology teacher) back in VA taught me how to make one my first year, and I love it.  It gives students a great way to practice and provides immediate feedback.  I can also change the feedback to say whatever I want (i.e. don't forget your signs!).  I figured out how to make them more attractive this year using the formatting tools so I'm on a roll with my making things cute.  :)  If you would like to try it out, click here.  The image on google docs is horrible, but if you download it, it works and looks like the one above.  This is the one my students use - I hide the formula so no one can accidentally discover the answers, and lock the sheet so no one messes up the questions or formulas.

My third station will be a game with powers and square roots.  I haven't worked out all the kinks for this one yet, but I'll do another post on the math games I play in class later - I have lots since one of my stations is almost always a game station.

The final station is usually an independent work station.  This time it will be different for each class since each of my classes is in a different place.  Some classes I will be finishing up our order of operations foldable (another post on that later), others I will have them complete an independent order of operations practice sheet, and one of my classes (my speedy class) will be making sure their notebooks are up to date and then playing multiplication war to practice their math facts. 

I'm hoping they go well - I feel like the first round of stations sets the tone for the year and so that's why I'm not working with a small group this time.  I want to make sure everyone is staying on task and can figure out how to make things work.  Once they have a grip on it I will start adding in a teacher led station.

Do you use math stations?  What do you love about them?  How do you run them?

~Brittany~

Powers and Exponents

I am LOVING my math notebooks this year!  I know it's only the third week, but we have used them almost every day so far and I have a great lesson planned for tomorrow using them to review powers and exponents. 

 

Most of my students have worked with exponents before, but I have a few sixth graders that didn't cover it in their fifth grade classes last year. Because of that, and because I have some lower level students as well, I wanted to give them some notes to refer back to later.  I wrote them out at first, and then realized how long it would take for my students to copy it all down.  Since I have quite a few things to get through, I didn't want to spend the entire class copying notes - so, I decided to type them up ahead of time.  I know this isn't a brand new idea, and I've done this before - but I used fun graphics and a different font, and....  well, I know I'm a bit of a dork.  Anyways, here is a picture of the notes I made - we will fill in the charts together at the bottom, and may highlight some of the vocabulary terms.  If you would like a copy of this, click here!

 

 

I also decided I wanted something more interactive, so I went searching on the internet, and found this amazing idea from To A Square Inch.  You take a stip of construction paper, and fold it like an accordian - make sure you fold it the number of your exponent, plus one.  This will create the correct number of faces for you to write the power, each factor in expanded form, and the answer.  Then, write it in.  I'm hoping this will help my students make the connection that powers are NOT the base times the exponent. On the back, we will write how you read each power.

 

Exponent Foldable - Front

 

Exponent Foldable - Back

 

Exponent Foldable

 

Another Example

 

I loved the idea, but I really wanted something that could be added to the notebook - and then I remembered something I saw on pintrest this summer where you make a pocket to glue into the notebook, and put your foldables inside of it.  This is my cute little pocket I made! I think I scared my neighbor teacher a little with how excited I was about this pocket - and possibly my hubby too.  I haven't been very creative or cutesy in the past with my self-made resources but I'm trying to change that this year!

 

Exponent Card Pocket - So excited about this!

 

I'm very excited about how my notebooks are coming along - and that I'm doing so well with my goal to use them.  I haven't used stations yet, but I've scheduled a day next week to attempt them!  I will let everyone know how that goes!

 

What do you think about my newest addition to our math notebooks?  What are some things you love to do in your notebooks?

 

~Brittany~ 

Problem Solving

We have officially entered September, and the second week of school.  The first week went very well, and I am SO excited about my students this year.  They all seem to be very sweet, and I am really looking forward to getting to know them better this year.  My schedule is also awesome - I am very happy with how that worked out for this year.  I am super excited about how my math notebooks are working out (although I still have a few kiddos without one - and at this point it's going to be tricky since most of the stores are sold out), but they are coming along well.  And, to top it off, I found out I am going to be department chair this year!  Yay!  One of my professional goals has been to take on more of a leadership role at school, and so I think this will be an excellent opportunity to do that.

I am starting out the year with a strong focus on the problem solving process.  Problem solving is one of our school's CSI (continuous school improvement) goals, and it was decided to use graphic organizers as our intervention.  Basically, it means we need to teach the students how to problem solve (which we do anyways), and introduce a graphic organizer as a strategy for problem solving.  So, that being said, I decided to make our first 'real' notebook entry the steps for problem solving.

I drew up and copied the feet (get it - steps?) for everyone, and had them cut them out and paste them in their notebooks.  We filled in the four steps that the math department decided on last year (understand, plan, solve and check), and then wrote an explanation of each step underneath.  The kids were amused by all of my references to writing on their feet, and turn to the page with their feet, and so on - I thought they were pretty cute, and much more engaging than traditional notes.  I borrowed the idea for the feet from... someone, but I can't remember who - and after looking through my pins and favorite blogs for about 30 minutes trying to give credit where it is due, I still can't find it.  So, let me know if it's your idea!

 

After we completed our steps, we put it into practice with our graphic organizer.  This is one of the graphic organizers that the faculty voted on last year, and that the math department modified to meet our needs.  The four corners have the four steps, and the center diamond is where students write the final answer.  We pasted the problem above the graphic organizer, and then I modeled how to use the graphic organizer.  We did another one together, and then two independently. 

 

One thing I love about the four step plan that we use is that you really do all of these steps every time you're problem solving - it's usually just internal.  Something I focus on in my classroom is being able to communicate about math and the process used to solve a problem.  This graphic organizer is a great tool to help them externalize their thinking.  It takes some practice - and I don't expect that the students have this much information on their graphic organizers to start with, but we continue to use them throughout the year and they do get better at it.  I tell them over and over that it is one thing to be able to get the right answer, and another to be able to explain how you got there.  My goal is that they are able to do both by the end of the year.

 

How does everyone else approach problem solving?  Anyone else have ideas on how to get students to communicate their thinking?