Thursday, May 29, 2014
Tuesday, May 27, 2014
I can describe the correlation of bivariate data.
This is probably not where I should have started, but since I had seen this post by Mrs. Hester (which led by to this post by Sarah) it was what was on my mind at the end of a long week. So it is what I ended up starting with.
I always break down what "bivariate data" means for students. Then I gave them this document to cut up and sort based on the definitions. Then we discussed and glued it in.
Next day I gave students these scenarios to label with the correlation they would expect to see. I tried to frame it for them like this: "If _________ increases, I would expect __________ to increase/decrease" We always start by thinking of one as increasing, because that is how the definitions start. We sorted these and glued them in after discussing.
I can graph bivariate data.
This should have been first...not sure why I didn't think of it at the time, but it is what it is...
Big starting point here is to define a scatter plot.
Then we did this investigation on height vs. armspan. I've done it twice now, and I like it, but I would like other ideas for bivariate data I can collect immediately from students. Anyone have good ideas?
I then gave handouts for using the calculator to create the graph. I found one for TI-84 here and one for TI-nspire here.
I can find the line of best fit for bivariate data.
We just used the calculator to calculate linear regression. I showed them how and then asked them to write down steps for themselves in their notes.
To sum up the unit I had students complete a project. Basically they had to decide what to collect data on, collect the data, create a scatter plot, and find the line of best fit. Here is my file if you would like it.
That is a brief overview of my brief statistics unit. Hopefully I will expand (a lot) on it next year.
Thursday, May 22, 2014
Some things I know I need to reflect on include:
- Interactive Notebooks
- Motivating Students
- Building Relationships with Students
- Curriculum Structure
- Classroom Organization
- Integrating various types of Problem Solving
- Classroom Management
Sunday, May 18, 2014
I was very proud of our speech-givers today. Both did an excellent job.
The first was based off of Shel Silverstein's "Whatif" poem. She shared how although they have outgrown some of those "what-ifs" there are new ones in their place. And just as they all made in through the first set of "what-ifs" they can make it through the ones they feel now.
The second speech was about preparing yourself to succeed by surrounding yourself by people who will help you succeed. He pointed to people who had helped them develop this outlook such as teachers, coaches, and parents.
Congratulations to all SHS Grads!
Thursday, May 15, 2014
I worked with a 10th grader, Shania Mather. I would like to share her summary of her project with you. She worked on this all outside of school hours! I was most impressed with her ability to choose a strategy to represent the process and to persevere in finding a solution. Good job, Shania. I'm glad to have had the opportunity to work with you this year.
Tuesday, May 13, 2014
Today I decided I need to post. I got to thinking about my body image. I'm pretty much in the same place as Anne. I don't have body image issues. But I don't always love my body. As I was thinking through it, I started to wonder about the "love your body" mantra that is supposed to help girls feel beautiful no matter what our bodies look like. And I started to wonder if it helps promote a positive body image, or if rather it creates more negative body image for girls who don't love their bodies.
Isn't accepting what is better than trying to sugar-coat? Is stating the truth better than saying everything is perfect no matter what? I find the most rewarding conversations about weight to be ones that are based in honesty and fact rather than acting like things are great when they are not.
I had one of those conversations at lunch today. I walked away feeling supported and connected to those who were involved.
What do you think? Do you think promoting "love your body" is valuable for building body image? What makes you feel the most positive about your body? Or at least the most OK about your body?
- Picking up Dirty Laundry
- Long Blog Posts that Have Value
- Lesson Planning
- Family Time
Monday, May 12, 2014
A while ago I had stepped out to use the restroom during this time. A few minutes after returning I noticed that someone had left a kiwi on my desk. I knew instantly which student it was from. He likes to do weird random things like that. I thought it was funny and so did he.
I got this brilliant idea this evening to encourage him through the end of the year by bringing him a kiwi each day (we only have 8 days left). I'm excited to see how it plays out tomorrow :)
Sunday, May 11, 2014
Master Topic List
Friday, May 9, 2014
Wednesday, May 7, 2014
A five minute meeting that started five minutes late. It was in another building, so overall not worth the time. Email would have been enough.
Assignments that are not specific. When people expect me to interpret non-specific instructions when I'm not the one in charge.
Students wanting me to do the work for them.
Finding out our dental insurance is changing the afternoon before the representative is in the buildings. I have negative free time tomorrow to meet with the rep.
When people assume they understand something they don't. When people assume I don't know something I do.
The stress if this time of year.
This list got longer than I anticipated. At first I only had two, but not sure I even included those two...
Tuesday, May 6, 2014
So here is my bulletin board about a week ago:
I have a folder for each day of the week and I taped a 1/2 page of transparency to the front. This way I can write a brief description of what happened in class AND include any handouts all in one go.
Up close for a day with a handout:
Up close for a day without a handout (they can tell there is still something they need to make-up):
Students who are chronically absent like this because they know how to take care of their work. Students who are rarely absent are just figuring the system out now. But I don't mind because it is easy to manage. On Friday when students who were absent Thursday didn't have the paper they needed for their notes I could easily say "It's in the Thursday folder." and they can figure the rest out themselves. It doesn't take up my time for them to get what they need.
I plan to modify slightly for next year, but I haven't finalized what I want. The transparency won't last all year and for small pieces of paper (as often happens with interactive notebooks) the folders are no good. I was thinking about getting the folders laminated and seeing if that helped any. I can use dry erase on laminated stuff just as well as a transparency.
How do you manage work for absent students? What do you value about your system?
Sunday, May 4, 2014
The sun is shining.
The lawn has been mowed.
The trees are flowering and producing leaves.
There is a breeze that means I need long sleeves in the shade.
My boys play baseball in the backyard, announcing each play as though it is a top 10 for Sports Center.
These are the moments that I cherish. The moments I think of when I'm feeling down. The moments that remind me that what I'm doing is worthwhile.
Saturday, May 3, 2014
However, we felt it might be helpful to identify some standards that were critical to the learning of other standards. We wanted our foundational standards to be ones that:
- would help students learn other Algebra standards
- would be necessary for life
- might help bridge between 8th grade math and Algebra
After much discussion we came up with the following foundational standards/groups of standards:
A.CED.1: Create equations and inequalities in one variable and use them to solve problems.
A.REI.1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A.CED.4: Rearrange formulas to highlight quantities of interest, using the same reasoning as in solving equations.
F.IF.6: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
S.ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
A.APR.1: Understand that polynomials for a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
MEANING OF A GRAPH
F.IF.1: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of fcorresponding to the input x. The graph of f is the graph of the equation y = f(x).