the mathsmith collage

the mathsmith collage

Monday, September 24, 2012

#made4math Monday - Bazinga!

So, truly inspired by @NoraOswald, I created a Bazinga board:

The darker spots on the black posterboard is glue drying.  :-) 

If you want the instructions for Bazinga, check out Nora's post.

The only thing I changed was the pushups...I changed the pushups to jumping jacks.


Thursday, September 20, 2012

#myfavfriday Hilarious Moments of the Week

So, my first funny moment of the week was from today.  We were reviewing how to graph points on a coordinate plane.  I had students come up to the board to plot points.  The kids said it sounded like the Price is Right, so I went with it...I said, "Student So-And-So COME ON DOWN AND..."  without missing a beat, a kid yelled, "GRAPH! THAT! POINT!"  HILARIOUS!!!

My other funny moment was while grading their test on writing and solving equations:

Friday, September 14, 2012

#myfavfriday - Student Created Math Puns

So, I wasn't sure what to write about today, but I've been hearing a lot of math puns created by students lately, so I figured I would share:

A fellow Algebra 1 teacher in my building had this on the board (student created):
What is an owl's favorite subject?  OWLgebra!

A geometry teacher in my building told this one:
They were discussing transformations and students referenced the transformers.  Then, a student asked, "If there are 8 transformations, would that be Octomus Prime?!"

Sadly, there were a few told in my classes this week, but I can't remember any right now. (sure sign it's Friday after school)

Do you have any to share?

Sunday, September 9, 2012

#made4math Monday Week 11 - Absent Work Bulletin Board

I updated my "Currently in Algebra" board to be more resourceful:

I posted the bell ringers for the week 
along with folders (from Target) for absent work.

Between this and printing out guided notes, 
this helps catch absent students up pretty quickly.  
So far, it's working well.

Addition:  I updated/revised my teacher binder:

I replaced the grade book section with discipline.
This includes office referrals and homework excuse notes.
I found that with my "fluid" rosters (changing a lot due to transfers),
it was easier to just use progress book.

I replaced the front "My Weekly Planner" with the current week's lesson plan.
When I used the dry erase marker,  it got smudged by the pencil pouch in front of it.  
I look for the current week's lesson plan the most, so I moved it to the front.
When this week's over, I'll move it back and move the next week's plan forward.

Friday, September 7, 2012

#myfavfriday High School Student Randomness

So, my favorite moment after school today (which I needed):  I was walking down the hallway after calling a student's parent regarding grades, etc.  A student said something about parkour.  I turned and asked, "Did you say parkour?"  His reply: "YES!  Wanna see?"  Skeptically, I asked, "Will it hurt anything or you?"  "No," he answered.  Then, he did a somersault (somewhat resembling a 4-year-old), ended with jazz hands and exclaimed, "PARKOUR!"

Kids are so weird...I love it.

Monday, September 3, 2012

Algebra Quote

"The human mind has never invented a labor-saving machine equal to algebra." ~ Author Unknown

We, as 'mathematicians' (I use this term loosely here), take a situation, a set of numbers, a relationship, and find a pattern.  Then, we express that pattern as an expression or an equation.  We do this to make predictions and represent these scenarios in a concise manner.  When we see a graph or a table, we translate these into a simple equation that sums up what is there.  We save ourselves more work later by making generalizations...which is a big part of algebra.

On a slightly different note, as 'mathematicians', we even develop patterns in how we, as individuals, solve problems.  For example, the problem 1/3(x + 5) = 5x + 12, some people choose to distribute the 1/3 while others choose to multiply both sides of the equal sign by 3.  Both are correct, and, assuming one does his/her math correctly for the rest of the steps, both will receive the same answer.  However, different people choose different approaches based on their preference and how their minds work.

Any thoughts/comments on the quote?
Are there any unique approaches you have developed for problem solving over your teaching years?

#made4math Monday Week 10 - My First Attempts at Foldables

So this past Friday, I did my first foldable with students.

In my Algebra 1 B class, which is basically the first "semester" of Algebra 1 that covers writing and solving equations, slope and graphing linear equations, etc., we had a lesson on writing equations from words.  Before we got into the examples, we did the foldable reviewing the key words that indicate addition, subtraction, multiplication, and division.  So, I decided Thursday after school to do a foldable on it based on Sarah's blog post (see the portion about translating algebraic expressions).

To fill in the outside with words that describe the math operations, I asked students to call out words that they remember.  They came up with some that we didn't!  Some examples:

Half (times 1/2 or divided by 2)
Greater than (adding)
Take away (subtracting)
Of (mulitply...full disclosure, I added that one)

Tomorrow, I plan on doing 'to the square inch's system of equations foldable with my Algebra 1 C class (2nd "semester" that covers systems of equations, exponent rules, etc.).  I bought colored printer paper for the occasion because the colored paper selection in the office is somewhat limited and I liked the bright colors shown on the blog post.  I will update with the results from tomorrow.

Update: The students really seemed to enjoy this activity.  They even referred to the foldable when we did example problems.  I even talked with some of the students about color with a purpose.  One student said, "I should start color coding from now on instead of randomly using highlighters!"


Also, in an attempt at procrastinating from grading review work for tomorrow, I decided to make a few posters based on word press' mathsmith's post.

And, finally, this past weekend, I did a screenshot from's teen girl squad when I noticed this:

This is now my twitter profile picture.

Sunday, September 2, 2012

#hssunfun Algeopardy - favorite review game

My favorite default review game is "Algeopardy".  Since I mainly teach Algebra, it was easy to smush that word with Jeopardy to create Algeopardy.  Beforehand, I create the game board with the different main topics of the chapter/unit as the categories.  I use notecards for the questions and cover them up with post-it notes that have the dollar values written.  (I don't have the answers written and have the students say the question...that would be a bit challenging and would stray from the point of the review.)  I split the class up into 3 teams.  I don't have the buzzers, so the teams are "Crash", "Boom", and "Bang".  When a team writes their answer on a dry erase board, they call out their team name.  I acknowledge the first team name I hear.  They hold up their answer (instead of saying it).  If they are correct, they are awarded the "money".  If they are incorrect, that "money" is subtracted.  Negative money is possible.  I have 2 daily doubles.  At the end of the class period, the team with the most "money" gets 3 bonus points on their test the next day.  Second place gets 2 bonus points on their test.  Third place gets 1 bonus point.

Here is a picture of a student made Algeopardy board.  They used tissue paper instead of post-its (and had different dollar values as you can see).  I think they gave candy instead of awarded money since they didn't have extra credit power when they conducted their review game.  Plus, they all like bringing in candy.