But beyond the important algebraic processes to be mastered, I wanted students to appreciate the many vital applications of parabolas. Towards the end of the unit, I posted the following task on Edmodo:. Research an application of parabolas, and explain how the properties of parabolas make them an effective shape for your chosen application, including specific vocabulary. Find a picture of your parabola in action, and use an application like Geogebra to find its equation. Turn in electronically as a single slide or page which could be posted. Many of the questions students had about the assignment dealt with my intentionally non-specific instructions: Do I have to use the focus? How do you use geogebra? How much do I need to write?
We are working on solving systems of equations and started out by solving via graphing. This way they truly understand what they are finding when solving a system. Not necessarily a hard task but it is something they need practice on solving.
I started using notecards with Kate Nowak’s Speed Dating activities. Instead of printing My students ask to speed date at least once a week.
They are so cute when they start to pose! I guess it’s time I try Kate’s speed dating. Kate does say to put the answer on the back of the question though. I like the “huddle” idea that someone suggested on Kate’s post. Thanks, Jennifer. Searching for the Best Dating Website? Create an account to find your perfect match. This has been a crazy few weeks with snow days and state testing. I teach three Algebra II classes in a row but they have all been affected differently.
Plan your minute lesson in Math or solving equations with helpful tips from Tiffany Dawdy. In logarithm speed dating, we exchanged cards with our partner before moving on to our next partner. I had one line of students move down two spaces to reach their new partner. Speed Dating with Logarithms. Plan your lesson in Math or solving equations with helpful tips from Tiffany Dawdy.
I’ve heard this strategy being used by several teachers in the MTBoS, but I most notably remember Kate Nowak being the one I heard it from.
Tomorrow, is the day! I will try out Speed Dating with the Algebra kids. Students sit in desks that are facing opposite each other in two lines which may curve around the room. I have made cards with the questions on one side, and the answers on the other. There are two sets of cards. So Jim North and Bob South sit across from each other. The students work the 3 problems from the card on paper. When they are finished, they turn the cards over and check their answers.
When they are good, they flip upright the cup, which signals to the teacher that they are ready. These students will be considered the Master of their own card, and should be able to explain how to get to the answers. Sarah will work with Bob, and Lina will work with Susie. They turn their cups upside down, switch cards, do the problems, and check their work.
I do it a bit differently than it has been done in math classes previously. They each work on individual whiteboards, but talk together while working. I walk around and answer questions while they work. After we finish each problem, one person at each table rotates to the next table. The same people move all period. I usually have them do a quick rock, paper, scissors, to determine who has to move.
Speed Dating: Review for Test. By Unknown April 22, I have been enjoying reading Crazy Math Teacher Lady’s blog a lot this year. This morning as I was perusing her latest posts, I read her post about speed dating as a way to mix up independent practice. I read her blog post at am and my first algebra class was at am. I scrambled to pull things together, I didn’t do other things I was supposed to do, but I avoided a boring class.
Here are the cards I hand wrote answers on the back on one set. Students were invested in their problems. I started the lesson by talking about how speed dating is an efficient way for people looking for that special someone to have better odds at finding a match. Speed dating in math is a good choice for test prep in the same way as they will be exposed to a wider variety of problems and have the benefit of their classmates’ coaching.
For the how to on conducting this activity, check out Kate Nowak’s directions here. Thank you Kate!
In the vein of my use of war cards for logarithms , I have stolen another Kate Nowak idea for working on the procedural fluency end of student understanding of rational expressions. This past Friday, we had our review for the Rational Functions and Equations test, so I felt like it would be a good day to introduce the activity to the students. For anyone unfamiliar with speed dating, here is a quick run-down:.
This procedural practice tool is one that is an excellent way to get students talking about a specific problem with a narrow focus and to have to understand their problem in such a way that requires that they can teach it to another student. As my 3rd period class completed the activity, it became apparent that the pace of some pairings was much faster than others and that it was causing a weird flow to the activity, so by 4th period I decided to give my Test Review questions not like the ones they were completing during speed dating to complete together while waiting on the other pairs in the group to finish.
These had been previously planned as a separate activity and this differentiation for pacing proved to be a much more efficient use of the class time in the end, especially since the pairs changed throughout the activity. I will definitely do this kind of intermediate review with future iterations of the activity. It would be the dating app for stat nerds. It is called Data-Mate get it, date-a-mate? One of the students thought this would be a good activity to bring the company to life, so here is her partition board:.
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version of Kate Nowak’s great speed-dating method to have students At the end of the “speed dates” I gave students 2 more days to revise.
There seems to be three sacred cows in mathematics education:. It is not surprising that these three feed off one another, and make up the bulk of assessment in the typical mathematics classroom including my own. I value the complexities of learning that occur when student ideas encounter perturbations, curiosities, and other conceptualizations.
The type of assessment that comes out of these mathematical encounters is rich, connected, and constantly evolving. Assessment compacts this complexity into tiny chunks. My mind wanders to this scene from The Brave Little Toaster a childhood fav where the cars are compacted into tiny cubes by a vindictive magnet and junkyard trash compactor. Exams are not worthless, but are impersonal and static.
Class tasks are used to enact mathematics in a connected ecology, and the exam is designed to separate and operate on a static set of knowledge. The review day is a transition where we call upon the anchor activities of the first stage to perform well on the exam. Students typically complete questions from a textbook. The room loses life, and I hate it.
Update: October I used this activity for the first time this school year. I always remember I like it, but I always forget how much I love it. I love it because it leads to all students engaged….
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