7th Grade Math in MN: Day 9

Week 3
Day 9: White Board Game & 6.8.2 - Statistical Questions

We started the day with a White Board Game, since it is the first day of the week.

Since we started with that game, we skipped the warm up and jumped right into Activity 1.

The students had great discussions matching up the questions to the data set.  At one point the students were confused about which one was "books read" and which one was "number of pets."

We did bring up that maybe this area loves animals and hates reading, but we eventually went with the "correct" answer from the materials.  

We were then starting to run out of time, so we jumped the gun and started talking about "good statistical questions."  I mentioned that two of the above questions are not good statistical questions.  Then they discussed in groups to identify those questions.  

The students then worked as a group on questions from Activity 3.  We then quickly discussed the results to this activity.  

The day was great. I am already starting to get worried about my timeline as I am already going to have to add a week to this data unit.  So there is no way I can take a week off Proportional Relationships.  I have a hard time imagining circles going any faster than 3 weeks either.  

This is why i push all the algebra to the end of the year.  I know I will pick up any lost algebra skills in 8th grade.  (In MN 8th grade math is basically Algebra I).  

A downloadable PDF of my student facing handout is here.  

A google doc, that you can make a copy of to edit, is here.  

7th Grade Math in MN: Days 7-8

Week 1
Day 7: Lesson 6.8.1 - Got Data
Day 8: Lesson 6.8.1 - Got Data

We actually got to use our first problems from Illustrative Math this week.  We started with a sixth grade unit about Data.  In MN, 7th graders are expected to study data distributions, and more complex uses of mean, median, and mode.  This would include effects of outliers and missing data points, as well as picking which measure of center is the best for a situation and data set.  We are going to use Unit 6.8 to launch into these standards.

So we started with Lesson 1 this week.  It did take two days as we are also getting our interactive notebooks set up as well.  So we started each class by putting 2-3 things in our INBs that are based on our class expectations, group work guidelines, growth mindset graphics and a "How to Learn Math" handout based on this bulletin board.

We talked about all this stuff last week, and by putting handouts in their INB this week, we get to revisit these topics again.  

We then started the data set with a "what do you notice and what do you wonder" activity with a dot plot.  I let them notice and wonder on their own, then discuss in groups, and then we called on a random student using the http://www.flippity.net/ spinner.  

Then we talked through the 5 possibilities for the dot plot.  This took a little longer than I expected because they were into the discussion.  So then we previewed the survey questions, then defined numerical and categorical data.  Then the students did Activity 2, we discussed it.  Finally, I had the students do the formative assessment question on their own and turn it in for me to review.  

The next day we had a great discussion about whether zip codes were numerical or categorical.  Not one of my students picked it as categorical on the FA.  So I started by going over the 2 choices that were obviously categorical, and then I told them that there was 1 more.  I let them talk in groups for a minute or two and then we discussed.  It was a great discussion and we eventually landed on ZIP CODE being categorical and why it was categorical.  

The students then spent the rest of class measuring and answering all the survey/data questions.  All in all a great first lesson using Illustrative Math.  Great thinking and discussing by the students which is exactly what I want during math class.  

A download of my "student-facing" PDF is here.  

A view only Google Doc of the "student-facing" handout is here.  

7th Math in MN: Week 2 - Days 4-6

Week 2:
Day 4: White Board Game & Multiple Intelligences Presentation & Assignment
Day 5: Noah's Ark Problem (sub plans)
Day 6: Start Interactive Notebooks & Work time for Multiple Intelligences Assignment

We are still not to the Illustrative Math curriculum that I am so excited to dig into.  I believe that will happen on Thursday (Day 7).  So this week we started off like we do every week with a game I call "White Board Game."  This is something I got from a White Bear Lake math teacher many years ago.  It is pretty simple and gets junior high students working on math competition (MathCounts) problems in a relaxed group environment.  I wrote a blog about this game a while ago.  (HERE)

After that, we finished up my Prezi presentation (sales pitch) on why they would be successful in math.  The third and last day is all about multiple intelligences.  We talked through the 8 main intelligences and then they took a quick self-assessment.

With the 7th graders, I use this shorter one from Edutopia. 
With the 8th graders, I use this slightly longer one.

We talk about how to use the students' strengths to their advantages when studying.

I then have the students create slideshows showcasing their strengths to present to the class.  There is one little trick I use that totally changes the game.  I ask them to only put their names at the end.  So each day starting Week 3, I will present 1 student's presentation each day.  Then after the presentation, the other students try to guess whose it was.  It is pretty fun and the students enjoy it every year.  Here is a sample of a student's slideshow (name withheld), down below.

The students will also start their Interactive Notebooks on Wednesday (Day6) and then get the rest of class to work on their slideshows.  Then we will finally jump into the Illustrative Math curriculum on Thursday (hopefully).

I almost forgot, Day 5 was a weird one.  My daughter got sick on the way to school.  I had about 20 minutes to come up with sub plans.  So every class of mine did the Noah's Ark math problem today.  It seemed to go reasonably well from the notes the sub left.

7th Grade Math in MN: Week 1

During the first week, Wed, Thur & Fri, in our district I really try to focus on a couple points.  None of them are using any curriculum except some of YouCubed's Week of Inspirational math tasks.

My Goals of the First Week:
1.  Class Expectations and Routines
2.  Growth Mindset
3.  Group Work Norms
4.  Convince students I care about them

Day 1

Name Tent Feedback
Like many teachers, I start with Sara Van's great Name Tent stuff.  I continue this for the first 3 days.  Since this is the first time I am ever using this, I am not sure about next week.  Although I now curse the name SaraVanderwerf as I was up until midnight on Wednesday and Thursday nights.

Class Expectations
I have 4 simple class expectations.  We go over them in about 5 minutes this first day and we will revisit them many times over the next couple weeks.
1. No Meanness - from Dave Burgess
2. Make Mistakes - Growth Mindset
3. "YET" - Growth Mindset
4. Ask Questions - self-advocacy

100 #s Task
Like many teachers, I also start with Sara Van's great 100 #s task in 7th grade.  As they work, I take some pictures and then we notice and wonder about the pictures.  Great way to start group norms.

Numbers about Me
Then, if we have time, we do a quick group discussion and class discussion about my quick numbers about me quiz.  The kids usually get a kick out of it, and I get to introduce myself a little bit.

A busy and quick day 1, but it hits a little bit on all 4 of my goals.  This first day is super high energy, and I am usually ready for bed around 7:00 that night.

Day 2

Getting to Know Mr. Sieling 
Day 2 starts with ideas from Sara of MathEqualsLove.  I use the Getting to Know You Quiz.  Then the students create their own quiz for me to take.  That was great fun and students really loved it.

Sales Pitch
I have a 3 part sales pitch to the students I give every year about why they will be successful in this math class.  Part one is talking about What is Math and Brain Function.  We use SaraVan's definition that math is really just a "study of patterns."  Then we go into that the brain is made to identify patterns.  We also talk about what we need for the brain to function at its best.  We also talk about Mindset and that we make our brain stronger by doing difficult things and with effort.

Visual Patterns
We then finish up by working on a task from YouCubed's Week of Inspirational Math that is based on Visual Patterns.  After the sales pitch of doing difficult things makes you smarter, and a re-iteration that we expect students to make mistakes, they are usually super willing to give this task a go.

Day 3

We start with the students get their quizzes back from yesterday.  They can't wait to see how I did.  I ask them to mark them right or wrong, mark the correct answer and hand them back so I can study up over the weekend.

Blobs & Lines
Then we go to some movement and an icebreaker called Blobs & Lines.  It gets them moving, laughing and I get to learn a little more about them.
      Link to my Blobs and Lines slides

Sales Pitch
I then go back into Sales Pitch mode.  I quickly review my first part, then launch into my Mindset talk.  We watch this video on YouTube all the way through.  Then we go back through and pause each frame to talk about what it means.  The focus is selling them on effort makes you better.

Witzzle
We finish up the week by trying a Witzzle puzzle.  I have never heard of these until I read this post from MathEqualsLove.  A task that can seem daunting to a 7th grader at first, but when they get into it, they make good progress.  I even had a couple kids tell me they were taking the sheet home to finish this weekend.

All in all, a very successful week to start the year!

Illustrative Math in Minnesota

This year I am implementing a brand new curriculum, Illustrative Mathematics.  I am really excited as they always have had great mathematical tasks on their site. This summer they released their full 6th-8th curriculum.  Understandably so, it was based around the Common Core Math Standards.  However, in Minnesota we do not use the Common Core.  So my excitement was diminished when I realized that a complete re-organization of their units was needed to successfully do this in MN.

So after many hours I have come up with a plan.  It is briefly outlined below for 7th and 8th grade.  I will hopefully blog a little about this as I go.  I am sure changes will be needed, but right now, I am feeling pretty good about getting this done.

While I am excited to be diving into a new curriculum, and excited about all the amazing problems my students will experience this year, I do have a couple concerns.

1. I am trying to plan a curriculum I am only superficially familiar with.  Some of the units are out of the order to help students group ideas and give the class a better flow.  I am worried that some units will reference ideas we have not had a chance to go over yet.

2. 7th grade math in MN is packed to the brim with math.  It is hard to get in all the standards every year.  (I usually fail at this.)  Even with the IM units I have a planned 39 weeks of instruction.  This is too much.  I already know that.  We will see how the timing works out.  Since MN has packed so many standards into 7th grade, and those standards don't align perfectly with Common Core, I have had to grab some 6th grade units and some 8th grade units, while only getting to skip one 7th grade unit (7.7).  So with some of these units I will have to cherry pick the lessons so they flow into the big learning target ideas.

3. I will still have to supplement some higher end 8th grade material.  In Minnesota, the 8th grade math standards are all the linear parts of algebra 1.  So some things are not currently included in Illustrative Math.  So I plan on using some of my old CMP curriculum to hit these learning targets.  I hope when IM finished their HS curriculum, I can grab some units from there instead.

 

Bottle Flipping & Probability

Like most students, my 7th graders are obsessed with bottle-flipping.  So I thought for a long time on how to use this to my advantage with the 7th grade standards.  I came up with a probability lesson.  The lesson combines experimental probability, writing odds from probabilities, and making predictions from probability.

Lesson Plan
1. I lectured about how to turn odds to probability and back again.  (5 min)
     I used examples from sports odds and various other examples.

2. The class discussed bottle flipping.
      We started by discussing bottle flipping, and followed it up with a discussion of how full the bottle should be for optimal flipping.  I handed a water bottle to each student.  While we downloaded the PDF and discussed the instructions students drank some water to get their optimal level.

3. The students flipped and flipped.
     I allowed 5-7 minutes for students to flip bottles and collect data.

4. Students wrote probabilities and odds from the data.
      Students used their own data, and their groups total data (3-4 students) to write probabilities and odds.

5. Students predicted how many successes from their next 10 flips, then tested their prediction.

Overall a quick, hectic, and very loud day.  However a great success for engagement.  Now tomorrow, we will see if any students remember how to write odds and probability.

The handout can be viewed here.

Support Math Class: Update

It has been a while since I got to post anything.  It has been really busy.  Math team has started (I coach JH and HS).  Robotics is in full swing (I coach HS and JH).  Add in lots of other family commitments and I have barely been able to keep up with teaching, much less blogging.

So here are the updates on how the Junior High Support Math Class is going.

Circle Talks
We now do circle talks on Monday, Wednesday, and Friday.  We have some kids who go to band or choir during class so they are only in class 2-3 days a week.  So by doing circle talks on these 3 days we guarantee that every kid has circle 3 times every two weeks.  I do have some who are in class every day and they obviously get circle 3 times a week.

On Mondays, we ask about their weekend.  On Fridays, we ask about their week.  I had a breakthrough last Friday as I asked about the "highs" and "lows" of their week.  They suddenly were sharing a great deal about their week instead of just a one- or two-word answer.   We also talk about what they are looking forward to for the upcoming weekend.

We also continue to use the If book.  The book is full of interesting questions to get the students talking.  We give one student the book, another student picks a number from 5-129, and then the student with the book picks a question from that page.  We try to get in a couple rounds of this every time we have circle.

The kids have really begun to enjoy their circle time and ask for it when I am slow to get it going on Monday, Wednesday or Fridays.  They also do ask for it on Tuesday and Thursday.

Number Talks
We continued to use Estimation 180 for number talks for quite a while.  At mid-term we switched to Which One Doesn't Belong.  Another number talk designed to get the students thinking and analyzing.  The kids have really taken to this one and enjoy trying to come up with as many reasons as possible that each object doesn't belong.

We will soon begin our number talks based on calculations.  They will focus on Number Sense.  I plan on using this book by Pamela Weber Harris as the basis for these talks.


DreamBox
We have also begun using the DreamBox online system.  Most of the students really love it.  We are currently under a 3 month trial period.  We can have unlimited students for $300.  When the 3 months is up we are hoping to show growth and convince the district to invest in this program for the math support programs.  Once the trial is over the pricing scheme will go back to a per student cost.

The first week I let the students work on whatever standards they wanted to in a grade level band from 5th-8th.  This week I narrowed their focus to the grade level standard we covered in normal math class this quarter.  I got more questions today about the math, but they still seemed to really enjoy doing DreamBox.  We usually try to get 10-15 minutes in per day.  We are going to set a class goal for lessons completed per week, but we haven't gotten that done yet.

Grade Level Standard Help:
During DreamBox time, I have started pulling small groups of students to work with on their work for their main math class.  This has seemed pretty effective so far for some of the students.  We will definitely continue this to help them achieve their grade level standards.

Overall, things are going really well.  I hope to put together some data to show growth.  Just wondering what data to look at.  I want something besides MCA scores.