Just a super quick post…this week is crazier than usual…probably because I am missing Friday and Monday to go visit my brother in Palm Beach, Florida and see him play lacrosse!
One of my favorite math topics is finding missing angles when two parallel lines are cut by a transversal. Seriously. I could do problems all day, everyday. I like to make sure I have handouts when I teach this section, because I think the students NEED to be able to write on the diagram and label. After learning different types of angle relationships. I had my students complete this worksheet today. Students had to read statements and decide if they were true or false. Of course if the statement was false, they had to correct the statement. My students have to know the names of the different relationships for the state exam so this was good practice! Click on the picture below to download!
Seriously. I am slightly obsessed with this tri-fold foldable. I can’t help it! I have big plans for school tomorrow– we have been off for an entire week and I NEED to review the concepts that we learned the week before break. My Algebra and Math 8 students will be completing this super cute Systems of Linear Equations foldable.
Similar to the States of Matter foldable I made for my 6th graders, students will cut and paste the components of this foldable. I wish I had more time (don’t we all!), but I can’t justify an entire period reviewing this concept. Cut and paste helps the students make sure that they have a study guide that is accurate!
Click on the picture below to download the 4 page PDF file.
Enjoy your Sunday!
It all started with this pin:
I have been obsessively thinking about this foldable for 2 full weeks. I need to make this with my class. I usually hate teaching transformations, but now I am looking forward to it? Weird
Anyway, I needed to make a printable version of this. Why? Because foldables still take my 8th graders at least 30 minutes to complete. No one has scissors. No one knows how to use scissors. No one knows how to fold. Sweet Justin Beiber, bless those teachers that have their kids trained to make foldables using nothing but a blank sheet of notebook paper. I dream of being you in another life. I searched and searched for the original source of this pin, but I couldn’t find it. PLEASE let me know if you have the original link. The last thing I would want to do is take credit for something I didn’t create.
Okay…so I am terrible at taking pictures. I promise I used my favorite Astrobrights paper! Yes I did make this myself. I created the file last night and I cannot wait until next week when school resumes, so I made my own example for the old blog. I mean to show my class when we do it. Yea. Either one.
Anyone else hoard color paper? Hopefully not just me, because I squeezed as many shapes as possible on each sheet.Okay, I totally just realized that I wrote “rotates” instead of “rotation”. Oops.
Attach the pentagon with a paperclip. Slide the pentagon to show a translation.
Attach the right triangle with a piece of tape to show a reflection.
Attach the hexagon with a brad to show rotations.
Attach both squares with tape to show dilations (enlargement and reduction)
Do you love it?! Can you pretend you love it, because I LOVE it so much! Click on the image below to download the 7 page PDF.
HIIIIIIIII! It’s been so long! What a crazy week it has been! I am lucky enough to have all of next week off for “Winter Recess”…whatever that is. I will be spending the week (hopefully) going to the gym, applying for jobs and preparing for state exams that are coming up in April. Wish me luck 🙂
When I teach solving one and two step equations, I am that mean teacher that INSISTS that students use inverse operations and SHOW ALL WORK in order to solve equations. Teaching grades 6-9 math, I know how much students struggle with multi-step equations if they are used to solving easy one step equations in their heads or without showing proper work. When I start off one step equations with my 6th graders, we did this activity as a Do Now. It helped students make their own inferences about inverse operations and see WHY the work we weredoing works out. Click on the picture below to download the PDF.
Hope everyone has a great weekend! Enjoy!
I hope everyone is enjoying their weekends! This weekend has been a perfect mix of relaxations, Parks and Rec and shopping 🙂 Can’t go wrong, right? I have been working on school things all morning and have somehow successfully avoided grading 30 eight page Math 8 and Algebra exams. Oops….later tonight..I promise! Today is going to be a busy Sunday! “Church” aka handing out meals to homeless people this afternoon and Valentine’s preparations this evening (oh yea, and those math tests…)
Today I am sharing with you one of my favorite projects that I do with my 6th graders to help them understand negative and positive integers. Each student gets to make his or her own number line! I use those dot stickers you can buy everywhere for garage sales, etc and cheesy foil teacher stickers. Just a heads up, I almost spend like $10 on a pack of those color dot stickers at Staples, but found them for $1 a pack at the GROCERY STORE.
Students follow instructions and create their own color coded number lines and label opposites. Actually constructing it and counting the spaces from zero that each number is helps students grasp the concept that -1 is bigger than -3! Students keep them in their binders all year as a reference.
Because I know that not everyone wants to go out and buy stickers, I create two other versions. One has cute out shapes that are already colored in that students can glue. The other is the same shapes except that they are black and white. Students can color, label and glue on the number line. All versions are included in the PDF below.
Enjoy your Sunday!
One thing I have really been focusing on with all of my students this year is organizing our work in order to problem solve. Instead of filling up a sheet of paper with random bits of work, I am trying to model how being organized helps you to get the correct answer! When we started unit rates earlier this week, I was finding that students were doing okay with simplifying a rate into a unit rate, but struggling to answer the question being asked correctly (i.e. Which is a better buy? Which costs more? etc.) We used this graphic organizer today and it worked really well! I wrote two things to compare on the board. Students wrote the rate for each and we checked it. They then found the unit rate and put it in the 2nd box. At the end, they were able to easily compare the two using < , > or =! Click on the picture below to download the PDF!
"You are so much sunshine to the square inch"
- Walt Whitman