A few months ago, I accepted a position as an Integrated I Math teacher at Oak Hills High School. Integrated I is a semi-new course to our district. It’s also a course that I have never taught which means I have very little resources for it. While this might sound intimidating, it is actually one of my favorite parts of my new position. I get to start completely from scratch. I have the opportunity build and create new curriculum, activities and projects for my students.

Below, I am sharing all of my resources for our current unit on Functions and Interval Notation. We actually covered functions in our previous module, as well, but I only taught a couple of those concepts since I came in midyear.

As you look through the resources below, you will see that it contains the following resources:

• Introduction Lessons
  • These lessons are used to introduce the topic as a “mini” lesson. Students are not always required to take notes until their flipped lesson for homework. This way, students are taught the material twice in one day.
• Flipped Classroom Presentation, Video & Foldable
  • I attempt to give very little homework in my classroom. Therefore, the main homework assignment for my students is to complete their formal notes at home.
• Collaborative Tasks
  • These are tasks that students are given to deepen their knowledge of the material. They are required to work together to break down information or solve tasks.
• Misc Activities
  • There are multiple other activities, such as BreakoutEDU and Desmos, to engage learners in a more hands-on interactive way.
• Skills Practice
  • Students do need to practice skills but, if they do, it’s important that they receive immediate feedback and have the opportunity to improve. With Google Forms, students submit their responses to improve their grades.

Identifying Functions

Flipped Classroom Presentation (View) (Copy)

Flipped Classroom EdPuzzle Video (View Link)

Interactive Notebook Foldable (Purchase Link)

Collaborative Task (View) (Copy)

Skills Practice (View) (Copy)

Writing in Interval Notation

Flipped Classroom Presentation (View) (Copy)

Flipped Classroom EdPuzzle Video (Video Link)

Skills Practice (View) (Copy)

**This section is a bit short since the following section expands on it in great detail.

Features of Functions in Interval Notation

PearDeck Intro Lesson (View) (Copy)

Flipped Classroom Presentation (View) (Copy)

Flipped Classroom EdPuzzle Video (Video Link)

Interactive Notebook Foldable (View) (Copy)

Collaborative Task (View) (Copy)

Graphing Stories (Desmos Activity)

Skills Practice (View) (Copy)

Evaluating Functions

PearDeck Intro Lesson (View) (Copy)

PearDeck Foldable (View) (Copy)

Flipped Classroom Presentation (View) (Copy)

Flipped Classroom EdPuzzle Video (View) (Copy)

Interactive Notebook Foldable (View) (Copy)

BreakoutEDU Activity (Website Link)

Evaluating Functions Scavenger Hunt (View) (Copy)

Skills Practice (View) (Copy)

Phew! Lots of stuff to share! Do you know a Math teacher? Share this post with them!

After working in a 1-1 school district for several years, using technology in the classroom has become second nature to me.  It’s integrated into nearly everything I do in my classroom and with a specific purpose – to create meaningful and engaging learning experiences for students.  Although technology is used in my classroom on a daily basis, it doesn’t mean that we do not do any low-tech activities.  Technology is amazing and can be transformational.  However, I do think that it is okay to have times where students take a step back from technology and do something low-tech and different.

Currently, my students are going through our second unit, Expressions and Equations.  Last week, they learned about the difference between equations and expressions, how to solve one-step equations, and how to solve and graph one-step inequalities.  This can be a heavy week for my students because these concepts are completely new to them.  Throughout our first unit, the students mostly reviewed concepts that they had learned in elementary school.  Our second unit is where we start to introduce concepts that expand off the first unit but also require them to learn new skills.

Since there is so much to learn, I have found that my students need different ways to review concepts that have been taught.  Most of the time, this consists of BreakoutEDU games, a PBL in HyperDoc form, etc.  Usually, it is something technology based.  However, there are times when they need to get up and get moving.

Enter…A Scavenger Hunt!

In a scavenger hunt, cards will be placed around the classroom.  Students will select a starting point and solve the problem.  Once this problem is solved, they will find their answer on another card that has been placed somewhere else in the room.  They will repeat this process until they are back to their original card.

Although this is a low-tech and not necessarily high DOK or 4 C’s activity, I truly believe that this is okay for students from time to time.  Sometimes our students need the opportunity to play games, work with other students, and move around the classroom.  Sometimes it’s okay to just let them have some fun…but maybe I’m crazy. 

Solving One-Step Inequalities: A Low-Tech Scavenger Hunt

Objective: Students will use their knowledge of solving and graphing one-step inequalities to complete a scavenger hunt.

Groups: Individual or Small Groups (2-3 Students)

Tasks: Students will:

1. Select a starting card – it doesn’t matter which one!
2. Write down the name of the superhero and answer the problem on a separate paper.
3. Walk around the classroom and find the answer to the problem that they solved.
4. Answer the problem on the new card.
5. Repeat until they are back to their original card.

View the template and a sample below:

One-Step Inequalities Scavenger Hunt (Link)

What are some of your favorite low-tech activities to do with your students that gets them moving and increases engagement?  Share in the comments below!

Statistics and Probability has always been one of my favorite units to teach in Math.  I’ve always felt like this unit has so many real world applications that are engaging to students, so creating projects and activities based upon these concepts has always been an enjoyable and creative process.  In this unit, my students complete a project-based learning activity (which I will share in my next post) where they are asked to create a question, survey students on their question, and organize and analyze their data.  To introduce them to this process, my students participate in an activity where they survey students in their classroom about their shoe size.  Students are asked to determine the population and sample, gather and organize the data, determine the measures of central tendency, and draw conclusions from this data.  Overall, I have felt that this activity is a great introduction to the project and immediately engages students on upcoming projects, activities, and assignments.

Last year, my students completed this activity in Google Docs.  However, this year I felt that Google Slides would be a student-friendly way for them to interact with this activity.  Google Slides has quickly become one of my favorite Google apps because it can be used in so many ways beyond a simple presentation.  Students can easily interact with specific material on each slide, add/edit photos, insert charts linked to Sheets, and a variety of other features that extends the learning process for students.

To access this activity, view it below or click HERE.

Template

The “Analyzing Shoe Sizes” activity contains many mathematical concepts and student activities for students to complete.  Ideally, this activity would be appropriate for students in the 6th – 8th grade.  For my classroom, my students are 7th grade students and tend to come with a lot of background knowledge on these concepts.

Key Mathematical Concepts & Ideas:

• Identify the population and sample of a survey.
• Create a frequency table.
• Create a bar chart and pie chart.
• Calculate the mean, median, mode, and range.

Student Activities:

In this activity, students will be asked to:

• Gather data on the shoe sizes of ten students in their class.
• Determine the population and sample of the survey they have completed.
• Organize the data they have gathered into a frequency table.
• Create bar and pie charts with Google Sheets.
• Calculate the mean, median, mode, and range.
• Analyze and describe their findings from the data they have gathered.

Student Example

By the time my students complete this activity, they have a good understanding of the concepts and activities in their upcoming project.  In addition to this, they tend to be very excited about the idea of choosing their own question and surveying students outside of the classroom.  As I mentioned before, I will share this project in an upcoming post and I cannot wait to get feedback on this project.

As always, if you use this activity in your classroom, let me know how it goes.  I love feedback!

Geometry is one of my favorite units to teach.  In this unit, there are so many ways to create lessons, activities, and projects that are easily aligned to the real world.  I’m not saying that is not the case for other units but I do have to get a little creative when we start working with advanced operations with exponents.

In the past, I have done many different activities and projects with my students, such as:

• Calculating the circumference and area of doughnuts.
• Designing cities based upon geometric figures and terms.
• Creating and designing Pythagorean Theorem spirals.
• Measuring and labeling (with chalk) the dimensions of objects around school, as well as calculating the perimeter and area of these objects.

…and more!

All of those activities/projects have been great because they have been engaging to students.  Especially, the doughnut one – which I will continue to do this year.  I mean, who doesn’t love to eat doughnuts in class?  However, I wanted to find a way to allow students the opportunity to explore the perimeter and area of these shapes in the real world.

The last activity that I listed was one of my favorites.  The students really enjoyed exploring the shapes that were outside of our classroom.  In fact, some of them found some very creative ways to form shapes from multiple objects.  This year, I decided that the best way for the students to document their work was to create a digital Slide Deck documenting the shapes that they have found, as well as calculating the perimeter and area of these shapes.

Click on the image below or HERE to create your own copy of the Slide Deck.

The idea behind this “scavenger hunt” is simple.  Students will:

• Explore the campus to find and take pictures of the given shapes.
• Document the dimensions (length/width, radius/diameter) of the shape.
• Upload the image into the Slide Deck.
• Calculate the perimeter and area.

That’s it!

Although my students have not completed this activity, I will be posting some of their projects once they have completed their Slide Deck.  Within the Slide Deck, I have given examples and instructions to get you and your students started.

As always, feel free to reach out to me with any questions or if you plan on using this activity.  I love to hear from other teachers when they use these projects to give me ideas on how to modify it for future teachers and students.

Today I will be sharing the resources from our fourth Unit, which covers functions, slope, linear equations and linear systems.

The class that I teach is aligned to the Common Core State Standards (CCSS) but it is an 7th grade Math Honors course that contains all of the 7th grade standards and the majority of the 8th grade standards.  My goal is to prepare them for Integrated I in their 8th grade year.  It is a lot and it can be a tough transition for some of the 7th grade students at the beginning of the year, since many of the students are used to one teacher and a class where it may be easy for them to “skate” along.  These students are truly gifted and benefit from the challenge of this Honors course, but it tends to be the year where they learn that they are not perfect and might have to work harder than they have in previous grades.  Personally, one of my favorite parts of the school year for my 7th grade students is the end of the first semester.  At the end of the first semester, the 7th graders are now comfortable with middle school, their classes, and the pace of the Honors class.  It is so exciting when they start to realize the benefits of a more challenging class!

If you would like to see how I create these Flipped Classroom lessons, please view THIS video on YouTube.

Below are a list of resources that I sharing with you from our Linear Functions & Equations Unit.  Feel free to use, copy, and modify!

4.1 – Identifying Functions (Google Slide) (Foldable) (EdPuzzle)

4.2 – Evaluating Functions (Google Slide) (Foldable) (EdPuzzle)

4.3 – Slope (Google Slide) (Foldable) (EdPuzzle)

4.4 – Rate of Change (Google Slide) (Foldable) (EdPuzzle)

4.5 – Graphing Linear Equations (Google Slide) (Foldable) (EdPuzzle)

4.6 – Writing in Slope-Intercept Form (Google Slide) (Foldable) (EdPuzzle)

4.7 – Parallel & Perpendicular Lines (Google Slide) (Foldable) (EdPuzzle)

4.8 – Graphing Systems of Equations (Google Slide) (Foldable) (EdPuzzle)

4.9 – Solving Systems of Equations (Google Slide) (Foldable) (EdPuzzle)

As a reminder, I have a flipped classroom so I have create my notes by using Google Slides and Screencastify.  From there, I add the video to EdPuzzle and create questions to check for understanding.  If I see the students struggling, I pull them into small groups to reteach during our “Choice Time” the next day.

If you would like to access the resources from the other Units, you can find them below:

Unit 1: The Number System

Unit 2: Expressions & Equations

Unit 3: Exponents & Roots

How to Flip Your Classroom

YouTube Channel

Feel free to leave any questions and/or comments in the comment section below!

HyperDocs are quickly becoming one of my favorite things in education.  As the HyperDocs website states:

HyperDocs, a transformative, interactive Google Doc replacing the worksheet method of delivering instruction, is the ultimate change agent in the blended learning classroom.

As a major blended learning classroom advocate, I am finding that HyperDocs are becoming a way for me to deliver instruction in an interactive manner that allows students to learn and interact with the material at their own pace.  In addition to this, it also a way to differentiate instruction for your low and high students by including a variety of tasks or extension activities.

This week, my students will be introduced to “Systems of Equations” which is a really fun unit for me to teach, especially since there are real world applications to solving systems of equations.  The goal behind this HyperDoc is to introduce students to solving systems of equations through graphing and engaging in a real-world problem.

The HyperDoc

Engage: Students will be engaged in this activity by watching YouTube videos on data usage and speed.  They will also interact with a coverage map that shows the coverage of cell providers across the entire United States.

Explore: Students will explore cell phone plans through a Google Doc that has been provided.  They will research their own, personal cell phone plans and create data tables.

Explain: Students will learn about systems of equations through an EdPuzzle video.  They will also read through an article about the best cell phone plans of 2016.

Apply: Students will apply their knowledge of the cell phone plans and systems of equations in a Google Doc.  They will use their data to create linear equations and graph these equations using Desmos.  They will create a short Infographic (via Google Drawings or Canva) or Google Slide to display their information.

Share: Students will create a QR Code of the visual they created in “Apply”.  They will share this on Google Classroom.

Reflect: Students will use a QR Reader to view the visuals of the other students in a classroom gallery walk.  After completing the gallery walk, they will respond to questions posted on Google Classroom.

Extend: Students will be able to extend their knowledge of cell phone plans by creating their own cell phone plan based upon number of lines, budget, and location.

Through this process, students will be able to use systems of equations to determine the best cell phone plans based upon their individual needs.  In relation to the content, it is important that students see that at certain data plans, one plan might be better than the other.  However, there will be points on the graph where the two lines will meet and one plan might become the best plan, even though it was not originally the best plan.

If you are interested in using this HyperDoc, click HERE or on the image above.  Feel free to use and leave a comment on how it goes with your students!

It’s been awhile since I have had the chance to sit down and build a new BreakoutEDU Digital, but my students were begging that I create another one for our current unit.  It’s amazing to see how much these students LOVE the BreakoutEDU Digital games that I have brought into the classroom.  As I’ve mentioned before, it is an excellent way to challenge students to think critically, collaborate, and communicate.

The focus of this BreakoutEDU is “Writing Linear Equations”, such as writing equations given slope/y-intercept, a point, two points, as well as rewriting linear equations.  Obviously, the content that is within each BreakoutEDU is critical to making it a meaningful and purposeful activity – but that doesn’t mean that you shouldn’t have some fun when building it!  In addition to wanting to play another BreakoutEDU, my students really wanted to be characters within the story.  Everyone builds their BreakoutEDU Digital games differently, but mine always need a story to guide it.  In this story, the students are trying to “Save the Uber Driver” by helping him find the lost pickup times for his passengers.  Throughout the story, the students are introduced to a variety of characters (the passengers) that the Uber driver must pick up on time to save his job.

In addition to the story, I was able to incorporate a lot “edtechy” tools into this BreakoutEDU Digital.  Here are some of the tools that I used:

• Google Forms
• Google Slides
• Google Drawings
• Google Maps
• EdPuzzle
• Jigsaw Planet

To access this BreakoutEDU, click HERE.

Each time I build a BreakoutEDU Digital, I find myself getting more creative with the resources available online.  If I keep it the same each time, the students begin to get bored and the puzzles become easy to solve since they recognize the pattern.  However, if you are planning on building one, I suggest starting small and working from there.

As I presented on BreakoutEDU Digital a few weeks ago at the EdTech Team Summit in Pomona, many of the attendees to my session asked me how long it took to build it.  For myself, it takes two to three hours to build the BreakoutEDU Digital, including designing time.  It’s a process, but it does take time.  After awhile, it starts to get quicker and easier, but try to look past how long it takes to build it.  Look into how much your students enjoy the activity and learning/practicing the concepts from the subject area.  Once you do that, you will see that it is worth it and the amount of time it takes to build one does not matter.

If it’s good for kids, if it inspires and engages them – just try it!

As a math teacher, I think that we often forget the importance of vocabulary in the math classroom.  We know it is needed, we know that students need to understand certain vocabulary words, but how often do we really give students the time to explore these vocabulary words?

In previous years, I have used Frayer Models to help students explore the vocabulary words in math.  I love that these graphic organizers go beyond simply defining the word, but also requires them to list facts/characteristics, use in a sentence, and show examples and/or illustrations.  By listing the facts/characteristics, it challenges the students to break down the word and discuss the meaning of the word past the simple definition.  By using it in a sentence, the student is able to show that they understand how that word can be used within the content being taught.  By creating examples/illustrations, it gives visual representation to the word and helps the student retain the concept.  So…yes – I totally love Frayer Models!

As I continue in my EdTech nerdiness, I wanted to find a way to take these graphic organizers and make them digital.  Students need to participate in activities that require them to make “make strategic use of digital media and visual displays of data to express information and enhance understanding” (CCSS).  They need to continue to be exposed to some of the “old-school” strategies such as graphic organizers, but in a new and relevant way.

The answer to my problem was simple – Google Slides.  I created a slide deck template of blank Frayer Models and shared them with my students on Google Classroom.  (See template below.)

Vocabulary Slide Deck (Template)

As a class, we discussed some of the vocabulary words from our most recent unit to determine which words needed to be included in our slide deck.  I taught them how to use Google Slides, as well as how to insert pictures by using the “explore” feature.  Then, the students began working, either individually or in small groups, to fill in their slide deck.  (See example student slide deck below.)

Vocabulary Slide (Student Sample)

The slide deck above is an example from one of my 7th grade students.  We have only just started this activity, so it does not contain all of the vocabulary words yet.  However, it is an excellent example of how the slide deck should be completed, as well as the student choice in the activity.  By giving the students choice in their slide deck, they really enjoyed completing the Frayer Models.  In particular, they enjoyed designing their slide deck and inserting the images into it.  Although vocabulary is not alway the most “fun” thing for students to do in class, I found that the students were asking when they could work on their vocabulary again.

If you are interested in using this template in your classroom, click HERE or on the link above.  If you use it, I would love to hear how it is going in your classroom!

Today I will be sharing the resources from our third Unit, which covers square roots, exponents, and scientific notation!

The class that I teach is aligned to the Common Core State Standards (CCSS) but it is an 7th grade Math Honors course that contains all of the 7th grade standards and the majority of the 8th grade standards.  My goal is to prepare them for Integrated I in their 8th grade year.  It is a lot and it can be a tough transition for some of the 7th grade students at the beginning of the year, since many of the students are used to one teacher and a class where it may be easy for them to “skate” along.  These students are truly gifted and benefit from the challenge of this Honors course, but it tends to be the year where they learn that they are not perfect and might have to work harder than they have in previous grades.  Personally, one of my favorite parts of the school year for my 7th grade students is the end of the first semester.  At the end of the first semester, the 7th graders are now comfortable with middle school, their classes, and the pace of the Honors class.  It is so exciting when they start to realize the benefits of a more challenging class!

Below are a list of resources that I sharing with you from our Expressions & Equations Unit.  Feel free to use, copy, and modify!

• 3.1 – Square & Cube Roots (Google Slide) (Foldable) (EdPuzzle)
• 3.2 – Estimating Irrational Roots (Google Slide) (Foldable) (EdPuzzle) – Beware of the Number Line foldable, I need to find a new copy of it…Read more about it HERE.
• 3.3  – The Pythagorean Theorem (Google Slide) (Foldable) (EdPuzzle)
• 3.4 – Product & Power Rule of Exponents (Google Slide) (Foldable) (EdPuzzle)
• 3.5 – The Quotient Rule of Exponents (Google Slide) (Foldable) (EdPuzzle)
• 3.6 – Negative Exponents (Google Slide) (Foldable) (EdPuzzle)
• 3.7 – Converting between Standard and Scientific Notation (Google Slide) (Foldable) (EdPuzzle)
• 3.8 – Operations with Scientific Notation (Google Slide) (Foldable) (EdPuzzle)

As a reminder, I have a flipped classroom so I have create my notes by using Google Slides and Screencastify.  From there, I add the video to EdPuzzle and create questions to check for understanding.  If I see the students struggling, I pull them into small groups to reteach during our “Choice Time” the next day.

If you would like to access the resources from Unit 1: The Number System, click HERE and Unit 2: Expressions & Equations, click HERE.

Feel free to leave any questions and/or comments in the comment section below!

Today I made a mistake – and that’s okay.

Last night, my students completed their notes on “Estimating Irrational Roots”.  As a part of these notes, the students fill in a number line (which I obtained via another teacher or TPT or online – I can’t remember) with decimals and square roots.  By doing this, the students can see where the imperfect square roots fall in relation to the perfect square roots, integers, and decimals.  It’s a great activity because it is a great visual on a new and complex topic.

On this number line, there are tick marks to represent the integers, decimals, and roots.  The tick marks at the top of the number line represent the integers and decimals, the tick marks at the bottom represent the roots.  Now, this is where I am going to get a bit mathematical on you.  The √2 = 1.41 and the √3 = 1.73.  If you look at the chart, the tick marks are not accurately represented.  Honestly, I completely missed this.  It isn’t that I don’t know how to mathematically calculate square roots but it is that I did not check my resources to ensure they were accurate before giving to my students.  I should have checked my resources, especially resources I did not make myself, to ensure that they are accurate.

I made a mistake.

One of my students caught this mistake.  It was definitely one of those “Oh no” teaching moments.  It’s one of those moments that can make or break a teacher because you really have four options on how to handle the situation:

1. Tell the students they are wrong and ignore the situation.
2. Get upset and frustrated then blame someone else for the mistake.
3. Own up to the mistake and scratch the activity.
4. Own up to the mistake and create a learning opportunity.

So, which option would you choose?  More importantly, how many times have we all been guilty for not choosing the best option?

Quite frankly, Option #1 and #2 never came to my mind.  I’m willing to own up to my mistakes.  It’s definitely a frustrating situation, but it’s my own mistake and I do not have anyone to blame myself.  If I am being very honest, I would say that Option #3 has always been my default.  I’ll own up to my mistake, tell the student’s I will give them a new copy of the activity, and move on.  It’s not a bad option – but it isn’t the best.

Today, I chose to go with Option #4.  Own up to the mistake, but don’t just move on.  Create a learning opportunity because it is what is best for students.

Option #4: Own Up to the Mistake and Create a Learning Opportunity

As soon as I realized that the activity was incorrect, I saw a learning opportunity.  I realized that if the students were able to correct the number line and input the correct ticker marks for the roots, they would have an even greater understanding of the estimating irrational roots.

Step #1: Lead Students to the Mistake

• The first thing that I did was help the students understand the mistakes within the activity.  I asked them to find the square roots of the irrational roots for the first few lines and compare the square roots to their location on the number line.  They quickly realized that this was inaccurate.

Step #2: Assign Each Group a Portion of the Number Line

• Instead of having each student complete the number line individually, I assigned each group a portion of the number line to complete on the
  whiteboards.  By doing this, I was even able to differentiate instruction and assign more difficult portions of the number line to my higher students and easier portions to my struggling students.

Step #3: Gallery Walk for Missing Portions

• After each table completed their number line, I had the students complete a gallery walk of the entire number line and fill in the remaining portions of their number lines.

After we finished the activity, several students commented that they had an even greater understanding of estimating irrational roots now that they had fixed their incorrect number line.  It was amazing – they actually enjoyed correcting the mistake!

My mistake turned into their success.

Like I mentioned earlier…I made a mistake – but that’s okay.

It’s all in how the mistake is handled.  Do you give up?  Move on?  Get frustrated or angry?  Or, do you grow from it?  Do you find a learning moment – for yourself and students?

This is a part of a set of blog posts from the Transparency: Real Stories from a Real Classroom series.