I'm teaching a new class this semester - one that I've never taught before. The school I teach at places all freshmen together in their core courses and tracks them. If they are below a certain map score when entering high school, they can also be placed in a "Reading and Writing Strategies" course or a "Math Strategies" course. While a long term sub taught the first semester of Math Strategies, I am taking over this semester and I am pretty excited.
I get a whole class period every single day to help freshmen work on strategies for math! I can finally do all of the activities that I don't have time to do in my Algebra or Geometry courses. And I can go sloooooow.
I have loved this week so much and I want to share a couple of the activities that we did in class that could be adapted for time or grade level pretty easily!
the 8 mathematical practices
My goal for this class is for students to know and understand the 8 mathematical practices. I asked students on the first day, "what makes someone good or bad at math?". Many of them said focus or not giving up. After we had shared out what they thought, I introduced the 8 Mathematical Practices. I downloaded this freebie from TPT and hung them up in my room. Most importantly, after each activity we do, I ask them to each write down and share out which mathematical practice(s) we used and how.
This one takes a round or two for students to really catch on to the goal. Just ask them to bear with you and make sure you understand and can prompt students through the first couple of times. It also helps if you can divide your class evenly by something visual. I usually do boys v girls but I have 13 boys and 2 girls in my first Math Strat class so that wasn't going to work. I numbered them teams 1 and 2 counting off around the circle and gave a bright sticky note to all of my team 2 players so they could be easily identified.
1. Get in a circle with each person in between two people from the other team.
2. Declare the location of THE COUCH! 4 spaces in the circle become the sacred couch. The goal is to get your team on the couch in all 4 spots. At the beginning of the game, it should always two people from each team.
3. Create an open seat or spot in the circle not on the couch.
4. If you have an open spot to your left, then you can call someone's name and they must move to that location. The one person who's name is called is the only one to move.
5. After the person moves, there will be a new open spot in the circle. Repeat step 4. You cannot move the same person twice in a row.
6. The game ends when one team has all four spots on the couch.
An oldie but a goodie!
1. Choose one person to leave the room so they cannot hear discussion.
2. The remaining people get into a circle and decide on a rule. The rule could be that every person is now the person to their left or it could be that everyone is Suzie. Whatever the rule is, everyone in the circle should answer all questions following the rule.
3. The person who was outside comes back into the room and stands in the middle of the circle. They have 3 chances to guess the rule but can ask an unlimited number of questions.
4. The person in the middle asks questions like, "What color is your shirt?", "Are you a boy or a girl?", "What color shoes are you wearing?", etc. The students in the circle answer the questions according to the rule. If they do not know the answer without somehow giving it away or if they answer a question incorrectly, someone can call out "Psychiatrist" and everyone in the circle gets up and moves to a different spot in the circle. The game continues until the person in the middle either guesses the rule or uses all 3 tries.
Logic Puzzles & Sudoku
If I teach my students how to complete logic puzzles and sudoku squares then I am giving them another option for an activity to use when they need a brain break. Beyond the perseverance and critical thinking needed to solve these puzzles, I want students to be able to work independently or in small groups on something that doesn't require a lot of noise or movement. Much like English teachers can start class with some independent reading time, teaching students to solve these puzzles could add a great spot for some math practices to be done quietly at the beginning or end of a class period. I used Puzzle Baron's Logic Puzzles to teach them how to complete them. The only issue with this site is that some of the problems include alcoholic drinks. Just keep an eye out for that!
I saw someone post on Facebook about doing something like this in a journal personally and I loved the idea! I created a Google Sheet and added it to my Google Classroom for my math strategies students to use. Many students (and adults) struggle with interpreting graphs and may think only of the coordinate plane when hearing the word graph.
I started by having students tell me something they knew based off of the example chart on the right. Students were able to summarize that the example represented a generally happy person who had a couple of rough days. I responded that it was my personal pixel chart and that I was generally happy but I had a pipe burst (in 3 spots!) and got my basement ripped up on January 5th. They filled out the days they could remember leading up to this week and will now fill it in each day when they come to class.
I am excited because I can pull a lot of things from this.
The color code
With another focus on interpreting graphs, I had my freshmen students take the color code test. When they got the results, they looked at the pie chart (which shows only the most dominant color) and tried to guess about how much of the pie the other colors took up.
This was great for self reflection, for learning about how they are motivated, and for learning that others are motivated differently. It was also great data for me to see so that I can use it in future lesson plans.
I bought the jumbo pack of popsicle sticks so that I could create multiple Kaboom! games but I decided to use them in Math Strat as well.
I put students into teams of 2 and gave them 20 popsicle sticks, 4 feet of yarn, and 1 foot of ductape. They had 30 minutes to make the most money.
The money aspect definitely took it up a notch from just challenging them to build the tallest tower.
week one done!
We did all of this in a 4 day week back from Christmas break and I absolutely loved watching my students who feel like they are not great at math be so confident and enjoy themselves with each of these activities. I'm looking forward to week 2 and more!