# First Day Plans for 2nd Semester

My school have classes go by semesters so all the students’ schedules switch after winter break. I will have some of my same students but many, if not most, will be different. Maybe it’s stupid to spend a week again on beginning of the year stuff, but I want to build the same kinds of relationships that I did first semester, and I attribute those to how I spent my first week. However, I have to change things up a bit since some of my students will have already had me.

This semester will be pretty much all geometry in Math 2. We will start with parallel/perpendicular lines and angle properties, then similarity, surface area/volume, right triangle trig, and end with circles. I need to figure out a way to get \$125 to buy the Kuta Geometry software…who knows of a good grant?!

My goals for this week are to invoke curiosity and create a classroom culture that includes working together and making mistakes

Every day I will:

1. Have all students make/use Name Tents (last semester these were amazing, you should really do this if you haven’t yet)
2. Show a video from Jo Boaler’s Week of Inspirational Math

Day 1: Main theme – Work Together

1. Find Someone Who… .docx File Here
2. Personality Coordinates Ice Breaker, then whole class like the last featured comment here
3. HW – All About Me worksheet .doc File Here that I modified from my old math coach Kelly @andsoonandsoon

Day 2: Main Theme – Make mistakes (and also work together)

1. Give them syllabus and have students that had me last semester talk about procedures
3. Sara’s How Grand Is Your Total?
4. HW – Signed syllabus, Mathematics is… and Mathematicians do… (did this first semester, pretty informally, and liked being able to talk about the results)

Day 3: Main Theme – Curiosity, but honestly also getting some administrative stuff out of the way

1. Website quest w/student survey and Desmos Activity, probably Central Park, because of the solving equations, or Penny Circle, because of the proportions.
2. HW – Signed syllabus, Solving Linear Equations Algebra by Example (reviewing because they’ll need to do this in the first unit)

Day 4: Main Theme – Curiosity, working together, making mistakes

1. Get to Know Ms. Walczak w/Plickers – gotta change up my questions from first semester, but probably will still keep some just to keep my students who already had me on their toes
2. Talk about Mathematics HW answers – discuss what I received and come to a class consensus about what mathematics is and what mathematics do
3. Beagle and Escalator videos from Sara, because the new kids will be super confused about why my previous students and I keep talking about them
4. Week of Inspirational Math Paper Folding OR some other puzzle I’m not sure of yet
5. HW – Signed syllabus, More Solving Linear Equations Algebra by Example

Day 5: Main Theme – Cry

1. Pre-Course Test blegh

If any class ends early I’ll tempt them with Petals Around the Rose. I feel like I’ve overplanned each day, though, so I doubt that will happen. I am least happy with my Day 4 Plans. I’ll probably change my mind about everything before school starts back up again, but this is the most planned I’ve ever felt for first days.

Edit 12/27: I’m not going to do any of the homework assignments for homework anymore. I have decided to try no homework this semester. I’ll leave those HW assignments in the post, but now I’ll only do the signed syllabus for HW and the rest will be done in class, like during their survey or exit slip name tents.

J’aime bien soyait organisée à l’avance!

# Google Certified Educator Level 1

I passed the Google Certified Educator Level 1 exam yesterday!

The test took me a little over 2 hours. I had looked over the lesson material very very briefly and took all of the unit reviews before taking the exam. Most of the content I knew, but there were definitely some things that I had to read up on. I think I only got 2 of the unit reviews 100% correct the first time. While I was taking the exam, I had my school computer that was taking the test, because it’s the only one I have with a working webcam, and then my old old personal computer that I got in college and is only used a few times a year was next to it with my Chrome open and all the different lessons bookmarked. I did have to look up a handful of things, so I’m glad I had it there. If you’re going to take it, I suggest you have some other way to access Google to answer some questions during the test.

If you’re wondering about whether it’s worth it, I’m not sure. I have a badge now, and I guess I can put this on my resume. But I more have a sense of accomplishment because I was pretty nervous. I also honestly got some ideas from the scenario questions that I’m excited to use as soon as (or if) my district lets students all have access to email through their accounts. Next step is Level 2, some day.

Les insignes numériques: insignifiants mais aussi demandés.

# Visible Random Grouping – #VRG

Visible Random Grouping was another thing I’d been intrigued about since a little before I went to a PCMI-TLP Weekend session last year. I really like the idea of visible random grouping – you show the students that you’re giving them random seating, they see that nobody has a label in the classroom and everyone can work with everyone.

My first week of school I tried this. It did not go well. Not because of the random grouping part – that’s actually great. It was more the method. I was using the Super Teacher Tools Group Maker and it was just so hard for students to know which seat is actually theirs. But then my biggest issue is the kids that need to be up close because they can’t see or different requirements from 504 plans. So then I tried the notecards with the names and tried to keep the ones on the bottom that had to be in certain spots. But then it just took too long if I did it in front of them, and if I did it before they walked in they would just change the cards to sit wherever they want. I also just couldn’t really get the special seating stuff to work right.

Then I had a conversation with Joel about a Random Seating Chart with Excel and it changed my world.

I basically do the same as him, except I made a few students have the formula =rand()+randbetween(1,4) so that it kinda keeps them from being too far away (it’s not perfect, but it’s helpful). I showed the students at the beginning how it worked and told them that I take the first one that comes up as long as people who need to be in certain desks are in them. The kids were satisfied with that.

(I hide the columns that have the random numbers before I print them out)

This was my very rough draft of where the numbers had to go to make the numbers work for all my class numbers and my classroom, and ended up being used all semester by the other teacher that is in my room to get the desks in the right spot after his class. Joel and @HowardKiyuna also helped me with my desk arrangement so that the desks are pinwheeled. Update: I got rid of the numbers and now just do Group A, B, C, etc. Makes it much easier for the kids to get to their seats and they still feel like they have some choice in the matter. Only had to fix things a few times with corner people not working with the group they butted up against or something. So it now looks like this:

Note: The random number does not tell me what group the student is in – it’s the sort that puts them in the group. I sort it A-Z by the Random column.

I just have to print out the seat numbers every Monday morning and the kids find their seat for the week. It’s pretty nice. Students (mostly) all knew each other’s names by the end of the quarter because they’d sat with almost everyone. Kids actually worked together. There really weren’t ever moments where the students felt like they were part of the “smart group” or “slow group”- the whole breaking down barriers actually happened! Some kids did indicate on their end-of-semester survey that they thought it was annoying to have to move every week and to maybe make it less often, but this seemed to be more of a laziness issue. It was nice that when some students griped about their seat on Monday, I (or another student) could say, “Well it’s only for five days.” Overall, Visible Random Grouping is a big plus for my class.

But of course I just can’t be fully satisfied. Here are things I still need to figure out:

• Is there a better way to get kids that need to be in certain seats to be in those seats? I’d love to not feel like I was cheating when I have to redo it. I was also thinking that I’d also like to show them the process on Fridays, maybe. I might have to do some Google Sheet extension searching. I feel like there has to be a better way. I tried to have all the kids be =randbetween(1,28) and then just the special ones as =randbetween(1,6) or something like that, but it doesn’t always work, either.
• How do I get it so that kids don’t just move to where they want in the middle of the week? I think this is an issue with me more than anything – I need to be more diligent about noting where students are supposed to sit for the week. I never really wrote it down, and I never really fully memorized where everyone should have been. I really don’t want to have to come up with consequences for not sitting in their seats, especially because it was only a few frequent flyers that did this. The worst were the kids that removed the stickers from the desks that had the numbers while I was giving high fives in the hallway.
• How do I get students to not mess with the stickers (aka post-its with tape over them)??? I actually only replaced the stickers twice over the semester but I had to do a few more touch ups to numbers.
• Is weekly the way to go? I don’t have a real reason for weekly other than the fact that 5 days seems pretty manageable if you’re in a seat that is not ideal for you.
• How do I get it so that students actually know who they’re sitting with before Wednesday or even Thursday? With the amount of absences I have, there are usually one or two kids that even are coming in Wednesday for the first time and finding their seat. And that could sometime kind of kill the whole group vibe. It also pretty much makes it so that I have to do my absent student sheets, and next semester I’m going to try to actually get the students to do them again. Update: yeah that didn’t happen.

I feel like my posts are seeming more and more needy and ask-for-help-y, but your comments have been gold, so I’m not gonna stop. Sorry not sorry.

Le groupement aléatoire vraiment améliore ma classe.

# I Have A Real Hard Time With Number Talks And I Need Help

I Have A Real Hard Time With Number Talks And I Need Help

That’s it.

Well it could be, but I’ll elaborate 🙂

So I really do like the concept of number talks. Using things like Fawn’s http://www.mathtalks.net/ and http://www.visualpatterns.org/. Using Sara’s Visual Pattern strategy. Doing dot talks and having the kids use a thumbs up and then additional fingers to indicate how many ways they can visualize or find the solution. I think it’s great and I want to do it all in my classes. But I just haven’t been able to get it to work. It’s always just like 10% of the class that is actually into it, others just putting a thumbs up so I can move on and then saying “I don’t know” when I ask them to share. These number talk days also take the longest out of all my warm ups, probably because I want to go farther into them than most students want to. And it kills me because we’d get great work done on the patterns or number talks, but really it would be me and a few other students and the others would just be checked out, waiting for me to finish so they could copy it down.

As I’m writing this, I am realizing Dylan just basically posted about the same thing, and he actually put out a possible solution. Thank you Dylan. The issue I see in my classes for Dylan’s method is that it just takes a lot of time. I no longer have the luxury of the 90 minute block. I have 50 minutes, and that’s not a lot of time. But it might be a good idea to try this with partner work for a little bit next semester. Maybe I can shave it to 1-2 minutes on your own, 1 minute partner share, 1-2 minutes full class discussion? Maybe I just stay satisfied with not getting to the formula in the warm up unless we fly through it.

I will say this, though: I have way more students engaged in the visual patterns than in the number talks, like which is greater out of 88 x 36 or 86 x 38. I think numbers just freak some kids out.

I really really really want to keep doing visual patterns at least in my warm ups, but I just don’t know if I can make it actually happen for all of my students. Any other helpful hints? Does anyone else have this experience?

Une note incohérente, mais j’ai besoin d’aide.

# Vertical Non-Permanent Surfaces #VNPS

So my #1TMCThing after this summer was to use Vertical Non-Permanent Surfaces (#VNPS) more in class. I had gone to Alex ‘s @AlexOverwijk session and was really looking forward to using the white boards I had made, which I don’t think I ever blogged about.

This summer I was trying to make white boards since my room at my old school only had one wall with white board on it. No hardware store around me had any idea what shower board was. So I spent a little more money and bought some plywood and dry erase paint, had Home Depot cut the wood for us, and we got to work. My boyfriend and I were in the middle of doing this when my landlord started mowing the lawn, so there are some spots where grass clippings got on it. There were also a lot of bug carcasses. If you ever do this yourself, maybe in a garage or somewhere you can keep things off of it for a while would be better. Also, paint the boards plain white first, then put the dry erase paint on it.

At the beginning of the year, when I was not into the content yet and still doing beginning of the year activities, I used these a lot.

First I used them at the groups as a big dry erase surface that was just a tad better than their desks because it’s hard to hold all the cards for 31-derful on the desks that are slightly slanted and only kinda fit together. I did have students that wrote on the boards but I guess I only got the one pic on the top left.

Then for a while I was having groups up at the boards, usually just for routine practice. (Man this was back when my desks were still in rows on 8/11. Those were dark days.)

Then I kind of fell off the VNPS train…until last week! In my Math Lit class (a prerequisite class to the first math class at the community college), the students were wrapping up learning about solving equations and had a lesson that was all about modeling a situation with equations. The students are used to a word problem or two in each lesson, but this was all word problems from start to finish. As you might expect, the students were pretty uneasy about this. But I had them go with their groups to the white boards and they worked up to the bell on trying to solve all the problems. Group one took my directions a little to seriously about not erasing.

This also happened to be a day where I was being observed. My assistant principal echoed my thoughts:

• It was great to see that every student contributed to the group’s effort at least once throughout the period
• It was so easy to see what the groups were doing the entire time
• It was great that you could see the group that was struggling and send over a helper from a group that was excelling without really losing any flow in the class
• Groups wanted to keep going – nobody was sitting back and letting the others do the work, and no group gave up
• It was great to hear groups say things like “This is making my head hurt,” or “Why didn’t you tell us that?!” but they kept going.

I love this class because they are a perfect example of 19 students who will persevere 100% of the time. They also confirm why VNPS is a great practice for the classroom. I can’t wait to use it more. I just need to find the right problems.

Quand les étudiants utilisent les tableaux blancs, le cours est meilleur.

# Factoring/Solving Quadratics – My Best Unit So Far This Year

Ok so it’s only the third unit of the year for Integrated Math 2, but my first was just meh (lots of beginning of the year trying to figure out how to teach again kind of stuff) and my second was definitely bad (very low test scores at the end even though I thought they’d do better). This unit not only felt like it was going great during it, but also ended with great test scores (highest of all the Math 2 teachers, but I don’t want to brag 🙂 )!

The unit was 19 days long, with one quiz and one test. Here’s what I did:

Day 1: Had to go over the previous test and then played this game to introduce the factoring process that I got from Simplify With Me.

Day 2: Asked students to get a dry erase marker and eraser to write on their desk. I used Meg’s Guess and Check sheet to structure my teaching of factoring, but I added a little bit at the end for when there’s no b or c.

docx: Factoring Notes      pdf: Factoring Notes

Yes, I know no c means there’s a GCF and no b means difference of squares, but I decided to make them just like all the other practice problems. In time, most students found the pattern themselves. Note: I taught a>1 before a=1. It was amazing. My students are used to knowing about the “invisible 1”, so when they encountered a=1 they just knew there were factors of 1 and 1. It saved so much time.

And I also accidentally left Meg’s bit about the slide and divide in there but in each class there was someone who said “But my sister did…” or “My teacher last year did…” so it was kind of nice to have it in there.

Day 3-6: Just a whole bunch of factoring practice. Each day I started by doing a problem together as a class, either from their homework or one that was challenging from the day before. Then I’d have some practice for them – A Kuta worksheet or one of the Algebra with Pizzazz worksheets. I usually let students just practice at their own pace. I also used some open middle problems as challenges for students that needed it. At the end of each class, I had students do a problem as an exit slip but then took their answers with Plickers. The next day, I would address the students that didn’t answer correctly. It was great to just have those days to practice without having the pressure to move on. On one of the days, I had students do a Desmos Card Sort with trying to find the factors.

Side note: I was in the hallway one day during the passing period and a student came out to speak to the Math 2 teacher next door to me, showing him a problem he was trying with the X method and he had to get the factors of some crazy number like 468 and was super stressed about it. I was reminded of how great the Guess and Check method is at that moment.

Day 7: Quick review and then a quiz. The quiz was awesome. I mean the students did great – only two out of 98 students had their grade go down from the quiz. Happy happy happy.

Day 8: Factor by grouping notes and practice. I started with another sheet from Meg, but really just ended up going through how to do it because of time and my students didn’t need the review of everything else. Then we just did more practice problems.

Day 9: I described the Desmos Card Sort that I did here for practice. It was also when I had my formal observation.

Day 10: Introduction to Zero Product Property. I took Amy’s advice and did this game. It even got some students in my first hour to smile! Also, I got a laugh when I showed the first quadratic equation to solve that needed factoring and I was asking what could we do to get it to look like the problems we had already done (ones that were already factored) and someone shouted “factor” and I said “Yes, my favorite F word!” Haha still makes me laugh.

Day 11: Solving by factoring practice. Some with a GCF to factor out.

Day 12: Factor by Grouping and Solving by Factoring review and Mini-Quiz. Results were also good for this quiz.

Day 13: Showed a problem that wasn’t factorable and asked them to solve. Then introduced the quadratic formula. I showed them a video with the song to Pop Goes the Weasel. I also had the students do Sarah’s memorization assignment, which I thought I’d get some complaints from but overall the kids actually enjoyed showing off that they knew it.

Day 14-16: Solving by quadratic formula practice. I showed a different video of a quadratic formula song each day. The groans got louder and louder but I know that secretly they loved them all. I also had Plickers exit slips each day so I could see where they were at.

Solve Me Maybe

In these days I also threw in the discriminant to find out how many real solutions there are by having them try a bunch of quadratic formula problems with each type of discriminant to kinda push them to “discover” the rules.

After that I also had a quick lesson about complex numbers. I had this from last year but I’m pretty sure I stole it from Meg since last year I took everything from Meg.

BTW up until this I was able to tell students that they could do every calculation they needed with Desmos if they didn’t own a calculator, but here’s a place where the TI-84 can do a calculation that Desmos can’t. Or maybe it can. Can it?

Day 17-18: Review – my department has a rule where we give students a study guide that looks exactly like the test. Something I wish could be different after seeing Tyrone and Kelly present about Revamping your Review Day. So I did a review Quizizz and then spent a day on the study guide.

Day 19: Test that was a big morale boost for me and my students 🙂

Overall, I think the #1 reason this went so well was that there was time. It was the first time all year that I felt like I was not rushed. I know the students appreciated this, too.

J’aimerais avoir le temps de ralentir tout le temps.

# Planning a Graph Transformation Unit

After Thanksgiving, we will be MAP testing for two days and then will have 11 days to complete the last unit of the semester in Math 2. This would give 4 days of final exam review. It is what all the other Math 2 teachers have. I would like to plan this before Thanksgiving so I can have everything ready just in case something happens that means I can’t do MAP testing (because we all know that technology can be difficult at the worst times). This is what they will have to do on their test:

• Graph a transformation on an exponential function
• Use the graph of a function to evaluate f(#)
• Graph a transformation on a radical function
• Use a radical function model to find when the population reaches a number
• Graph a piecewise linear function (no evaluating)
• State the piecewise definition for an absolute value function
• Graph a transformation of another graph
• Perform operations on functions (with a word problem thrown in there)

The other teachers are going straight lecturing from the textbook, two days on each section, two days of review, test on day 11. I will say right out that I don’t like lecturing for 8 days in a row. I’m determined to make my students actually think about functions over these two weeks. Take into account I have 50 minute periods, a class set of Chromebooks that take roughly 8 minutes to take out, login, and put away, a class set of TI-84s, and students that have never graphed anything more than lines and parabolas in standard form. I also just had the tech department put Desmos Test Mode on my Chromebook cart so I’m hoping that I can just have students use that on the test but we’ll see if my department approves.

What I want to do is:

Day 1: Discover exponential function properties (something with Desmos would seem fitting – Marbleslides?), make sure to write down what we’ve found, which should be:

Day 2: Practice graphing exponential functions

Day 3: Compare transformations on exponential functions to radical functions. Possibly make a DAB. They should know this at the end:

Day 4: Oh wait, these rules can be used for any function. Practice graphing transformations on functions in general.

Day 5: Graphing piecewise functions – I had done Lisa’s http://www.teachesmath.com/?p=60 in the past but I think because I have way less time I’ll try Amy’s method http://squarerootofnegativeoneteachmath.blogspot.com/2011/05/color-coding-for-sketching-piecewise.html because it seems pretty straight forward and fun.

Day 6: Practice graphing piecewise, try to throw some other functions in there so they keep practicing those. If time, do some Graphing Stories because those are fun and actually make you think about math from something besides a worksheet, but don’t really have a link to the test so not sure I’ll feel like I can do them.

Day 7: Operations on Functions – I’m intrigued by this from Sarah: http://mathequalslove.blogspot.com/2016/02/operations-with-functions-notes-and.html

Day 8: Practice more operations on functions, and graphing

Day 9: Review -probably Quizizz because their test is all multiple choice and they like it and I like it

Day 10: Review – go over most missed Quizizz problems, go over questions from study guide, if time do another game, like maybe Quizlet.live or Deal or No Deal or something small and low-key.

Day 11: Test

To be honest, I’m pretty down in the dumps about this unit in general. I feel like it has the potential to be really great but with the time and the way the test was made and the pushback I get from doing anything besides the textbook I feel like it won’t be so awesome. Maybe I’m just being pessimistic. I am really starting to miss the freedom I had to build my own curriculum in my old school. But then I think back at how stressed I was planning for 4 classes and I don’t know what I’d rather have.

Je suis désolée pour le pessimisme de ce post. Je suis un peu frustrée avec ma situation en ce moment.

# Weekly Summaries and Class Twitter

I’ve written about my Weekly Summaries before. I still do them but I’ve updated them a little. Now, the questions are:

1. What did you learn in class this week?
2. What activities did you do in class this week?
3. How are you feeling about math class?
4. Type your tweet (I am following after Annie Forest with her class tweets)

When they click submit, their parents (if they have given the school or me an email address) and I get an email that looks like this:

So the grade automatically gets put in and the parents see their responses to 1, 2, 3, and 5 (that’s this student’s joke about the mathematician).

I love love love these Weekly Summaries. The hardest part is getting students to do them. Usually it’s me who forgets to have them get the Chromebooks. It’s not something they like doing on their phones because they have to log in to their account and that takes longer than a microsecond so they’re just not into it.

But I get a lot of good feedback (like this student who was failing but was feeling great about the current topic and ended up raising her grade to a D in the next week!). And parents (except two that asked me to stop emailing them unless it was an emergency) have told me that they really like getting these. It’s a good conversation starter at home and it makes them feel like they are more in the loop about their child. I loved getting these comments at conferences and frequently get responses back from parents over the weekend with questions or comments so it definitely has helped my communication.

You may have noticed that the tweets aren’t seen by the parents. That’s because I curate the tweets to put on our class Twitter. I usually use one tweet per period. I have the Twitter feed on my class website and currently have 5 followers…but some students have said that they just look on my website. I also post pictures from class on the class Twitter. I haven’t gotten any parent comments about it yet. Honestly I don’t know if any look at it. I just keep putting reminders that it’s there when I send my unit emails and, if nothing else, it’s nice for me to chronicle the year.

J’espère que les parents apprécient les mises à jour.

# Desmos Card Sort Is More Than Just Technology for Technology’s Sake

I just had my first formal observation and it was scheduled for last period on day 2/2 of factoring by grouping (polynomials with four terms). I was a little stressed when I found out about the observation.

Luckily the #MTBoS is the best and Meg @mathymeg07 and Sarah @mathequalslove gave me great ideas that helped me de-stress. I ended up settling on a Desmos card sort for practice, mainly because my evaluator has already said how impressed she is with my technology use. I would just make a sort where the students would match a polynomials with its factors (3 cards for each set). That led me to tweet about how it was a perfect example of technology for technology’s sake, which made me feel bad but my plans were due the day before already (even though I had just been assigned the observation).

But then I was thinking about it…and it really isn’t just technology for technology’s sake. Using the Desmos card sort gave me and the students way more information than a regular old worksheet. Ok well for the students they got confirmation that their answers could be correct if they were on the screen (which is not much more than me just giving a scrambled answer key or something). But also they gained engagement. There’s something about being on the Chromebooks that is just 10x more engaging than a worksheet. Like, seriously, in all of my classes there wasn’t one time where I caught a group on something they weren’t supposed to be on. Maybe I’m just bad at catching it, but I’m gonna go with they were engaged. And no, my classes are not perfect little angels who just do whatever I ask them. But the pairs that were just sitting there doing nothing were quickly caught and re-engaged (read on for how).

Also, I gained so much more with the card sort than I would have with just a worksheet. Students were in pairs and I had them make their names both of their first names together so I could manage better. I walked around with my iPad showing the dashboard, and I was able to see their work in real time! No more making rounds around the room and not finding out until 2 minutes before ending that a group did everything wrong. No more letting a group wait there for 10 minutes because they finished early (or just weren’t working) and just didn’t say anything!

I wish I had taken a screenshot in the middle of the class (this is just the first four groups from a class that had already finished) but, for instance, I could see right away that the Stefan Banach pair had a mismatch and could go over to them as soon as I was available before they made more mistakes like that. I could also see, for instance, that Diego and Kurt were ready for some extension questions and challenges since they were done earlier. Or I could use this to see that Mary’s pair needed someone from Diego’s pair to help them out since they were stuck on that screen for a while.

Also, it was pretty easy to make. I made an 8 question Kuta worksheet, made sure none of the factors were the same but that there were some similar ones, and then typed them in. I think it took me half an hour while I watched TV to make.

So yeah, I wanted to use Desmos to impress my assistant principal. But really, in the end, I did what I think helped my students and me have the best practice for this topic.

Here’s the links to the card sorts that I’ve done like this:

Factor by Grouping: https://teacher.desmos.com/activitybuilder/custom/581e0a5a39d984e1059501f3

J’adore Desmos et je vais trouver n’importe quelle raison de l’utiliser.

# My New #Plickers Solution

I love Plickers. I’ve presented the use of Plickers to my staff and at conferences in Illinois. Recently, I applied to be a Plickers Ambassador and now I am one!

This fall break, I had an idea about storing Plickers in the classroom. This was always the only bad part about Plickers – they take time for students to pick them up if you store them in your room or if you give them to students some inevitably will lose them. But in my class, the students are all assigned a calculator that I store on the wall. They are very used to grabbing this on their way into class because it’s in a hanging shoe organizer right next to the door. Their calculator number is the same as their Plicker number, so I realized that I could just put both together!

I printed the Plickers so there were two pages on one and that shrunk them so that they fit right onto the battery cover of a TI-84. I taped them on with packing tape to create a pseudo-lamination.

My students even said this was a great idea! I will admit, these don’t work quite as well as the regular-sized Plickers. I have to usually go across the room one extra time – so I spend an extra 30 seconds to scan but gain so much time figuring out who has and doesn’t have their Plicker!

As a side note, I’m glad to be blogging (and will continue blogging). I have missed sharing things. It’s not really something I get to do at my school anymore. Funny how I move from being a single math teacher in the school to one of 10 and I feel like I’m sharing less. I’m really glad Zach @z_crass posted this to the #MTBoS the other day:

Also his message at the top of his sheet is spot on for me:

If you like to blog and see the value in it but seem to always put it off (like me) join the group and we’ll keep each other accountable!

We all know I only blog when there’s a challenge, so I’m taking this as a challenge. I will post more because it helps me (and maybe some other people, too).

Mes étudiants aiment qu’il n’est plus nécessaire de trouver leurs Plickers!