I thought yesterday was a bit boring. Today was fun.

We started by practicing graphing and writing equations for parallel and perpendicular lines. Regular practice stuff. Nothing amazing. A student who missed class yesterday (which is a pretty big deal) was working with a volunteer tutor that just happened to be in the math wing that day so it was a good time for class practice while he could catch up.

We then reviewed the parallel lines and angle sum unit with a Place Your Bets game. I had a 10-question PowerPoint (download below) just with questions and answer choices. I was used to playing this game with a sheet where they would put their work and wager with numbers. I’ll put that below to download as well but it’s for sure not as fun as the way that Sarah Hagan does Place Your Bets. I of course forgot to take pictures but it looked similar to the ones Sarah has. Except I realized this morning that the room I am using for summer school is completely bare so I do not have chips or unit cubes or anything small and plentiful. So I improvised and used ripped up colored paper. That was a mistake but also smart…I first had the kids just rip the papers up into small pieces and didn’t specify how many they needed. I probably should have set a limit because the kids went kind of bonkers with this…I also remember seeing that Sarah set a limit for how much could be bet each round, and thought 25 was a good amount. That was a lot. I ended up getting different colors of paper and making green (what we started with) equal to 1, pink was 5, red was 10, and purple was 25. It was super fun but took also a lot longer than I expected. I actually only got through 6 questions in 45 minutes but then wanted to have the kids do some practice in their notes before our test. I know we didn’t get through a lot of review but the kids had great ideas and I learned something new about this game. Even though it was long, kids were all saying they wished they could do more, so I’m going to try to incorporate it without so much scrambling later.

We then had our second test. I gave back their quiz, which once again had no points marked. I think that since I gave them back when they were still doing group work, it brought out a little more discussion on their mistakes. I forgot to do the thing where they grade themselves like I said I would before, but I liked how they just were talking about how they did and maybe stopping that would have been bad.

I then went into our next unit and introduced congruent figures. I started them with this Illustrative Mathematics task that I found from Kate Nowak. We were able to have an awesome discussion about what it must mean for figures to be congruent, especially with Set C that has to be “flipped”. At first all groups were just eyeballing. I did a quick Plickers assessment for each set to see if the class thought that the shapes were congruent. All sets except A had a disagreement within the class. I said that we have to agree before we move on. The kids went back to discussing/arguing about the shapes in front of them, but then a student told me that it was hard for him to tell if some angles were really the same just from the looks. I asked him if there was anything that would help him make it easier to tell. He said a protractor, another student said she wanted scissors to see if they fit on top of each other. It’s funny how these ideas catch on like wildfire. Eventually all students had a tool – protractor, ruler, or scissors. Talk about Using Appropriate Tools Strategically (CCSS MP5)!!! We then did Plickers again and only had a disagreement on the flipping of C. So then I told them the definition of congruent figures and we had another discussion…at the end of the day everyone was agreeing on all sets! What a great way to end the day!

Downloads:

Nous sommes d’accord! Nous sommes d’accord! 🙂