Day 16: Wheel of Theodorus and More Area

The Wheels of Theodorus turned out great! I actually only had about half that turned them in today all complete. The other half asked for more time to make their wheels more artsy and creative. I couldn’t say no to that! I’ve realized that I maybe needed to walk the class through drawing the first few triangles so that they saw the whole point of the 1-unit and the direction it has to go, especially with the overlap. Some were thoroughly confused, but I am still seeing good products in the end. I have the pictures of the ones that were turned in and will add more tomorrow when I get the rest.


The rest of the day was pretty boring. Go over new vocab about regular polygons and circles, practice with some examples, more challenging practice, class discussion, blah blah blah. I am missing my word wall, but in the short time span that my students have with the vocab, I’m not sure it would be all that useful. Tomorrow we will do another area project before taking our unit test.

La créativité dans les maths est vraiment source de joie pour moi.

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Day 6: Polygons

Today didn’t feel all that exciting but we got a lot accomplished.

In summer school (and actually in regular school but we’ll see if I change it) I only assign about 6 homework problems a night. I have such different types of students and I want to make sure they all get proper practice of they want it. I do not grade it. It is purely for their practice. The last two years I have done homework quizzes randomly and I don’t know if I will continue it this year. I usually ask if there were any questions from the homework after showing the answers with no work. Usually I get one or two questions. Today we went over all 6 homework questions.  I had other students in the class answer them in multiple ways. I thought it was really beneficial for the class to see the multiple methods that all get the same answer. I did have some kids who clearly didn’t think this was a good use of time – luckily I was the only one who could see their eye rolls after yet another question was asked. How do I get these students to see that this could help them, even if they already got the right answers?

We looked at triangle angle sums and remote interior angles. Then we got into polygon angle sums with a little dabble in naming polygons. I saw what Dan Burfeind did with this and created my own. I gave each group a stack and said to put them in groups. That’s all. They asked how? I said just group them. They asked what words meant. I said just group them with what you know. There was some hesitation at first but after a minute or two they really got into it. Every group made a few different groups and we shared some of the ways to group them. Then I revealed the number of sides and asked if they wanted to regroup. Some did. Some (rightly) said that their categories were just fine. I love that the students were taking just what they noticed with little background knowledge to get things sorted. Great discussions too.

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Students also took their second quiz and started looking at parallel and perpendicular lines in the coordinate plane.

Une journée un peu longue mais au moins j’ai des photos!