Quadrilateral Instagram Project #MTBoS2020

Jennifer @jenfairbanks8 has set up a monthly blogging challenge described herehttps://docs.google.com/document/d/1bD-zYHpkP0RR7shkovBtOEB4c_rlSuiUKtJCQtid9QY/edit You should join! And if you’re just here to read, then I hope you get something out of it!

Somehow this post stayed in my drafts instead of being posted in February (when I missed the #MTBoS2020 post). Whoops! So here it is!

I’m still excited about this project my Geometry learners did a couple weeks ago. I had an extra day I could afford to try something in my quadrilateral unit and after some searching on the MTBoS Search Engine, I came across this Quadrilateral Instagram Project from Julia. https://designatedderiver.com/2016/01/27/instagrams-for-quadrilaterals-letmetellyouaboutmyshape/. I also found versions from Tina here and Jonathan here.

I pretty much followed their lead and left a lot of it open. All I gave was a short description and a rubric.

Files:

You can see some examples in the posts below. 90% of the class got A’s – this was a project they were excited to do, they had to do a self-assessment before so that really they wouldn’t turn it in without having a 100%, and I was pretty lax on the requirements. Not all of them were works of art, but the learners had fun and were proud of it. I even had some that created real Instagram account.

View this post on Instagram

A post shared by Marissa Grayson (@mrsgraysonmath) on

View this post on Instagram

A post shared by Marissa Grayson (@mrsgraysonmath) on

View this post on Instagram

A post shared by Marissa Grayson (@mrsgraysonmath) on

J’espère que je peux faire des projets créatifs avec mes classes l’année prochaine.

Day 13: Final Exam Review

Tomorrow is the Semester 1 Final Exam. We spent all of today reviewing. I had some games and then the last hour was given to them to review on their own using their assessments, supplemental review worksheets I made, and their review packet that I gave and I was there to answer questions.

All files are attached at the bottom of the post. Most winnings were candy (thank you amazon for this and this) and math pride.

I started with Jeopardy to review parallel lines and angle-sum theorems. This is something I made while student teaching and I do it with teams. I printed the slides so that if a group got it incorrect, another group could steal the points. I also added a “daily double” worth 1000 points (because I said it makes sense) to one of the 100 point questions to really throw them for a loop.

Next, I had Last Man Standing to review triangle congruence. This game is class vs. teacher. The class receives the prize of the last man that is left in the grid. I pair students up and then call on the pairs one at a time to pick which man to take out. The class is then responsible for asking the question that is behind that guy. There are some bad prizes (high five, fist bump, homework pass in my class since I don’t grade homework) and some better ones (extra credit, candy, extra break time). The class gets really into it at the end when you only have a few left.

Next, we played Dan Meyer’s Mathketball to review special segments in triangles. I play class vs. teacher. This one has kids asking why we don’t do this every day. I always hype it up by saying I was a starter on the basketball team when I was in high school (which was the same high school as about half of them – and their girl basketball team recently won sectionals). Then when I take my first shot granny-style I point out that I started sophomore year on my 7-girl team. Today, I actually was ahead for a good amount because the kids all insisted on taking the far shot and they could not make it. I have never seen so many scrap paper balls hit the rim of a recycling bin before. But they did end up winning.

Finally, we did a Trail activity to review quadrilaterals. In this version, the answers are somewhere else around the room that the students have to find. Students all write the letter that is next to the answer once they find it, and the teacher can check by seeing if the order is correct regardless of where they started. The teacher really doesn’t need to check if the student got through all 10 questions without repeating. I like this activity because it gets students moving and talking to different students depending on where they end up in the trail.

Files:

Je m’amuse bien en classe quand les étudiants s’amusent!

Day 12: Finishing Quadrilaterals and Deal or No Deal Review

Today was the last day of learning new material before we kick into reviewing for the final and taking the final (no school July 3). It was kind of rushed. Next year I will do less algebra review at the beginning. Not sure why I decided to do that this year. Last year I did it because I had a sub the first two days (my school was still in session from emergency days) and didn’t really want her to start teaching the real geo stuff. This year I just didn’t want to think that far ahead…

Anyway, we started off with a quiz on what we learned yesterday and then got into properties of special parallelograms, trapezoids, and kites. I really like this unit because there’s a lot of fun work you can do, but I know it’s also one of the most difficult for the students because they have to memorize so many properties. I try to give them as much practice as possible. I start with giving them a ton of different practice worksheets. I let them choose three out of five that they need to complete, which gives a mix of quadrilaterals in the coordinate plane, proving different quadrilaterals, and using properties of the quadrilaterals. They can do the ones they want more practice with.

I then have a “Two Truths and a Lie” for quadrilaterals (download below). This activity consists of students coming up with three statements about a quadrilateral. Two must be true and the other must be false. The goal is to try to come up with two truths and a lie that will fool the rest of the class. I let them come up with some for a few minutes and then they can share with their classmates. I also let the students share a Two Truths and a Lie about themselves for some extra fun.

I also have a Rally Coach Activity (download below). Students are in pairs and have a Partner A and Partner B. The students take turns giving some properties and the other student has to figure out which one quadrilateral it is. Similar to Two Truths and a Lie and short and sweet, but it’s more practice.

I also did one of my favorite games that I call Deal or No Deal. I got the idea after student teaching from another teacher that graduated with me and it’s always made class fun with very little prep. All you need is a worksheet. You then have some sort of prize (candy, sticker, pride, extra credit, hw pass, etc.) or multiple prizes that is hidden behind a number – I say that they have 12 briefcases and they have to guess which one has the prize in it. Today I had a major and a minor prize. Then the students get to work in groups on their worksheet and try to get through as much as they can. You give students guesses at where the prize is based on how many problems or sections they get done as a group. I had a lengthy review packet that had many different sections. I told them that when the group has two sections done, they get a guess. I do this in groups so that students have more motivation to work (hopefully) and to reinforce group work. Students are not required, however, to all have the same guesses in the group. For instance, if Mary, John, and Jack have earned 3 guesses for their group, Mary can guess that the prize is in briefcase 1, 2, 3, John can guess 6, 8, 10, and Jack can guess, 3, 4, 5 if they want. What I love about this is that it transforms a worksheet into something fun, and students start to think about which problems/sections would be best for them to solve first. They do some reflecting about their own skills to help them get more guesses, and they also get a little probability in there to see that the more guesses they earn, the better chance they have of guessing correctly. I love that this also takes no prep besides the worksheet. I took post-its and cut them in half and under two of them (6 and 10) put stars for prizes. That’s it! And the class is engaged and begging you to get over to their group to check their sections the whole time. Somehow it also stays engaging every time.

Files:

Les activités les plus simples sont, quelquefois, les meilleures!

Day 11: Millionaire Review and Starting Quadrilaterals

Today was the most Monday-est of Mondays. The kids were zombies, I was probably a little zombieish, it was rainy all morning. I also didn’t have something with a lot of movement going today, which maybe would have helped. I had two things that were more interactive, but it was not enough…

So we started with a review of the chapter on special segments in triangles that we had finished before the weekend. My mistake was expecting them to be able to jump right in and remember everything. We did go over the homework, but kids were still rusty. Is that my fault for going too fast when teaching the stuff, or was it because it was 8am on a summer Monday? Probably some of both. But I tried to do a review game I’ve enjoyed before that I call Math Millionaire. It’s like Who Wants to Be a Millionaire. I have a bunch of multiple choice review questions that I will show one at a time to the class. The goal is for the class to get a certain amount in a row correct for a prize (I picked 6 in a row for today). They are in pairs and have to quietly work through the problem. I do pairs so that hopefully every student can feel some confidence in their answer after discussing with their partner. When an adequate amount of time has passed or all pencils are down, I call on a random student (using ClassTools.net or Triptico) and that student tells me their answer. If they’re right, they keep going for the prize. If they’re wrong, we talk about it and they start back at 0 in a row. I love this, also, because if they get it correct I now have an expert on that problem that can explain it to the class. Usually the class gets a prize once or twice. Today, not so much. It wasn’t really that the kids were always getting the wrong answers – it was more that it always got to the 5th or 6th student and that student just wasn’t trying with their partner and would just guess. The class got kind of angry. Looking back, maybe I shouldn’t have allowed those kids to participate, but I thought maybe they’d see the benefit in buying in at least so they didn’t get the whole class against them. I’ve never really had that happen. I’m blaming it on the Monday…

We then had the test on the unit and then started to look at quadrilaterals. This is the last unit of the semester and I’m a little more crunched for time on it than I usually am. I started with a discovery activity that took the students through properties of different quadrilaterals (download below). I had all students work for about 45 minutes in their measurements and would always keep pushing students to make more than one observation. I then had each group present one quadrilateral where they had to tell the class what they noticed and what made that one special. It was good, but always takes longer than I expect to do all the measurements. It helps students really see that the properties of different quadrilaterals are true. I wish there were even more examples to measure, but then it would take even more time. It does save time going over the different properties later like their textbook wants to do, so I guess that’s a tradeoff.

C’était vraiment un lundi…quelquefois, il n’y a rien d’autre à dire.