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We looked inside some of the posts by mrreadmath-blog and here's what we found interesting.
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Notes Per Post
6
Likes Per Post
0
Reblog Per Post
6
Reply Per Post
0
Time Between Posts
1 day
Number of Posts By Type
Photo
9
Text
7
Video
1
Last Seen Tumblr Blogs
Fun Fact
Tumblr’s website traffic is steadily declining.
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Just took this X-Ray pic on Webcam Toy
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WebCamToy
I found out about this website when I notice students making funny faces at their computer. I decided to try it out for myself. I have to admit, I think it is a fun site and my kids LOVE it. I posted a few pics of my daughter Dahlia (9) and I. I would like to find a way to implement this into the classroom in a way that is educational. For now, I use it as an incentive for students who are working extra hard!
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I ♥ this Cartoon effect on Webcam Toy
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Playing with the Watercolor effect on Webcam Toy
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My Switch photo from Webcam Toy ☺
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IEP and 504 Modifications.
1. Preferential Seating: Students will be seated next to the teacher when in small group. Students in the computer group will be seated so that I can easily see their screen to monitor progress.
Computer group: Students will be given only 1 task at a time when in the computer group (spend the whole class period on Brainpop, rather than doing the bookwork problems). When finished with BrainPop, students will be prompted to complete their BigIdeasMath.com 3.3 problems.
Small Group with teacher: Students will be given a modified set of problems from the record and practice journal. When students are working out of the RPJ, the 504/IEP students can form a small group with me for additional support (on the days they are in small group).
BrainPop Lesson Plan
Graphing linear equations. (2 day lesson plan-Hybrid)
Background: This lesson is meant for 8th grade pre algebra where 100% of the students scored basic or below basic on the 7th grade PSSA math test and also on the CDT Testing. Class size would be 20-25. This would be a 2 day lesson in which half the students would be working with me on and the other half would be working on the computers, then the next day the groups would switch
Lesson: Graphing Linear Equations
Learning goal: The students will be able to graph linear equations by interpreting the slope and the y-intercept of the equation.
Computer GROUP:
Students will immediately log in to Schoology and make an initial response to the DO NOW question.
DO NOW: Review. How does the line change when “b” is increased? How does the slope change? (the line moves up in the graph, but the slope does not change)
Practice problems 4.3 1-5. After completing the DO NOW, students will answer questions assigned on BigIdeasMath.com questions 1-7. This is a review of 4.3 and students should be able to answer the questions on their own. If they need help, there is an accompanying screencast that goes with these problems.
BrainPop: After completing the BigIdeas problems, students will click on the link provided in schoology (and below) to complete the 6 question challenge. Students must copy/past screenshots in a discussion in order to show that they are completing the work. If they get a question wrong, they must explain how their equation was different and why they got it wrong (see picture example)
When students finish the Brainpop challenge, students should create their own lines/equations and post them in a discussion.
https://www.brainpop.com/games/graphinglines/
Small GROUP:
DO NOW: write the definition of slope-intercept form in Guided notes 4.4.
Complete guided notes 4.4
Complete Record and Practice Journal 4.4 problems
4.4 practice problems 1-20, complete for homework
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Standards:
CCSS.MATH.CONTENT.8.EE.C.7.A Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).CCSS.MATH.CONTENT.8.EE.C.7.B Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
BrainPop Lesson Plan
Graphing linear equations. (2 day lesson plan-Hybrid)
Background: This lesson is meant for 8th grade pre algebra where 100% of the students scored basic or below basic on the 7th grade PSSA math test and also on the CDT Testing. Class size would be 20-25. This would be a 2 day lesson in which half the students would be working with me on and the other half would be working on the computers, then the next day the groups would switch
Lesson: Graphing Linear Equations
Learning goal: The students will be able to graph linear equations by interpreting the slope and the y-intercept of the equation.
Computer GROUP:
Students will immediately log in to Schoology and make an initial response to the DO NOW question.
DO NOW: Review. How does the line change when “b” is increased? How does the slope change? (the line moves up in the graph, but the slope does not change)
Practice problems 4.3 1-5. After completing the DO NOW, students will answer questions assigned on BigIdeasMath.com questions 1-7. This is a review of 4.3 and students should be able to answer the questions on their own. If they need help, there is an accompanying screencast that goes with these problems.
BrainPop: After completing the BigIdeas problems, students will click on the link provided in schoology (and below) to complete the 6 question challenge. Students must copy/past screenshots in a discussion in order to show that they are completing the work. If they get a question wrong, they must explain how their equation was different and why they got it wrong (see picture example)
When students finish the Brainpop challenge, students should create their own lines/equations and post them in a discussion.
https://www.brainpop.com/games/graphinglines/
Small GROUP:
DO NOW: write the definition of slope-intercept form in Guided notes 4.4.
Complete guided notes 4.4
Complete Record and Practice Journal 4.4 problems
4.4 practice problems 1-20, complete for homework
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What I like about this game is that when students get it wrong, they can see a side by side comparison of their equation and the correct one. This visual will help them see the relationship between the equations and the graphs
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BrainPop Lesson Plan
Graphing linear equations. (2 day lesson plan-Hybrid)
Background: This lesson is meant for 8th grade pre algebra where 100% of the students scored basic or below basic on the 7th grade PSSA math test and also on the CDT Testing. Class size would be 20-25. This would be a 2 day lesson in which half the students would be working with me on and the other half would be working on the computers, then the next day the groups would switch
Lesson: Graphing Linear Equations
Learning goal: The students will be able to graph linear equations by interpreting the slope and the y-intercept of the equation.
Computer GROUP:
Students will immediately log in to Schoology and make an initial response to the DO NOW question.
DO NOW: Review. How does the line change when “b” is increased? How does the slope change? (the line moves up in the graph, but the slope does not change)
Practice problems 4.3 1-5. After completing the DO NOW, students will answer questions assigned on BigIdeasMath.com questions 1-7. This is a review of 4.3 and students should be able to answer the questions on their own. If they need help, there is an accompanying screencast that goes with these problems.
BrainPop: After completing the BigIdeas problems, students will click on the link provided in schoology (and below) to complete the 6 question challenge. Students must copy/past screenshots in a discussion in order to show that they are completing the work. If they get a question wrong, they must explain how their equation was different and why they got it wrong (see picture example)
When students finish the Brainpop challenge, students should create their own lines/equations and post them in a discussion.
https://www.brainpop.com/games/graphinglines/
Small GROUP:
DO NOW: write the definition of slope-intercept form in Guided notes 4.4.
Complete guided notes 4.4
Complete Record and Practice Journal 4.4 problems
4.4 practice problems 1-20, complete for homework
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This Brainpop game requires critical thinking and would be best for 6th grade, but I would consider using it for 8th graders, especially as an incentive for when students finish their classwork.
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I found several of these Graphing line games to be helpful. It may be difficult to gather data (make sure the students are doing the game) so I could have them screenshot and paste their “green check marks” in a Schoology discussion.
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Audio and video with learning
Audio and video enhances learning. Videos clips can be used as an attention grabber at the beginning of a class, or it can be used to explain a topic in a different way that includes visuals. With so much good materials out there, it changes the dynamic of the role of the teacher. The teacher no longer needs to be the primary source of information. Students can get the information from the internet. The teacher’s role is to guide students, assess them, see where they still need help, and fill in gaps.
Some teachers and even many students feel uncomfortable with this shift in education. If technology is not infused carefully and purposefully, Teachers can feel like they are giving up too much power, and students can feel like they are on their own. In order to make sure the videos are enhancing learning, teachers must do frequent check ins and on the spot assessments with students several times a week, or even day. Students must be held accountable with graphic organizers or challenge questions that accompany the video learning.
Simply giving students a fill in the blank and having them complete with a video won’t cut it either. This will lead to boredom and video fatigue. Instead, the videos chosen must be engaging. They should be launching points for new ideas, or inspirations for projects. They should delve deeper into a topic, not replace the teacher all together.
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Getting started with exploring BrainPop. I did notice that it's not free.
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I was finally able to publish my Ted-Ed Lesson. It is part of a hybrid class where half the class does the Ted-Ed and I teach the other half then switch!
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Ted-Ed Pythagorean Theorem
Ted Ed Lesson Plan: Pythagorean Theorem
Standards:
CCSS.MATH.CONTENT.8.G.B.6
Explain a proof of the Pythagorean Theorem and its converse.
CCSS.MATH.CONTENT.8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
CCSS.MATH.CONTENT.8.G.B.8
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
Learning goal:
The students will be able to identify the legs and hypotenuse of a right triangle based on the location of the right triangle
The students will be able to solve for the hypotenuse of a right triangle using the formula
This lesson takes one 50 minute class period. I usually split my class in order to do hybrid learning. I either take 2 days on one lesson and have one group stay on the computers for a whole day, or I will split them halfway through the class. In this lesson I will split them half way through the class and get to all students. The lesson will be the first day to introduce Pythagorean Triangles.
This lesson is intended for 8th grade students who all scored basic or below basic on the PSSA testing and/or CDT testing
Sequence of Events:
Intro: Today will be a split class period and we will switch halfway through the class period. Group 1, you will be on the computers to start completing a Ted-Ed lesson about Pythagorean Theorem, Group 2 will start with me. (allow time for transitions)
(20 minutes) Students in group 1 watch and complete the Ted-Ed Lesson https://ed.ted.com/on/n38jqbGT
Group 2: Students will have graph paper (centimeter paper works better if I can find it), scissors, markers, and tape or glue sticks. Students will access prior knowledge about perfect squares. Then students will cut out perfect squares with side lengths of 3, 4, and 5. They will also label the number of squares as 9, 16, and 25. Next, students will access prior knowledge of right angles. Next, students will use a marker to draw a line down one of the sides of each of the three squares. They will then be asked to align the marked sides to form a right triangle. Next, pose the question: What is the relationship between the numbers 9, 16 and 25? (ASR: 9 + 16 = 25. Students will then tape the squares onto a sheet of paper that will serve as their notes. They will take notes that 3^2 + 4^2 = 5^2. Last, we will write that the Pythagorean Theorem can be shown by the formula a^2 + b^2 = c^2. The students will understand that all right triangles follow this formula.
If there is time before the switch, students will preview tomorrow’s lesson in which they have to solve for c by doing a practice problem (sides of 5, 12, and they have to find 13 (square root 169)
Students Switch and teach the lesson to Group 1 while group 2 does the Ted Ed Lesson
(2-5 minutes) Exit Ticket: How do you determine the legs and the hypotenuse of a right triangle? What is the equation for the right triangle?
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Bullying in the Classroom
Bullying has been a hot button issue for all of my 5 years of teaching. Some of my thoughts on the matter are:
1. Whole school rallies and chants/cheers seem to be ineffective and somewhat annoying.
2. Our school has anti-bullying rules. The students must memorize them (not verbatim) and know what they are. This is helpful not to stop bullying, but for me as a teacher to point directly to a rule that is being broken. This way students are clear when they are being reprimanded for bullying. The reason I feel that having the student know the rules doesn’t stop the behavior is because I think that bullying is a heart issue. I think that much of bullying behavior that students engage in, they know it is wrong, they don’t need to be taught it.
3. We need to reach the hearts of the kids. This is why small group discussions when students open up about their experiences is effective. When students know that they are not the only ones suffering, it helps. When they see the hurt that bullying causes to other students, it reaches them on a personal level.
4. Character training. Many times I see poor character characterized as bullying. Sometimes students lack character and basic moral reasoning and this is the root cause of the bullying behavior. It is important to teach kids lessons in empathy, honesty, integrity, etc.
5.Not all bullying is equal. We should do a better job of labeling the severity of bullying on a continuum, because not all bullying is as severe as others. If a student gets teased for something, that won’t have the same negative effects on a student that is being physically threatened and intimidated. The latter is a crime, the other us a nuisance.
6. I get why students don’t stand up to bullies. Confrontation is hard and it can make things worse.
7. Too many students think of themselves only as victims of bullying, when in reality most students at some point in their lives engage in bullying behavior themselves. We need to train students to see this in themselves.
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youtube
This is another good video that addresses bullying. I think it would be great to create a video like this with my students and share it with the school. Name calling is such a big issue in middle school. We also found that unfortunately the name calling happens at home too. In some cases I have found that it is parents/guardians that are labeling/calling names to the students, not just their peers.
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