## First Two Days Reflection

I actually started on the 13th, but am just getting around to blogging about it because I spent all last weekend making lagging, spiraling homework as well as activities that were not worth the effort I put into them (but that’s a topic for another post).  I’m teaching Algebra II w/ Trig and PreAP Precal, but I did the same thing in both classes for the first two days. I’m also adding a rating system from 1 (that sucked) to 10 (that was awesome)

Thursday:

• High-fived all students and checked off names/got nicknames as they walked in. Rating: 9 due to difficulty in multitasking, also weird looks from students
• Had them fill out google survey. Besides name, nickname, class period, these questions are also on there:  Rating: 8 I thought these kids could text fast, but it always takes sooooo long.
• Told them a bit about myself. Rating: 10 because I’m awesome.
• Hit the high points of the syllabus, showed them how to get to my google doc that will have links to everything we do in class SO DON’T ASK ME WHAT YOU MISSED. Rating: 5 I mean, it’s a syllabus.
• Played the first day video from youcubed’s week of inspirational math. Rating: 7 Couldn’t get much discussion out of them after it, but it was first day.
• Continued with youcubed’s day one activity of writing group norms. Now I just need to make them into a poster. Rating: 8 Got everyone involved and talking. Got some good descriptors: “Open-mindedness” “Listening” “Optimistic”
• Spent the rest of the day with the Four Fours activity, also from youcubed’s suggested first day. Basic idea: use four fours and any math operation(s)/symbol(s) to make all the numbers from 1-20. Rating: 10 Almost 100% participation the whole time. This would also be a great starting activity for order of operations. Two classes had enough time to get all 20!
• Homework was reading the Make It Stick handout and also having parent fill out google survey, here’s the good part of it:Rating: 7 Only about 75% of parents have filled it out as of yesterday. On the other hand, one parent actually wrote in the additional comments section, “Thank you for a great and innovative syllabus experience.” The “I’m proud of my child because” question is great to refer to in parent meetings.

Friday:

• High-fived everyone again. Rating: 10 Pro tip: If you’re setting stuff up between classes as kids are coming in, just go around the room quickly and high-five them before you stand outside the door.
• I had them fill out their math goal and find accountability buddies. Rating: 3 Almost every single student just wrote “make an A.” I also haven’t had time for them to check in with their accountability buddies. Would not do again, or maybe wait until a few weeks into class.
• Up next was paper folding from youcubed.org.  Rating: 2  I would not do this activity again. After the quick success of the first two (fold a square into a square that is 1/4 of the original; fold a square into a triangle that is 1/4 of the original), the next ones amp up the difficulty by quite a bit (fold a triangle that is 1/4 of original square but not congruent to first triangle; fold 2 different squares that are 1/2 of the original). Also, when students thought they got it, instead of convincing their partner, they would call me over and ask me if it was right. Quite a few students embraced the challenge and kept on folding, but for many of them, the frustration (and maybe pointless-ness?) was just too great and they quit. I’d be interested to hear if those teaching younger students have more success. And I still don’t know how to do the second square oriented differently from the first that has 1/2 the area of the original. I thought quite a few of them had it but upon trying to convince me, they didn’t.

I hope to back soon with a recap of the first real week of teaching, but after working on math for the last two weeks straight I need an afternoon of not thinking. At all.

My thing: It has been a while since I share a favorite thing, so today I’m going to absolutely amaze you with CamelCamelCamel.  This is a price tracker for Amazon and works in three different ways: 1) Connect it to your Amazon wishlist. It will automatically alert you via email when the price of something you want has gone down. You can also add individual items on the website (great for tracking stuff from other people’s wishlists for gifts) 2) Use the browser plug-in or copy the amazon URL into its webpage to see the price history. Great to know if that \$40 price is just a high mark, or if it’s been \$40 for the last three months, or if it wavers between \$30 and \$50. 3) Browse their list of popular products for “good deals” and “best prices.” Two things it doesn’t do: it does not alert you to lightening deals (but I usually get an alert if its a an-day daily deal) and it also cannot track kindle book prices. But I still think it’s a great tool!  And you could probably do something really mathy with the historic price charts, too.

## 5 comments on “First Two Days Reflection”

1. It’s so super cool to start school AFTER people like you. Thanks for all the tips!! I think I would’ve lost my nerve about high-fiving between TMC and now if it weren’t for all you awesome people tweeting and blogging about how it’s working for you.

2. Hope you can put the good tips to use! Yes, the high five is great and I would highly recommend it! 🙂

3. That’s really interesting to hear that you didn’t like the paper folding activity. I started my geometry classes with that activity in September and feel like I’ve been reaping the benefits all year! For me, the best part about it was getting the students to learn to persevere, argue/debate/challenge each other, and learn how to defend their answers. Maybe it worked so well for me because I used it for geometry classes in which a big part of what we teach is proving things using deductive reasoning. I loved listening to them debate and try to convince each other of their arguments–and it seemed to really help the students to understand what I mean when I say “justify your answer”.

• Wow, it’s crazy how different our two reactions were! How did you lead in to the activity? What did you tell them as they were working? How did you keep them from giving up? I would love to have this work in my class; maybe I just didn’t lead it very well.

4. I started with the activity of having them come up with group expectations and then went straight into the paper folding activity. But I don’t know that the group expectations really made a difference in how well the activity worked. I did talk a lot about the idea of convincing a skeptic and how it was the partner’s responsibility to challenge the justifications. I also used it with sophomore classes–were yours older? Maybe the age had something to do with it. I did have some get a little frustrated, but they were good about persevering and not giving up. It was probably just the class dynamic more than anything specific I did–they tended to get competitive and want to be the first who got it!