2017-05-26 – Day 16 – Finals Day

Wow, the day is almost over and the grading is done with all my finals. I always forget how much I dislike grading, especially when looking at student thinking. Today, we had our last of the finals, with one week to go!

Something that stood out today that I am so proud about with respect to my students. My HS students had two hard finals that challenged them, and I saw many using their devices to find out information on how to solve, examples to attack the problems. I saw students problem solving their finals, that was awesome. I also saw lots of great, long, and dedicated study today among all the students.

In my final period, I was worried about the 8th graders, they have had 3 finals at that point all day long, and math is last…they were in for surprise because it was probably as difficult as the HS for them. I heard students excited when they realized half of their final is on Quizizz (my students love this) and the other was more traditional. My 8th graders were solid for the entire time working to get through the challenge, and I was so impressed.

What I was also excited to see was lots of writing when students didn’t understand a problem. I saw #NoticeWonder on problems which made my heart all warm and fuzzy. I learned a lot today about my students and I am going to miss these classes in a week. Well, grading is done, the week is quickly wrapping up, and I have a 3-hour long run tomorrow.

2017-05-24 – Day 14 – 360 Math Collaboration Finals Review

State testing finished two weeks ago, warming weather, and multiple field trips all indicate the sun is setting on the 2016-17 school year. The looming giant of finals is the final hurdle many of our students are left with in ending this school year, and here we sit investigating this idea.

Getting students the opportunity to do the work, we covered examples yesterday, and today we are doing a combination of 360 Math (thanks, @edcamposjr) for the inspiration there and karaoke presentations when we are finished.

In Math 3, students used Flippity (thanks again to Ed for that tip) to form our groups. Each group was given 90 seconds to capture the 7 problems on paper 360-style around the room, students used mobile phones to take pictures of the problems, and then shared the with their group. Students broke up the problems, some students would solve 2 problems, others would solve 1 problem, in the 15 minutes.

When time was finished, random selection for each group assigned the problem they would build the solution to the poster. Their goal is to write a solution clear enough that anyone could present it, which is the next phase with the presentation karaoke.

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The Math 3 students hit some of the road blocks I was anticipating, but this process uncovered a couple more as well. The students did not get to the point they were going to present, we will capture those tomorrow. Students did see me solve all 7 problems in 3 minutes, not emphasizing the quickness of solving, but the efficiency of ease of these problems the concept of multiple iterations of inverse operations. I do feel I needed to give them more opportunities, and I should have started with this approach on Monday, then used it to set the stage for any clarifications or additional input the students would need from me, not the other way around.

In Math 8, we followed a similar format as in Math 3, the students opened up with a Quizizz review, getting a single shot of the year. Next, we chose 7 problems posted on the walls, viz a vie 360 Math. The 7 problems were taken from review problems previously covered, with small alterations, each team was assigned a problem and given 10 minutes to solve. Their goal is to write a solution clear enough that another group could present their solution viz a vie Presentation Karaoke.

Getting students to present would go smoother is more reps, this is our first time trying this Presentation Karaoke. While herding cats is challenging, it is worth the effort in that students are really engaging in their learning.

One of my students stayed after to tell me that another student explained what “simplifying” means in a way that he now understands it. When students stay after to share about their learning you know something went well.