7B: Math Challenge 2 - Cyclic Number

Math challenges are designed to push the students on multiple fronts. They need to decipher the problem; they must identify the tools required to solve the problem; they must use the tools correctly; determine if their solution is reasonable; and then figure out how to communicate their thinking on paper and then translate it for an audience. Whew!

I choose math challenges for different purposes each week. Sometimes it will push their problem-solving skills or it might be difficult to document or both! This was a tough math challenge, but I wanted to see what 7B would do when up against something that was hard and that they might not have all the pieces to figure out. Here is the original problem:

The symbols and representation were a hurdle for most students. Those who were able to translate the information in the problem then struggled to figure out how to glean information from the statements. It was great to have students share what they were able to find out and what they could rule out to be true. Everyone who came up to share added more information to the pool of knowledge. I was really impressed with how students were able to give credit to peers and their efforts, especially those who did not solve the problem, but advanced our understanding of the problem. 

The students who were able to complete the problem shared their strategies and key pieces of information that helped them solve the problem. To quote the students, "My mind is blown!" It was satisfying to see the students who solved the problem be able to answer questions about their work and defend their choices. I was particularly impressed with EB2018's ability to find different ways to answer essentially the same question, multiple times. 

We are starting a new tradition with our math challenges this year. After the sharing phase, students are going to reflect on their process, describe what they learned during sharing, and synthesize their experience in a journal entry. I was pleased with our first go around with the reflections. I believe that this is the next step to developing their skills as problem-solvers and communicators. Here are samples of what was written.

Please ask you child to tell you more about this problem and its solution!  

6C: Group Work Norms

Working in groups and collaborating are not skills that we are born with. We must learn to work together and identify skills that help us to work in collaborative settings. Before we began a group activity, we discussed our prior group work experiences. We could all identify and describe a time when a group activity or project did not go well. 

We took that conversation and turned it into a set of norms that we were all going to strive to achieve when we do group work in math class. Here is the list that was generated.

• Be inclusive (work to include others in your group)
• Everybody tries to do an equal part of the work
• Sharing ideas is helpful 
• Look at both sides what a person has to share
• Treat your group members respectfully.
• Everyone is a leader
• Balancing stepping up and stepping back
• Everyone must participate

We acknowledged that these were things we would try to do, knowing that there will be days/times when it is hard for each of us. 

Snapshot: 8A Documenting the Process

 

One of the great challenges that my students face in math class is documenting their thinking on paper. Most students are resistant to taking the time to show their work in detail. It is difficult to capture all of the decisions and step that are required to show someone how they achieved their result. Every so often, students are able to capture their thinking in a clear, detailed, and concise manner. These are two exemplar samples of what we hope every student can achieve. 

The eighth grade is learning how to factor polynomials. We began the journey by learning how to multiply monomials, binomials, and polynomials. The class spent several periods looking for the clues on how to factor a trinomial in the form of a^2+bx+c. To solidify their learning, they were asked to write out the steps to teach someone how to factor this type of trinomial. Many found this task difficult because they struggled to generalize the steps. Most could tell you what to do with a specific example, but not how to do it without specifics. These two examples were the most successful at capturing what needs to happen to factor a basic trinomial in the a^2+bx+c form.  Both capture the essence of the procedure in very different ways. One is verbal and the other is expressed with tables. We shared in class to help everyone get better at documenting their thinking. 

Welcome 2015!

Welcome to the blog space for Ms. Seto's middle school math classes at Black Pine Circle School!

My hope for this space is to share and post glimpses into what is happening in the classroom and to share our mathematical adventures with the world. 

For students: this is a portal to access materials and resources for class, a place for class notes and shared documents, and a place to share our reflections with a greater community. 

For parents: this is a window into the math classroom and an opportunity for you to access to what happens in your child's day. It can be a tool to connect and create conversations with your child. 

For others: this is a place to share our learning and to reflect on our mathematical journey. 

It is an ambitious project, but I hope that we can live up to the expectations and make our learning visible.