Exit Slips

I've gotten a lot of questions about how I use exit slips in my classroom. This is a great use of scales from Marzano's work. I have four folders set up in my room that say "Got It," "Almost," "Kind Of," and "Nope" on them. These are the scales I have set in place for my students to use to rank their own learning and understanding of a topic. I also assign a number with each, so a 4 is Got It, 3 is Almost, etc. I explain these scales to my students when we do our first exit slip. I tell them a 4, or Got It, means that they would feel confident enough to help someone on their homework and have no troubles. A 3, or Almost, means that they pretty much get it but may have a question here or there. A 2, or Kind Of, means that they get the idea but would probably need quite a bit of help. A 1, or Nope, means they basically have no idea. Here are what my folders look like (this is from a previous school, but it's pretty much the same in my new room).

I use Exit Slips in a variety of ways, and by a variety I mean two (haha). The first way is that I give students a couple of problems they have to solve on a sticky note and when they leave they place it in the folder that they seem is appropriate for them. So say I'm teaching Solving 2-Step Equations. I'll give a problem or two that they have to solve. They'll put their name on it and if they feel really confident about it they would probably put it in the Got It folder. After class I go get them and look over them and see how they ranked themselves. (It's really useful if you have your students write their name and the scale number on their post it before they drop it in the folder. This saves you some time and sanity.)

I've used these before as bell ringers. One thing I've done is error analysis. So I'll take a student's wrong answer and post it and the class has to tell me what went wrong in their steps to solving (of course, there are no names so no one feels singled out). Another thing I've done is give them back to students a few days later and have them fix their mistakes once they've had more practice then re-evaluate themselves.

The worst thing to do is give these and never use them in your class. In the past, I've given them questions, looked at it, and then throw them away. That does nothing to show students that they are improving their learning over time.

The second way I have done exit slips is by using a general form that they fill out and drop in the appropriate folder. This is good if you don't have a lot of time left for them to work a few problems, and it gives them a chance to explain themselves as they choose their level. Here is that form:

These are pretty small little forms (I print four to a page) and take a minute to fill out. I usually give these forms out before I do the other method of giving a few problems as an exit slip. This way my students understand the scales and know how to explain their reasoning. Then when we do a few problems as a bell ringer they are more familiar with the scales and can identify where they are easier.

Exit slips are a great tool to use in your classroom to get immediate feedback from your kids. This helps when you're planning future lessons and reviewing. This will also help me out a lot this year since I'm introducing spiral math into our daily assignments so I can keep reviewing the topics they struggle with. If you would like a copy of the exit slip form, you can download it here. I hope you find them useful in your classroom. Happy teaching!

Syllabus 2016-2017

I've been working this past week on school stuff trying to get ready for the next school year to start. I'm excited, but I don't want summer to end! I think every teacher has that feeling once they see school supplies out in the aisles at Wal-Mart. I haven't been able to get into my room since our building is being destroyed improved with air conditioning (FINALLY!!), so I've been doing as much as I can at home. My laptop has definitely felt the love. One thing I always try to get done first is my syllabus. It always sets the tone for the school year and lets me hone in on my theme that I will decorate my room with. This year I've chosen chalk board and brights, which isn't too far off of what I've used for the past couple of years. Here is my syllabus! I created this in PowerPoint using a template for a brochure and then tailoring it to fit my needs. I pick a foldable style since my students put this in their notebooks. Let me know what you all think!

If you would like to download a copy to edit for yourself, you can find one here. The fonts I used will not appear, but you can download a lot of super cute ones for free from dafont.com.

Solving Equations

This is one of my favorite things to teach. This is the basis of Algebra. I tell my kids all the time...if you can solve an equation, you can do anything. This year I didn't have to get as in-depth with solving equations because my Algebra I and Algebra II students were pretty good at doing it already. SCORE!

Since they pretty much were ok with basic equations, we skimmed it and jumped right in to more difficult equations. These foldables I got from Sarah at Math=Love.

I really liked the multi-step equations foldable. It was pretty straight forward and easy to follow. If my students got stuck, I'd have them go look at this foldable and tell me what all they've checked for and what they need to do next. Eventually they quit asking. 

Absolute value equations came next. What I used isn't a foldable, but I think this was pretty effective.

 Percent of change. All they really needed in order to do this was a formula. I have a binder full of pre-printed foldables and notetaking items, so I used these little clipboards for the formula. We just did a worksheet together on the other page for our guided practice.

 Proportions were next. We talked about what proportions were and how we can solve for an unknown variable in a proportion using cross multiplication. I actually tell my students we "butterfly multiply" because it makes a cute little butterfly, and they seem to remember that more than a lot of things.

Solving literal equations...this is kind of a challenge for a lot of students. Maybe the name of it alone makes it intimidating...I'm not sure. I made this little flow chart foldable that seemed to help students slow down and think about the process. We then practiced with a bunch of different formulas.

I've done all kinds of activities to enforce these ideas. I have scavenger hunts, Bingo, grid games, so on that I use both as practice and as review throughout the year. I love equations. I hope you find this stuff useful for you. Happy teaching!

Variables, Expressions, Properties, and Functions

It's been a while! I'm going to continue sharing some ideas from my interactive notebooks I used this past school year. I'm going to shift from geometry and take a look at my Algebra I notebooks. I also use a lot of these for Algebra 2 as well. I feel like my Algebra I notebooks have a little more creativity than the others because that is pretty much the only thing I taught 2 years ago. I'm working on beefing up all of my activities and foldables next year, but I'm mainly going to focus on my other classes.

Anyways...we start out Algebra I talking about variables, expressions, properties of numbers, order of operations, and relations and functions.

I like this graphic organizer a lot because they can see all of the words and all of the operations right there. Before we take notes, I divide them up into groups and have them brainstorm words that mean a certain operation. I give each group their own operation. We then come back together and they'll share their ideas and I'll have others chime in anything else they can think of. They normally get close to all of them.

 This is the activity I have them do with translating phrases to expressions. It's a little too easy, so I may try something more difficult next year.

When we talk about order of operations and evaluating expressions, I like this activity a lot. I give groups of students a deck of cards and they draw cards to assign each variable a value. Black cards are positive integers and red cards are negative integers. They then evaluate each expression using those values and they have me check each one before they can move on. The formulas sheet is something I just got off the internet with a bunch of formulas on it. I actually only gave that part to my Algebra 2 students, but I think my Algebra I students would benefit from it also.

 Properties of numbers. It's pretty simple. I got this foldable from Sarah at Math=Love. The link to her blog is on the right bar under "Blogs I Love." She's awesome and has a lot of great ideas.

 

 Next we talk about the different parts of an expression and how to simplify expressions. We then do the activity below.

They identify parts of expressions first and then match expressions to their simplified form.

 Next is relations. This circle actually folds up into a triangle. We discuss the different ways to express a relation and give examples of each. We then do the partner activity with a deck of cards. The directions are in the picture. I get very picky with this, especially with the mapping diagram and graph. Mine tend to not put arrows on mapping diagrams and then connect the points on the graphs. So when I check their work, I always make sure they do this part correctly and explain to them why we draw arrows and why we don't connect points.

Sorry these are so crooked! We then shift from relations and talk about functions. This is something I really need to start beating into their heads and never stop until they graduate. It drives me crazy that they can't ever remember the definition of a function! With this lesson we do a card sort activity. I could have sworn I took a picture of the finished card sort but I can't find it anywhere! I give students a sheet with a bunch of random relations, mapping diagrams, graphs, and tables and they have to cut them out and sort them out. I like this activity a lot, but it's pretty time consuming with all the cutting and gluing. Next year I think I'm just going to do envelopes to skip all the gluing.

Last in this post is interpreting graphs of functions. We talk about intercepts, symmetry, etc. I think this lesson is kind of out of place. Yeah, it goes with functions. But we only talk about linear functions until Unit 8, so I may move this lesson to coincide with quadratics. 

I hope you find some of this useful for you! I'm open to any suggestions you may have, just leave me a comment below! Happy teaching!

Transversals

Our  next unit in geometry covered angle relationships formed through transversals. This is probably one of my most favorite topics in geometry. We started out talking about the two types of lines that don't intersect, parallel and skew. I open up talking about this because a lot of times students think that parallel lines are the only types of lines that do not intersect. True in 2D, but they often forget about 3D space.

 Then we talk about transversals. This is one of my favorite foldables ever. We talk about the look of a transversal line that cuts two parallel lines. I need to start watching my wording a little more than I do when it comes to this topic because my students forget that the line that cuts the parallel lines is called the transversal line. Anyways, we look at the transversal and about how it's cut into two different parts, interior and exterior. I had my students color the parts two different colors and label it. Next year I'm actually going to have them write that the exterior is outside the parallel lines and the interior is between the parallel lines.

 On the inside, we talk about the different types of angle relationships and where they are. I've found that color coding really helps.

After we talk about all of these angle relationships, we practice. I've done this a couple of ways. One way is that I've put painters tape on the floor and made a giant transversal and had pairs of students stand in spots that show the type of angle relationship I call out. They like this a lot. It gets them out of their seats and moving. Another activity I've done is where I'll put a picture on the board and they have to write the angle relationship on a white board and hold it up. That one is ok but I'm not a huge fan because it can be kind of boring. 

If you have any transversal activities that you like to use in your classroom, leave a comment below and let me know about it. I hope to get a digital copy of this foldable uploaded soon. Happy teaching!

Logic and Proofs

Logic and proofs...the most loathed favorite chapter! I love logic and I think my kids don't mind it too much. Proofs on the other hand...
My geometry teacher in high school didn't teach us anything about proofs, so when I went through college I struggled with proofs. I think that's because I wasn't exposed to it at all until then. Proofs can take a great deal of time to teach, so I try to balance it out the best I can. I teach my students about logic first and then will teach them the basic proof writing techniques and we'll do some basic proofs. Most of them are sure they're not going into any kind of field that requires math, but it's still good to show them because you just never know where their paths may go.

Logic

For logic, I start out by giving Rebus puzzles for them to think about for a while. They loved/hated these. They liked it when they understood the puzzle, but hated it when they couldn't figure it out. If you've never seen a Rebus puzzle before, here's an example of one.

The answer to this is first aid. Clever, huh? I love these puzzles.

Next year I hope to give them a few more logic puzzles and less Rebus puzzles.

We start out talking about what statements are. We discuss the hypothesis and conclusion of statements and talk about the fact that statements have a truth value. Then we talked about the ways you can change and combine statements by negations, conjunctions and disjunctions.

After this, we did a snowball activity. I love these! If you've never done one, here's how it works...

I had my students write a statement on a piece of paper. They then crumble it up and throw it in the middle of the room. When I say, they go grab a paper out of the middle and I'll tell them to find a partner. They have to then write the two statements, the negations, conjunction, and disjunction and give their truth values. After a few minutes, we crumble the papers back up and throw them back in the middle and go again with the same partner they had before. It doesn't matter if one of them gets the same statement they've had before because that could change the truth values depending on the other statements. We keep going a few times around until I feel like they get the hang of it pretty well.

Next we talked about conditional statements.

As we discuss conditional statements, we look at truth tables. I'm not going into detail about this because the only way to get truth tables is to practice them a bunch, which is what we did. We then talked about related conditionals.

For these lessons, I made a spinner and students had to spin twice to get two different statements. They then wrote the conditional and related conditionals for those two statements and gave the truth value.

This was a simple thing to make...paper plate, brad, and a homemade arrow out of cardstock. I think next year I'm going to have students make their own and they'll switch with another group so they statements are a lot more original and fun.

Next was deductive reasoning. Some people skip right over this, but I teach it anyways. I found an activity that goes along with understanding the laws of syllogism, detachment, and contrapositives on Teachers Pay Teachers here. I do the activity first, and then we put notes in our notebooks over the 3 different laws.

Proofs

Once we finish logic, we start talking about proofs. I start out by taking a step back into algebra and discussing algebraic proofs. I review the properties of numbers with students first and they fill out these reference cards and keep them in their notebooks. Then, we go over a bunch of different algebraic proofs. I found an activity on Teachers Pay Teachers that is was a great resource to practice. Unfortunately that resource is no longer available there. Basically, it was a proofs cut and paste activity. I feel like my students really understood proof writing by the time we got to geometric proofs. We did very similar stuff for geometric proofs.

Last year when I taught proofs I felt as if I took way too much time to teach it and they still weren't understanding it very well, and those were advanced kids. This year I didn't take a terribly long time and I think my students got the idea of it a lot better. Proofs are one of those topics that can be very difficult to teach. Hopefully this gives you an idea of where to start. I'm always looking for ways to improve teaching this topic, so if you have any ideas about what I can do to improve this use Contact Me above or comment below. Happy teaching!

Basic Geometry

This is the 2nd year I've taught Geometry. Last year I taught Honor's Geometry, so those students were EXTREMELY intelligent and got things pretty quickly. This year I had a mix of high and low kids, so it was a little bit of a challenge for me. I used a lot of the same things I did last year, and it worked well for the most part. There are some things I wish I would have taken more time with, especially in the beginning. Geometry is picky...if things are labeled correctly, it can change the entire picture. When we first start geometry, we go over all of the basic definitions in detail. We do Frayer model definitions for all of the basic terms and talk about what each of them are. Next year, I need to take more time doing this to really make sure they understand and can label/draw things appropriately. I found out in 2nd quarter that we still couldn't label a ray correctly, and that's kind of a problem.

Basic Geometry Definitions

This lesson takes a little bit of time just because it's a lot of writing and cutting out/gluing. However, I think it's good to talk about what each term is and show them examples and non-examples of what we're talking about. Next year, I plan on taking a little more time with actually drawing/labeling things so they can learn to do it right at the beginning.

The next lesson we did was about distance and midpoint. I gave students the formulas to write in their notebooks and we did an activity to practice. For the activity, I made a copy of the school map and drew a coordinate plane on it. I had students map out their schedules for the day. They then had to find the distance and midpoints between each of their classes during the day. We acted like birds and "flew" over the walls so we didn't have to worry about going through walls and all that. This project took a couple of days, but they got a lot of practice with the distance and midpoint formulas. One thing I learned from doing this is that my kids didn't remember that squaring a negative number results in a positive number, so I had some issues with the distance formula. Overall, I think this was a good activity.

Distance and Midpoint

(This is not the best pic of the map, but you get the idea. I put a point in each room for them to use as reference for that room. So my room has a point of (-1,7).) You can find a copy of the map project outline here.

I wish I would have taken pics of what the students' work looked like. They did a good job with this and really took their time on it. 

Our next lesson was over basic angle relationships, another integral part of geometry. First, we defined what angles are and how they are made, which seems pretty obvious knowledge but you would be surprised. We then talked about how to name angles, which you can see in this foldable.

Angles and Angle Relationships 

Next, we defined the basic angle relationships: angle bisector, congruent angles, right angles, acute/obtuse angles, vertical angles, complimentary angles, supplementary angles, adjacent angles, linear pair, and perpendicular angles. The first sheet is something I made. The second is a foldable I found for free on Teachers Pay Teachers here. It worked for what I needed it to. I think next year I'll tweak it a little and add linear pair and perpendicular angles to it just so everything fits in one foldable. Since there are so many different angle relationships, I broke this into a 2-day lesson.

We then practiced naming different types of angles from a PowerPoint I made. It just has a pic of an angle relationship and they told me what kind of relationship it was. You can do this several different ways...4 corners activity, white board activity, SMART response, quiz, whatever you like really.

The last basic geometry lesson we did was over 2-D and 3-D shapes. They learn about this in middle school, but as I've learned you can't ever assume they remember it. We went over the formulas for the 2-D shapes and practiced using them.

2-D and 3-D Shapes

(The one I gave students is blank. They had to fill in all of this information. Here's a copy of them both: blank, filled in.)

For 3-D shapes, I decided to do a little more than just give them the formulas and we practice and move on. I like doing projects, so I figured why not do one for this? I assigned each student a 3-D shape and had them present the following: the net, the shape, the number of edges and vertices, the volume formula, the surface area formula, and examples of how to use each.

Here's a link to the project.
Since the net and shape had to be tangible, I made a mobile out of them and hung them in my room. Next year, I'm going to make this a requirement when presenting their project. While they presented, the rest of the students were given this sheet and had to copy down the information being presented to them.

Here's the link to this page.

Here are the mobiles that I made from their work.

I liked this project a lot, but it took a little too much time to do. It will definitely be like a 2-day project next year. I'm also going to require them to get their information approved before presenting. Thankfully it only happened once, but one of the formulas presented was wrong which caused some issues but nothing too major.

If this is the first time you're visiting my blog and you're curious as to how my notebooks work, follow the links below and you can see how my notebooks are set up!
ISN Set-Ups 2015-2016
ISN Set-Ups

I hope you find some use in your classes from these ideas. Feel free to leave comments about how these lessons went for you or if you have any suggestions I'd love to hear them. Happy teaching!