Using Resolutions to Transform the Math Classroom

The return to school in January often feels like a "reset" button for both teachers and students. The holiday decorations are down, the syllabus is halfway through, and the winter slump is waiting in the wings. However, the New Year provides a unique pedagogical window. In the math classroom, resolutions aren’t just for fitness or finances; they are a powerful tool for shifting mindsets and building "mathfidence."

By integrating New Year resolutions into your curriculum, you can move math away from being a series of abstract procedures and toward a practice of personal growth and logical goal-setting.

Math is one of the few subjects where students frequently walk in with a fixed mindset, often declaring, "I’m just not a math person." The New Year is the perfect time to challenge this.

Instead of traditional resolutions, encourage students to set Growth Mindset Resolutions. These focus on the process rather than the grade.  Instead of saying "I will get an A in Algebra.", try "I will ask at least one clarifying question per week" or "I will show all my work on every multi-step problem."

These resolutions are attainable and trackable, mirroring the way we solve equations: by breaking a large problem into manageable, logical steps.

Why not use the actual math to teach the resolutions? January is a great time to introduce or review Data and Probability. Students can create "Habit Trackers" using coordinate planes or bar graphs to visualize their progress.

You can also teach the concept of SMART goals through a mathematical lens:

• Specific: Define the variable (x = pages read).

• Measurable: Assign a value ($x=10$).

• Achievable: Is the inequality $x\le \text{Available Time}$ true?

• Relevant: Does this align with the overall function of your life?

• Time-bound: Set the limit ($t=30\text{ days}$).

When students see that goal-setting is essentially a word problem they have the power to solve, the "real-world application" of math becomes undeniable.

Resolutions shouldn't just be individual; they can be a collective effort. Setting a Classroom Resolution fosters a sense of community. Perhaps the class resolves to reach a certain "streak" on a math software program, or to reduce the "collective groan" when a word problem appears on the screen.

To keep it light, you can even use the math puns we’ve discussed. A classroom resolution could be: "In 2026, we resolve to be like a $90^{\circ }$ angle—always right (or at least always trying to be!)."

Finally, January resolutions serve as a vital mid-year check-in. It’s an opportunity for students to reflect on what "functions" are working in their study habits and which "variables" need to be changed. By documenting these goals in their math journals, they create a record of their own intellectual evolution. 

When we bring the New Year spirit into the math lab, we prove that mathematics isn't just about finding the right answer—it’s about the resilience required to keep looking for it. It’s about understanding that even if you hit a "limit" or encounter an "imaginary" obstacle, you have the tools to calculate a new path forward. Let me know what you think, I'd love to hear.  Have a great weekend and a wonderful new year.

Happy New Year

 

Examples of Math Puns For The Math Classroom.

To get you started, I've made a list of 10 math puns for the different math classes so you have a nice start for the new year.

Pre-Algebra (The Basics)

1. Three Squared: Why did the student eat their math homework? Because the teacher said it was a piece of cake (and they needed three squared meals a day).

2. Too Many Decimals: Why should you never get into a fight with a decimal? They always have a point.

3. The Roman Numerals: I, for one, like Roman numerals.

4. The Mean Teacher: Why was the math teacher so strict? Because she had so many problems and was always looking for the "mean."

5. Odd Numbers: Why are those numbers so suspicious? Because they are always at odds.

6. The Ladder: Why did the student bring a ladder to math class? Because they wanted to get to high school.

7. The Ruler: Why did the ruler get kicked out of the party? Because he was being too "straight" with everyone.

8. Prime Real Estate: Why do prime numbers always win arguments? Because they are indivisible.

9. The Compass: Why was the compass so smart? It always knew which direction the conversation was "rounding."

10. The Percentage: Why did the student fail the test on percentages? Because they didn't give it 100%.

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Algebra (The Variables)

11. The Ex-Factor: Why is Algebra like a bad breakup? You keep looking for your x and wondering y.

12. The Constant: Why do Algebra students love the number 7? Because it’s a constant friend.

13. Stay Positive: Why was the absolute value so happy? Because it’s always positive.

14. Radical Dudes: What do you call a group of people who love square roots? A radical movement.

15. The Slope: Why was the Algebra book so tired? It had too many "ups and downs" (slopes).

16. Functionality: Why did the function break up with the relation? Because it felt like there was too much "baggage" in the range.

17. The Unknown: What is an Algebraist's favorite animal? A "poly-nomial."

18. The Formula: Why do mathematicians like forests? Because they are full of "logs."

19. Inequalities: Why did the "less than" sign go to therapy? It felt like it was never "enough."

20. Expression: Why are Algebra students so good at acting? They are great at using expressions.

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Geometry (The Shapes)

21. Always Right: Why should you never argue with a 90∘ angle? Because they’re always right.

22. Parallel Tragedy: Parallel lines have so much in common. It’s a shame they’ll never meet.

23. The Sun: What do you call a man who spent all day at the beach? A tan-gent.

24. Acutesy: Why are small angles so adorable? Because they’re acute.

25. The Circle: Why did the circle get frustrated? There was no point.

26. The Area: Why was the Geometry book so thick? It covered a lot of ground (area).

27. The Polygon: What do you call a lost parrot? A "poly-gon."

28. The Pyramid: Why are the pyramids so lonely? Because they have no "body" to talk to, just faces.

29. The Perimeter: Why did the student go to the edge of the paper? To find the perimeter.

30. The Compass: Why did the circle-maker get arrested? For "circum-venting" the law.

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Algebra 2 (The Functions)

31. Get Real: i says to π, "Be rational." π says to i, "Get real."

32. The Logs: Why was the lumberjack so good at Algebra 2? He knew how to use "logs."

33. Parabola: What do you call a recycled joke? A "para-bola."

34. Matrices: Why did the student get stuck in the Matrix? Because they couldn't find the determinant.

35. The Base: Why are exponential functions so grounded? Because they always have a strong base.

36. Asymptotes: Why did the curve never reach its goal? Because it had an "asymptote" problem—it kept getting closer but never got there.

37. Conic Sections: Why did the circle feel superior to the ellipse? It felt it was more "well-rounded."

38. The Sequence: Why did the math student go to the movie theater? To watch the "series" finale.

39. The Root: Why was the radical so calm? It had a deep "root" system.

40. Inverse: Why was the function so confused? It was going through its "inverse" phase.

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Calculus (The Infinity)

41. The Limit: I’ll do my derivative homework, but only to a certain limit.

42. The Derivative: Why don't they serve alcohol in Calculus class? Because you shouldn't drink and "derive."

43. The Integral: What is a Calculus teacher's favorite kind of math? "Integral" calculus—it’s essential!

44. The Inflection: Why was the Calculus student so good at public speaking? They knew exactly where the point of "inflection" was.

45. Optimization: Why did the Calculus student maximize their time? Because they were into optimization.

46. The Constant C: Why did the student fail their integration test? Because they forgot to add the +C. (They lacked "constant" effort).

47. The Chain Rule: Why did the Calculus student bring a chain to class? To practice the "chain rule."

48. Infinity: How many mathematicians does it take to change a lightbulb? An infinite amount—they just keep getting closer to the socket.

49. The Normal: Why was the tangent line so stressed? Because it was always under "normal" pressure.

50. Area Under the Curve: Why did the math student love the park? Because they loved calculating the area under the "curved" benches

    Have fun and enjoy.  Let me know what you think, I'd love to hear.  Have a great day.

 

The Power of the Pun: Why Humor is a Formula for Success in Math Class

Let’s be honest: for many students, the math classroom can feel like a high-pressure environment filled with intimidating symbols and the constant fear of being "wrong." As an educator, breaking through that wall of "math anxiety" is often the hardest part of the job. One of the most effective, albeit "corny," tools at your disposal isn't a new software or a complex theorem—it’s the humble math pun.

While they might elicit a collective groan from a room full of teenagers, math puns serve a serious pedagogical purpose. They humanize the subject, create a positive classroom culture, and—believe it or not—actually reinforce complex concepts through wordplay.

Mathematics is a language of logic, but learning it is an emotional experience. When a teacher drops a well-timed (or intentionally poorly-timed) joke, it lowers the "affective filter." This is a fancy way of saying it helps students relax. A relaxed brain is a brain that is ready to absorb information.

Furthermore, puns require a certain level of conceptual mastery. To understand why a math joke is funny, a student has to understand the underlying definition. You can't laugh at a joke about an asymptote if you don't know that it’s a line that a curve approaches but never touches. In this way, puns act as a "mini-assessment" of vocabulary.

If you’re looking to add some "numerical wit" to your whiteboard, here are a few classics categorized by the concepts they cover:

• Geometry: "Why was the obtuse triangle so upset? Because he’s never right."

• Algebra: "Dear Algebra, stop asking us to find your x. She’s not coming back, and don't ask y."

• Calculus: "I’ll do my derivative homework, but only to a certain limit."

• Number Theory: "Why should you never argue with a 90∘ angle? Because they’re always right."

• The Classics: "Parallel lines have so much in common. It’s a shame they’ll never meet."

The key to using humor is consistency and placement. You don't need to be a stand-up comedian; you just need to be a little "punny."  Dedicate a small corner of your whiteboard to a daily pun. It gives students something to look forward to the moment they walk in.  Or ask  students to create their own math memes or puns as an extra credit assignment. This forces them to engage with the definitions of terms like "mean," "median," "hypotenuse," or "imaginary numbers" in a creative way.  Don't forget the "groan" factor.  Embrace the "dad joke" energy. When students groan at a bad math pun, they are actually bonding. That shared eye-roll creates a sense of community.

Ultimately, math is about finding patterns and making connections. Puns do exactly the same thing. By weaving humor into your curriculum, you’re showing students that math isn't just a cold, rigid set of rules—it’s a living language that can be playful, clever, and even a little bit ridiculous.

After all, as the old saying goes: "Statistics: 42.7% of all statistics are made up on the spot." If you can make them laugh, you can make them learn.  Let me know what you think, I'd love to hear.  Have a great day.

🧩 Math for Every Mind: Embracing Universal Design for Learning (UDL)

In many traditional math classrooms, there is a "hidden curriculum": the requirement to sit still, read dense text fluently, and process numbers quickly. For neurodivergent students—those with ADHD, Dyslexia, or Dyscalculia—these requirements often become barriers that hide their true mathematical potential.

Universal Design for Learning (UDL) is a framework that removes these barriers. Instead of expecting the student to change to fit the lesson, UDL suggests we change the lesson to fit the student. It’s like installing a ramp at a building: it’s necessary for someone in a wheelchair, but it’s also incredibly helpful for someone with a stroller or a heavy suitcase. In math, UDL creates a "ramp" for every learner.

How would his apply to the neurodiverse learner? UDL is built on three pillars. Here is how they apply to specific neurodivergent profiles in the math classroom. Begin by providing multiple means of engagement. Students with ADHD often struggle with long-term tasks that lack immediate feedback or dopamine hits. The UDL strategy is to break  lessons into "micro-challenges." Use gamified elements or high-interest "low-floor, high-ceiling" tasks that allow for immediate small wins. Provide clear, visual checklists so students can physically check off completed steps.

Second is to provide multiple means of representation. For students with Dyslexia, a word problem isn't a math challenge; it’s a reading challenge. For those with Dyscalculia, abstract symbols like 43​ or x may feel untethered to reality.  The UDL strategy is to offer  information in more than just text. Use "Number Talks" with dot patterns, provide text-to-speech for word problems, and always use the CPA (Concrete-Pictorial-Abstract) approach. Let students manipulate base-ten blocks before asking them to solve long division on paper.

Next provide multiple means of actions and expression. This is where students show what they know. Traditional timed tests are often a nightmare for neurodivergent students due to anxiety or slow processing speeds.

One of the most effective ways to implement UDL is through Choice Boards. A Choice Board is a graphic organizer that gives students several options for how they want to demonstrate mastery of a specific standard.

Imagine a unit on Geometry and Volume. Instead of a 20-question test, a Choice Board might offer:

• The Architect: Build a 3D model of a "dream house" and calculate the total volume.

• The Teacher: Record a 3-minute "TikTok-style" tutorial explaining the formula $V=l\times w\times h$.

• The Artist: Create an infographic or poster that visually compares the volumes of different shapes found in the real world.

• The Traditionalist: Complete a standard problem set for those who prefer the clarity of symbols.

By providing these options, you aren't "lowering the bar." The mathematical standard remains exactly the same. However, you are allowing a student with Dyslexia to bypass a heavy writing task, or a student with ADHD to engage their creativity and movement.

When we design for the margins, we improve the center. A student who isn't neurodivergent might still prefer making a video over taking a test, leading to higher engagement and better retention for everyone. UDL transforms the math classroom from a place of "can you do this my way?" to "show me what you understand."  Let me know what you think, I'd love to hear.  Have a great day.

Merry Christmas

 

The First Spark: 3 Low-Floor, High-Ceiling Tasks to Launch Your Thinking Classroom

In a Building Thinking Classrooms (BTC) environment, the first few days are critical. You aren’t just teaching math; you are teaching a new "social contract." To do this successfully, you need tasks that are Low-Floor (everyone can start) and High-Ceiling (the challenge can grow indefinitely).

When you pair these tasks with Vertical Non-Permanent Surfaces (VNPS) and Visibly Random Groups, you create an environment where students realize that their collective brainpower is their greatest asset. Here are three perfect tasks to ignite that spark.

1. The Four 4s Challenge

This is a classic "hook" that requires zero prior knowledge but infinite creativity.

The Task: Using exactly four 4s and any mathematical operations (+, −, ×, ÷, exponents, square roots, or factorials), can you create expressions that equal every number from 1 to 20?

• Why it works: It is inherently collaborative. One group might find $4÷4+4-4=1$ immediately. Another might struggle to find 10, only to have a breakthrough with $(44-4)÷4=10$.

• The BTC Edge: As groups work on their vertical boards, they will naturally "borrow" operations from neighboring groups. This is "productive plagiarism"—a key BTC concept that spreads knowledge through the room.

2. The Tax Collector

This is a numerical game of strategy that feels like a puzzle but is deeply rooted in number theory and factors.

The Task: Write the numbers 1 through 12 on the board.

1. A student picks a number and keeps it as their "score."

2. The "Tax Collector" must be able to take all the remaining divisors of that number.

3. If a number has no divisors left on the board, the student cannot pick it, and the Tax Collector gets all remaining numbers.

• Why it works: Students start by picking the biggest number (12), only to realize the Tax Collector gets 1, 2, 3, 4, and 6—totaling 16! They quickly realize they need a better strategy.

• The "Ceiling": Once they master the numbers 1–12, tell them to try 1–24 or 1–30. The complexity of tracking factors increases exponentially.

3. The Painted Cube

This task is a visual and spatial powerhouse. It’s perfect for moving from "doing" to "pattern seeking."

The Task: Imagine a large 3x3x3 cube made of 27 smaller individual cubes. You dip the entire large cube into a bucket of bright red paint. When you pull it out and take it apart:

• How many small cubes have 3 sides painted?

• How many have 2 sides?

• How many have 1 side?

• How many have 0 sides?

• Why it works: It is highly visual. On a VNPS, students will start drawing cubes, shading faces, and counting.

• The "Ceiling": Once they solve the 3x3x3, ask: "What if it was a 4x4x4? What if it was an n x n x n cube?" This leads directly into algebraic thinking and general formulas.

 Pro-Tip for the Launch

On the first day, don't give the answers. When a group thinks they’ve solved the Painted Cube, simply ask, "How do you know?" or "Can you prove that to the group next to you?" The goal of these tasks isn't the final number; it's the conversation that happens at the board. By the end of these three tasks, your students will stop asking "Is this right?" and start asking "Does this make sense?"—and that is where true thinking begins. Let me know what you think, I'd love to hear.  Have a great holiday.