EDPuzzles

I started using EdPuzzle in my classroom this week.  In case you are unaware of them, this site allows you to choose already created videos or to create your own. 

For my Algebra II class, I created several videos at EdPuzzle, all dealing with solving systems of equations. 

I signed into the site, selected a video, added questions at various points, and cut the excess off the length so it covered only what I wanted the students to see.

It was wonderful. I asked the exact questions I wanted answered. They could answer the questions correctly if they listened to the video.  I used short answer questions but I could have used a multiple choice or true or false instead.  If I'd chosen to, I could have created a new sound track for the video, or even inserted a comment to all the students.

I created a document with links and instructions for the whole topic of solving systems of equations either by graphing, substitution, or elimination.  For the first video, they watched, and answered questions but it was obvious they were not paying close attention.  Come the second video, they started repeating segments to find the correct answer.  They even asked questions of material so they understood it better.

It freed me to monitor student learning.  I could answer individual questions, clarify misunderstandings and all the sudden I felt like I was reaching each student rather than trying to lecture up at the front and hoping for the best.

My Foundations of Math has four groups, each working at a different level.  Since I cannot teach one lesson, I'm starting to look for already created videos I can assign to students in each group.  I just started and so far, it looks like its going to work well.  With questions embedded into the videos, they must think about the answers.

The best thing, is that I can export the video to and assign the video to any class in google classroom.  That is fantastic because I can personalize the instruction making them more independent learners.  I just love using this site so much.  It is actually making my job easier in the long run.  Check them out.

Let me know what you think.  Have a great day.

Elementary Math

  Yesterday, I was speaking to the 6th grade teacher.  He is good at math and spends 1.5 hours everyday working on math with his students.  He wants them prepared for high school. 

Unfortunately, he stated that the 5th grade teachers from last year did not do a good job with the students.  Too many of them arrived not even knowing how to do fractions.

As you know, I work in a one school district with grades pre-k to 12th grade all in one building with three wings and a gym.  Unfortunately, we often have years where teachers are there one year before moving on. 

Last year was one of those where almost everyone in the elementary school turned in their resignation.  We often get new teachers who are just out of training and are scared of math.  If something is not in the math book, they won't do it.  Many do not know how to supplement their teaching with activities to liven things up.

The thing about textbooks, is they are only as good as the teacher.  If the teacher does not have a full understanding of math, they will stick to the book and refuse to venture out into helping students learn more than the process for completing problems.

 It wasn't until I began looking into the why do we do things this way that I discovered the reason we change fractions in a division problem into a multiplication problem. I've learned cool ways to show primes in pictorial form. I've even learned to explain why anything to the zero power is one.  If I hadn't taken time to research how these topics and more, I would be still teaching processes without including the background to provide understanding of the concepts.

I wouldn't even know how important it is to have students include written explanations for each step.  I've just started doing it and my students already hate it but it forces them to really think about what they are doing.

I wish more elementary teachers showed an interest in learning the why's in math rather than just teaching according to the textbook and using only supplemental materials.  The only suggestion I have on this topic is to provide short weekly classes on one topic to provide the background needed to fill out their understanding.

If you have any ideas let me know.  I would love to hear from people.  Have a good day.

Graphic Novels In Math.

After reading Solution Squad, I wondered if there were other graphic novels I could use in my Math classes to create interest.  I found a few more, some I've seen, some I haven't but I'll share several to give you a better idea.

Imagine using graphic novels instead of relying on standard textbooks.  It might be easier to get students to read and pay attention to the material.

It turns out there are several graphic novels out there to learn math from.  One series is done in Manga style.  The three books in this series are the Manga Guide to Calculus, the Manga Guide to Linear Algebra and the Manga Guide to Statistics, and the Manga Guide to Regression Analysis.

All four books are rated at 4 stars or higher on Amazon.  These types of graphic novels are referred to as EduManga which combines Manga with Educational content and is all the rage in Japan.  All of these books have been translated from Japanese to English.  These books take the material and encase it into stories so they become an intricate part of the story.

In addition, Larry Gonik has a series of the Cartoon Guide to Calculus, the Cartoon Guide to Statistics, and the Cartoon Guide to Algebra. Larry Gonik may be better known for his Cartoon Guides to various science subjects.  I became familiar with him when I read his Cartoon Guide to Genetics.  His three books rate 4 stars or higher at Amazon.  His books use humor to convey mathematical topics. 

The last set of books for today are the ones titled Manga Math Mysteries.  This series of eight books was written for eight to ten year old students but could easily be used with older students who are English Language Learners or who have print disabilities.

Each book covers a different topic such as whole numbers, time and temperature, probability, geometry, fractions, money, measurement and distance.  The main characters are youngsters who take martial arts and who solve the mysteries together.  Each books is about 45 pages long but done in standard comic strip format.

Let me know what you think about the idea of using Manga in the Math class.  Have a good day and enjoy.

Solution Squad

  Over the weekend, I became acquainted with a graphic novel of super heroes who solve mathematical problems.

These super heroes are better known as the Solution Squad. Each member has a superpower that are actually math based.

One member can perform complex calculations in her head, while another is able to create electromagnetic triangles in the air. 

The third member can represent absolute value, the fourth member is able to copy the powers of anyone around her just by a touch, the fifth is one of a pair of twins who can speed across the land at hyper speed while her twin can fly up or down and withstand huge changes in pressure.

This graphic novel was created by Jim McClain as a way to teach math.  He sells a hard copy of the graphic novel but you can get a digital copy of the first adventure.  There are links for all of these.

I purchased the Solution Squad in Primer, the digital copy and the lesson plans separately.  I love the super heroes have a boat named with a great mnemonic from trig.  They have a super plane again possessing a cool mathematical name. We get to read about their adventure with

The teachers guide provides lesson to accompany the graphic novel complete with the activity sheets.  I love the way he includes the Fundamental Theorem or Arithmetic as one of the activities which shows how one can fully factor any composite number using only prime numbers. 

In addition, students are exposed to Goldbach's Conjecture which states any number greater than 2 can be expressed as the sum of two primes.  Students are given the chance to practice the conjecture.  Another fun math concept is the idea of Happy Primes vs Unhappy Primes.  In a Happy Prime, you add the squares of all the digits in the number to get a second number.  Repeat the process with the each additional number until you get 1.  This is a lesson plan I could leave for a sub to do.

Check out the blog and the additional Web Comics.  I have another tool for my toolbox.  Thanks to Twitter for this lead.

I could easily use the Solution Squad in my Pre-algebra and Foundations of Math classes.  I think it would keep my students interested. 

Warm-up

Warmup

Desperation and Inspiration.

  Yesterday, in geometry, I had students work with points, lines, and rays so they could develop a better foundation for future topics.

The activity was to look at various scenarios such 2 points, 2 lines, 3 lines, 2 rays, etc and they had to suggest an arrangement that produced one, two, or three points.

The two points was easy since all they had to do was stack the points to create one point but they could not arrange them in any way to create two points other than leaving them separate which violates the rules.

With so many blank looks on faces, I know they really couldn't picture solutions to the activity so I pulled out a large number of sticks and passed them out so students could play with them to find the answer.  They gave me crazy looks but I convinced them to arrange and rearrange the sticks until they found solutions.

It was great watching them working together, sharing sticks and ideas.  I had to convince one group of girls that the vertex of the angle did not count as a point.  Instead the angle sides had to cross to be counted.  I loved the way students would think about the various arrangements before deciding if they matched the requirements.

I've used the activity before but this is the first time I've used manipulatives of any type.  It made a tremendous difference in that students had lower frustration levels and enjoyed the activity more.  From now on, I am going to use manipulatives for this exercise.

I was desperate so I found the sticks in my closet because I didn't have anything else that might work for this activity.  I save things "Just in case".  This met the description of "Just in case."  It is amazing how desperation gives us that bit of motivation to get really creative.  I've used sticky notes when teaching function notation, substitution, and any other topic requiring a number replace a variable.

I've created number lines on the floor to help students learn to use positive and negative numbers.  They loved walking back and forth to find the answer various problems.  I've used desks for explaining the angles associated with traversals and for the coordinate plane.  Each idea came out of desperation.

Let me know what you think.  I love hearing from people.