**Can you believe it's already close to the end of the 1st nine weeks?**I mean seriously?! We have been in school for

*almost*a full quarter already! My kiddos got their interim report about two weeks ago now, and my grades are due for report cards in only about two weeks!

**This is absolutely crazy!**

So,

*needless to say*, I thought it was about time for a

__check-in__on what we've been up to. This is my first year teaching only one subject, and I have to say, it's

**! My schedule begins with planning until about ten in the morning. Then I have an Algebra and PreAlgebra class for an hour each, before lunch, followed by my Academy class, and ending the day with another PreAlgebra and Algebra class again for an hour a piece. My days**

*fabulous**fly*by! I mean it's

**October**for goodness sake!

__Currently__in Algebra we have moved into our actual Algebra curriculum. No more review for these kiddos! We have done the overview of function families; everything from linear, quadratic, exponential, and absolute value functions, and are now moving into really analyzing and understanding linear functions. To begin the overall unit, we started our lessons by reviewing scatter plots and what it takes to make a scatter plot. One of my colleagues, Allison Stanford, who recently moved back to the Clover area from a brief year in Mississippi, shared her idea for reviewing scatterplots. Students each get a shoe to color and decorate as their representation on a classroom graph. I gave students their shoe template on a Friday after they finished their last review test. Over the weekend students were to color and decorate their shoe, find out their shoe size, and their height. All students were told to measure their shoe size in men's sizes, and get their heights in inches.

The graph after students established the independent and dependent quantities. |

Students plotting their shoes on the classroom sized graph. |

The final graph after 3rd period plotted their points. |

For my PreAlgebra crew we are beginning our lessons into functions as well. However, instead of beginning with scatterplots and lines of best fit, we begin our overall unit with sequences and patterns. The idea is to relate functions as ongoing patterns and that sequences will fit into the equations that we can write for linear functions. Students were also seated in groups to begin, and were given two sequences from our Carnegie text. Students were given manipulatives that they could work with to demonstrate and continue the given sequence. Sequences ranged from building toothpick houses, to building block stairs, beaded necklaces, and penny pyramids. After students created their sequence using their manipulatives, they could then answer the questions in their text about the term numbers, patterns, and overlying question.

Students working together, with their manipulatives and iPads to determine their sequences. |

After students finished their sequences, they took pictures and uploaded their patterns to our My Big Campus group in order to present their findings to their classmates. Students really enjoyed being able to work with their hands, create their sequences using manipulatives, and then present their unique versions of sequences to their peers.

We have had a

*great*,

**wonderful**,

__fantastic__,

*amazing*start to the year and I could not be more impressed with how hard my students are working. They are doing a

**great**job! They come into class everyday ready to learn, enjoy math, and learn new skills. We are off to a

__great__start and I can't wait to see,

*and share*, what our year has in store!

*Until next time*...

**:)**

Do you have a lesson plan for your scatter plot shoe activity?

ReplyDeleteHi ASomers! I will get them for you this weekend! :)

DeleteMay I get a copy of this lesson plan as well? :)

Deleteag776@msstate.edu

May I get a copy too please? This lesson looks so fun and engaging! :) a.dunkerton@yahoo.com

DeleteDo you have a lesson plan for your scatter plot shoe activity?

ReplyDeleteCan I get a copy of your lesson plans as well. This would be a great activity for my 8th graders!!!

ReplyDeleteThanks in advance!

Can I please get a copy of this lesson as well. Jholcomb@marietta-city.k12.ga.us Thank you sooo much!

ReplyDeleteMay I also get a copy of the scatter plot shoe activity? My kids would love it! Thank you so much in advance! Meredith Byrd - mbyrd@g.horrycountyschools.net

ReplyDeleteI would also LOVE a copy of your lesson plans! This looks like SO much fun!

ReplyDeleteThank you sharing this. I am teaching scatter plots in a week and I cannot wait to incorporate this into my lesson. I too would love it if you would share the template and lesson plan.

ReplyDeletejulielleake@gmail.com

DeleteThis looks wonderful! Can I have a copy of this lesson?

ReplyDeletecrusonj@friscoisd.org

Thank you!!!!! Shawn Cruson - Frisco, TX

This comment has been removed by the author.

ReplyDeleteI think my class would love this activity to help teach scatter plots, do you mind sending the lesson plan, thanks!

ReplyDeletern13uy@brocku.ca

I think my students would enjoy doing this. May I please get a copy of the lesson? My email is nweldon@muncieschools.org

ReplyDeleteHello,

ReplyDeleteI know my students would love this. Can I please get a copy of the lesson plan and shoe diagram? My email is jsanders7@schools.nyc.gov

Thank you,

Joy and 801 ;0)

Hello, I am doing my first lesson for student teaching on scatter plots! I am in an urban school and I think my students would really enjoy doing this!! May I please get a copy of the lesson? My email is sveczc1@tcnj.edu. Thank you so much!!

ReplyDelete