Elizabeth Daugherty @ms_emd

HS Math teacher (IB, Alg 2) #thinkingclassroom #mtbos Joined September 2012

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Elizabeth Daugherty @ms_emd

3 years ago

@sig225 My guess is actual

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@howie_hua 1/6 1) independent events 2) you can think of this as conditional probability, but the given condition was that the first die is a 1. There are six outcomes where the first die is a 1. If you say 1/11, then you’re including the five outcomes where only the second die is a 1

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Elizabeth Daugherty @ms_emd

4 years ago

@MrsRoseLam A handful of students were REALLY bothered that I didn’t give traditional notes

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Elizabeth Daugherty @ms_emd

4 years ago

@MrsRoseLam A1: I’m going to provide a template because last year I didn’t give structure other than that they should write down what they would want to look back at in the future. A lot didn’t take notes and some later wished they had. I’m hoping a little more structure will help #BuildTC

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams @MrsRoseLam I’m exhausted!

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams @MrsRoseLam Same 🫠

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams If they weren’t cinder block, I would totally do this!

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams I would box anything I didn’t want them to erase. There is basically just enough space for them to have one thing saved and still have space to work on other problems (which is why I dream of a classroom where the walls are all whiteboard lol)

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Elizabeth Daugherty @ms_emd

4 years ago

@druinok @merryfwilliams Not sure. Here is a blog that has some examples: fivetwelvethirteen.wordpress.com/2018/03/28/smu… I think I found some by just searching #smudgedmath

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams Then when students were working, I would make sure to have them save a question that I had starred. (It can all go incredibly quick and then suddenly the “bottom” problems have all been erased)

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams 100%! I think consolidation is maybe the hardest part. I worked on it a lot and still have a long way to go. What helped me is what you said — planning out ahead of time the key points. Sometimes while planning, I would star the questions that I wanted for the consolidation

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams @druinok No, I missed that. I’ll have to go back and find that!

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams Yes, I definitely want to try having them identify a pattern this year

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams A2: I’m pretty okay with it. I used to always focus on the most complex/sophisticated things, but now that I realize that I was only talking to a small percent of students, I’ve I would rather spend the majority of my time reinforcing the core concepts for everyone #BuildTC

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Elizabeth Daugherty @ms_emd

4 years ago

@druinok @merryfwilliams Have you seen #smudgedmath ? I used it a few times last year when I couldn’t figure out of how to teach them something without showing it. I think it can be a great way to have something like a worked example but they still have to think

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams @druinok I want to watch that too

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Elizabeth Daugherty @ms_emd

4 years ago

@druinok @merryfwilliams @MrsRoseLam Hello! 😊

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams But when there isn’t a strong connection with prior learning it’s harder. (I was confused what to do with imaginary numbers.)I think he suggests having students find a pattern. On page 34 he gives an example with the Pythagorean theorem

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Elizabeth Daugherty @ms_emd

4 years ago

@merryfwilliams A1: I think it depends how well prior learning connects to the new learning. For the factoring example he gave, he needed very little (I used this last year and it worked well).