Category: station activities

    Awesome Ideas for Linear Systems

    Review Graphing Before Teaching Linear Systems The week before Thanksgiving we finished our unit on writing linear equations in all its forms.  After a week off, I know I will need to review these concepts before plunging ahead to begin our unit on Linear Systems. Monday we will review graphing linear systems written in Slope-Intercept form.  I plan to use an idea from a recent training. It focuses on multiple representations (my interpretation) and having students work in pairs to match up graphs to equations, except that there is an uneven match.   Group Review Activity for Linear Systems For […]

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    Ways to Use Digital Task Cards

    I have been using a variety of digital resources for the last 5 years.  Mostly online resources, which do a good job to reinforce teaching, provide independent practice that students need and give me some formative assessment on student learning.  Yes, there are a lot of resources out there.  But last summer, I found a new one and fell in love. I am obsessed with Boom CardsTM.  If you are not familiar with these cards, settle back and I will give you the scoop.  Boom Cards are digital task cards to be “played” on a device—think chrome book, iPad, phone, […]

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    Palm Springs Math Conference

    It’s that time of year when thousands of math educators of all types go to Palm Springs to learn from each other at the California Mathematics Council annual math conference.  It is normally the first weekend in November, however there have been a few times when it was the last weekend in October.  If you have never attended, you need to go for several reasons. 1.  Palm Springs is beautiful.  The weather was perfect, people (not me and probably not most math teachers) were in their bikinis laying out by the pool, everyone was walking around enjoying the weather.  I […]

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    The team Cube activity was a HUGE success.  I actually had winners in each class.  The questions that were straight forward were easy for the students, but the ones asking students to think backwards (find the side of a cube with volume 343) were difficult.  I think it was just that they did not read the question, they looked at the number, zeroed in on the fact that volume was mention and then started multiplying.  I have not decided how to combat this yet.  After the Team Competition, I gave the class a simple quiz on volume and surface area […]

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