Musings from Mrs. Galvan

I like this project because it gets students looking for what we learn in class outside of class. It also gets them writing creatively and is a cumulative record of all the theorems they've learned this year. I have assigned this for many years, initially with students handing in actual photos in albums,  and have steadily made improvements.   Last year's improvement was having the students publish their safari journals on their blogs as it was my first year having students create math blogs.This year I added the rubric and the google presentation requirement. For next year, I would like to work with the English Department to make the writing assignment portion better. Perhaps we can research the literary requirements of a quest to help them to write better stories? Honestly, I am not sure why a lot of their stories are wanting. Does the geometry make it seem contrived? Are they waiting until the last minute to write? Did I not spend enough time talking about how to writ...

As mentioned, I have gotten behind on blogging. Three weeks ago in Geometry, we were discussing similar triangles. Usually when I teach this, I am in a hurry to get to right triangles. I would make the excuse that they did a lot of ratios in pre-algebra, so let's just do similar triangle proofs and get to trig already! This year I did a few things that made class a lot more engaging. #joyful 1. As mentioned before , I had kids do problem solving in groups using white boards. Five Triangles is a great source of problems to use to mix it up. 2. The Blob - I filed Fawn's golf problem remix away when I first read it last year and I am SO glad that I used it this year. I followed her script, instructing them to draw a blob somewhere in the rectangle, a point H on one side and a point B on the other. I collected them and made copies. The next day I gave them the copy and gave them the challenge. Jonathon's wasn't possible with three triangles... I let him dra...

Coming back after Thanksgiving, I decided to use the spare ten minutes of class time usually dedicated to homework review to do what my kids call "yoga". Really, we do a bit of stretching in our seats and I lead them in a brief mindful meditation . I know it is ambitious to expect 13-year-olds to refrain from giggling while also telling them things like, "just focus on breathing" or "pay attention to the rise and fall of your chest as you breath slowly," but my students are awesome. I of course have to give consistent reminders to close your eyes, but overall they are quiet, calm and engaged in the exercise. Today while finishing our meditation, I shared with them the story The Station by Robert J. Hastings: “The Station" Tucked away in our subconscious is an idyllic vision.   We are traveling by train, out the windows,   we drink in the passing scenes of children   waving at a crossing,   cattle grazing on a distant hillside,   row upon row of c...

Last Wednesday was fun thanks to an early morning lesson reboot. Usually in Geometry I give the following directions on a review day:  "Do these review problems with a partner and ask for help as needed."   Instead, I copied the same problems on separate papers to quickly make a game of Solve Crumple Toss (it went well in Algebra ; again thank you to Kate  for the idea). The goal, reviewing key topics from chapter 4 (diagram-less proofs, detour proofs, perpendicular bisectors, coordinate geometry, oh my!), was the same. The execution made for a much more engaging, dare I say fun, class. Today's reboot was not last minute (go me!), because earlier this month I saw Julie's blog post about Jessica's Dance-Dance-Transversal idea. Then Justin tweeted that Kate posted the power point and I was set! I love the Mtbos! Anywho, the kiddos had fun dancing and everyone knows their angle relationships. I am no longer feeling bad about my geometry ...

I can't thank Kate enough for sharing Solve-Crumple-Toss . It was a hit last year with square root equations and again this year with writing linear equations. What I love especially is how determined they are to get the answers accurate so they can take a shot.This is a great way to review for a test and have class be fun. #joy I also heard, "Hey Mrs. Galvan, why do you have so many '90s songs about basketball ?" Link to handout - Copy each page on a different color and cut apart.

Last night I went to bed dreading my lesson plan for today's Algebra class. My agenda was going to say: 1. Go over homework 2. Notes: Standard Form Equations 3. Guided Practice: Standard Form Equations 4. HW: Worksheet on Standard Form Equations Even with my cute stories and getting kids to do most of the talking and problem demos, my plan would have made for a boring day in math. On the way to work this morning, I came up with a game. Since they already know how to manipulate an equation, instead of announcing a new form of a linear equation and lecturing on how to achieve this form, I gave them clues and made it a game. Students worked in teams of 4. Each team used a different color of 3 by 5 cards (hence color wars and it also made sorting the results easier). Each group member had a job (which I made up while my first period class students were turning their desks). I told them to rewrite the given equations according to the clues. After the 2nd one,...

So last year I began making a concerted effort to have fun in class... and while I made clear progress on that front in Algebra, I have been less successful in geometry. Yes, my geometry students create digital portfolios and complete engaging projects and tasks . Yes they use geogebra .... ...but we don't play enough. It is quite evident that they desire to do so. I have a handful of students this year in geometry that had me last year for algebra. These kids are wondering when we are going to play zombie grudge and I am giving them lessons that look like this: That agenda just screams fun! Remember my excuse to be boring though. With our school's schedule I only have 135 class sessions that are 40 minutes each. That has to cover a rigorous proof based course (We use Geometry: for Enjoyment and Challenge ) and allow time for assessments. My colleagues are regularly confounded that I have any  time to blog, use geogebra, or generally do anything other than te...