Today's estimation was a pie that was more than half eaten. I liked when a student said it looked like at least one fourth or 90 degrees left, plus half of a fourth so about 3/8 of pie left so 5/8 has been eaten. We had interesting discussions about the degrees.

Schedule |

Students were given a quarter sheet of binder paper to write 3 names of students they can cooperate with and 3 they have a hard time cooperating with. That lead me to grouping students for at least the rest of this chapter and chapter 9 together. This will test whether they can be productive with people they are more friendly with. I want students to be empowered by the choice.

We started by reviewing 10 to the 3rd power, all the way down to 10 to the negative 2nd. Students reasoned how you are dividing by 10 as you go down. I asked how 10 to the positive second power and the negative second power were related. Then we looked at 2^3 all the way to 2 to the negative 3rd power. A lot of students generalized since 10 to the -1 was .1 then 2 to the -1 was .2. This is even after we had discussed that it was multiplying by 1/2 or dividing by 2 as the exponent decreased.

Exponents of base 10, then base 2. |

Pairs Check~(Rally Coach)

- Each pair has one paper and pencil.
- Student #1 writes what Student #2 explains OR Student #1 does the first problem while Student #2 only watches, listens and asks questions.
- Then roles are reversed for the second problem.
- Then each pair checks their work with the other study team pair.
- Continue on to the next pair of problems.

I have to make sure students are working on 2 similar difficulty level problems because they said how different they were. They realized how hard it is to listen and only write, and not talk and respond to what someone is saying. Some of our introverts were truly tested. Here is the information I included o the exit ticket which I will launch tomorrows class with, corrected, and not graded:

Students got 10 minutes to improve their posters afterwards. I thought it went very well, and students had a chance to post new feedback on posters 10 minutes before the period ended.

The slides are posted on the blog post from yesterday, day 116.

schedule |

In accelerated students will re engage with Desmos marbleslides, without computers. I used Google slides and screen shots to copy and paste the slides. Here is a link to the PDF file that can be printed out on 1 piece of paper double sided. I think you look at it portrait and can fold it.

There will be two learning goals:

- They will highlight and analyze feedback from the Google slides
- Then draw on the slides to show how they could implement some of the suggestions they agree with. They can also write a summary statement.

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