|I had to take a picture of my colleague Miss Wong's discussion of division here. I love the simple vocabulary and intuitive way of looking at reciprocals of unit fractions.|
|I hoped the illustration would help students see why you were dividing. I asked 5th period why an answer with an exponent of 9 would not make sense as an answer to the problem.|
|In most classes I did mention the commutative property of multiplication where you could remove parentheses and switch up the order.|
I discussed how people may not understand because their peers sometimes interrupt them and tell them they're wrong without using any tact sometimes. This is a topic I address frequently and refer to. I acknowledged the good ideas my students had an used an interactive notebook page from Sarah at Math Equals Love. Tomorrow students will use the quadratic equation for the first time and I'm looking up some challenge problems on Openmiddle.com.
|The style of my class has not varied much with my accelerated students. They suggested more independent and partner work, wanting more notes in class (no CPM book at home & it doesn't have the examples like traditional textbooks)|
|Thanks to Math Equals Love (Sarah) for the half sheet about completing the square with explicit directions.|