![]() ![]() And I’m not above bribery so I made it a quiz grade. They submitted this doc to me through Schoology. We ran out of time to make poster displays so I collected their pencil/paper work and made a quick Google Doc where they could paste in the Desmos link, a screen shot of their graph, and their original photo and selfie. One-on-one time is hard to come by in a 45-minute class. I spent much of the three class days we spent on the activity sitting at our table groups and providing support on things like binomial multiplication. I plan everything knowing that my students are going to come to me with gaping holes in their foundational math knowledge. I’ve mentioned often in this space that we’re still dealing with the long tail of pandemic-era schooling. Then they wrote the equation of the quadratic in vertex form and enetered that to their Desmos graph to confirm it matched their shape. From there over the next couple of days they identified characteristics of their parabola including the equation of the axis of symmetry, coordinates of the vertex, named a point and its reflection, the zeros and y-intercepts. Most were able to wrap that up in the 15 or so minutes we had left in class after our “field trip”. Virtually all of my students needed a parabola photo to get started.įew more: /6KWpWAi9C6- Stephen Dull September 25, 2023Įveryone got a parabola (-ish) photo they could pull into Desmos. Then if we needed to, we could take part of that first day and make a field trip of the second floor and snap photos. I’m not sure I would have had the foresight to do this as a first or second year teacher, but in the days leading up to the launch of this activity, I definitely scouted the building to see if I could find anything that could stand in for a parabola in a pinch. Writing in his Substack last week, Dan Meyer pointed out that one of the most important skiils a teacher needs is knowledge of student misconceptions, or common errors. ![]() OK, so what happens on Day One if no one comes back with a photo? But that timeline counted on my students finding a parabola in the wild outside of school over the weekend and taking a couple of photos so they could start work right away on Monday morning. I planned out three days in class for the work and one day for the gallery walk/parabola swap where they verify a classmate’s math. In the midst of my planning, and sharing resources with the math team, I realized I needed something better to use as an assessment for quadratic functions and after rooting around a little bit ended up on the Parabola Selfie Project ($) from Algebra and Beyond. I’m still working off our district-made curriculum map and using a digital calendar/planner as well as planning out quarters on paper, but I’ve been tweaking my lessons to fit an in-person audience since last time I taught Alg II we were still remote for three-quarters of the year, then hybrid. I toggled back to Algebra II this year after a couple of years of geometry, and we also switched from Google Classroom to the Schoology LMS so my planning has taken a slightly different form. ![]()
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