Geometry Project

This year in my Advanced Geometry class, we did a project on solids.  The students had to create a 3D figure using at least one of each of the solids we discussed in class (Sphere, Cone, Cylinder, Prism, Pyramid).  The projects were to be completed at home.  On the due date, the students brought their projects to class and found the surface area and volume of their figure.  Here are the projects.  I thought the students did a fantastic job and I think I will continue to do this project!  Very proud of the kids!  (I told them they could add things like animals and the tractor for fun.)  Here is the handout I gave to the kids.  A BIG THANK YOU to my friend Erin for the project!

This one lights up!

This one moves up and down!

This one is almost entirely edible!

Math Dictionary

Wow, it's been FOREVER since I've posted anything on here!  I hope to start posting more regularly, so please continue to come back!

This post is just a quick post to talk about my Math Dictionaries I do in my Geometry class.  As some of you know, Geometry is full of a TON of new definitions for the students.  Coplanar, supplementary, similar, tangent, the list goes on.  Geometry is also jam packed with theorems and postulates.  Since we don't use our textbooks very often, I have my students make a Math Dictionary of all the terms, postulates, and theorems we discuss in class.

Here's what we do:

The Math Dictionary is made using notecards and a notebook ring.  At the beginning (or end) of a lesson, the students are shown the terms for the lesson as well as any theorems or postulates we will be discussing.  The students write the term on the front of the notecard.  The definition of the term and any figures pertaining to the term are also drawn on the back.  Often, examples of the term and non-examples are drawn on the back of the card.  For theorems and postulates, the students write the name of the theorem or postulate on the front and then write the theorem/postulate on the back in words and in symbols.  We also discuss what it means in "non-Math terms" and that is written on the back of the notecard as well.  The students are to then but the notecards in alphabetical order so that the notecards can be easily found (the reason for the notebook ring).

I really like these notecards.  Students can quickly find the information they are looking for in the math dictionary along with figures, examples, and sometimes more importantly, non-examples.

Here is a picture of a Math Dictionary.  The quality of the picture isn't clear, but you get the idea of how they look.  I do checks on the notecards to make sure the students are completing the cards.

Across the Hall

This idea is from the Algebra 2 teacher across the hall from my classroom. I will call her "Kerry." "Kerry" is teaching systemsof linear inequalities in her Algebra 2 classes. To answer the question, "When am I ever going to use this?", "Kerry" had her students solve a real-world problem using systems of linear inequalities. What a great way to include real world examples!

As requested

I had a request for more Distributive Property Poster examples. These posters are from the two other math teachers in our department that also did the project. I only have one Algebra 1 class, so these teachers had a lot more posters than I did. Hope you enjoy!

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A Few New Things

Our math department has totally redone our curriculum. The four of us have implemented new activities, new projects, new assessments, etc. One thing that I incorporated this year was the Word Wall. I read about the Word Wall in a book by Tom DeRosa. In my geometry class, the students are required to make a math dictionary using notecards and a loose leaf ring. The students write the important terms from the lesson on the notecards. The loose leaf rings allow the students to put their notecards in alphabetical order at the end of the lesson. Every Wednesday, the students have a quiz in which they define one word from the word wall. The students are not allowed to define a term they have already defined. So far, "Word Wall Wednesday" as I call it, is going well! The Word Wall also helps add some decoration to my classroom.

I also wanted to share this Distribution Property Poster project that we used in Algebra 1. The idea came from another teacher in our mathematics department who got the idea from a former co-worker. Here are the instructions and an example. If you are wondering, those are blue and orange cylinders. Most of the students had good ideas for the posters and several of them were able to show their artistic side, which I also love to see!

I have this obsession...

So, I have a little bit of an obsession with the color pink. If it made sense, I would have everything I own be a shade of pink. Unfortunately, that isn't possible so I settled for the important things in my classroom. The #1 rule in my classroom is, "If it's pink, don't touch it. It's mine." You name it, I have it in pink. Stapler, hole punch, tape dispenser, pencil sharpener, file folders, binders, bookcase, storage containers, and stackable file holders to name just a few items.

This year, I decided to branch out a little bit. I incorporated blue and green into my classroom. The blue and green items are things the students are allowed to use. Buying the blue and green items actually turned out to be fun! I have really enjoyed putting together my classroom this year. Everyone I teach with will also tell you that my room is organized! They can't believe it when they walk into my room. I'm quite proud of my room so I thought I would share! All of the blue and green items were purchased at Wal-Mart. I LOVE back to school time!

Although this doesn't exactly match the color scheme, I couldn't resist this mat! I keep it outside my classroom door. The students think it's so funny! I found it at Kohl's.

It's about Time!

As you probably have noticed, it's been a LONG time since my last post. School work and graduate school work just got too much in the way!

Our math department has implemented some new teaching methods this year. It's been a little hectic. We have redone our curriculum, reordering topics and subdividing the topics into targets and units instead of sections and chapters. We have also included more activities in a lesson than we had previously. I incorporate several Brain Break activities in a unit. I also now require my students to keep a "math dictionary." The math dictionary consists of notecards, all hole punched, and kept together with a binder ring. The notecards included theorems, postulates, definitions, and other important information from the targets. The binder ring allows the students to keep the cards in alphabetical order. My goal for the dictionary is that the students will consult the dictionary to remember key terms and steps rather than automatically asking me (this also helps because we do not use a textbook). All of these changes have made a lot more planning than normal. I have to say, however, that things are going rather well! The students seem to enjoy the notecards and the activities that we do. I have also noticed how quickly the time passes in class and because of this, there also seems to be less discipline issues so far.

So, after a long absence, I hope to be back sharing the experiences of my new year. Thus far, it seems like it is going to be great!

If you are looking for great ideas for the beginning days of a school year, check out Miss Calculates blog!