Today I decided to give students the first half of the class to work on practice problems from the workbook. I let my morning class work however they wanted (in groups of their choosing or individually). A number of students … Continue reading

# Glen Reesor

Yesterday I started the class by asking the groups (random, as per usual) to draw a picture summarizing everything they know thus far about Linear Relations. This worked quite well. Here's a sample of the student work: My second goal … Continue reading

Since each class only worked through one scatterplot problem yesterday, I thought another one would be useful to reinforce the ideas from yesterday, and to provide some practice. So I gave my morning class a similar problem to yesterday's: an … Continue reading

Today was the my first day targeting Linear Relations in my Math 30-3 courses. I have created a list of Big Ideas and Skills for the entire unit, and divided it up to cover approximately 6 days of lessons. In … Continue reading

I decided to make today the final day of thinking problems that are not explicitly targeted at specific outcomes from the program of studies. I gave my first class the probability and Sudoku problems I gave my second class yesterday, … Continue reading

First Class My morning class had a school function, but first I asked how they liked the activities in class. I gave them three options: I really like it I really don't like it I don't care one way or … Continue reading

Friday I found I was answering a lot of "stop thinking" questions, in particular "I am right?" So today I was determined to leverage collaboration among groups to stop answering those questions. First Class Since there was no agreement on … Continue reading

After the apparent frustration among my students yesterday, I decided to try an easier problem. I started my first class with this one: A farmer wants to get his cow, tiger, and lettuce to the other side of a river. … Continue reading

Yesterday, I said: I'll start by having groups try to describe the characteristics of each type of cube (for example, the cubes with 3 faces covered are in the corners). Depending on how well that goes, I might challenge them … Continue reading

Today I put my Math 30-3 students in random groups of 3, setup my whiteboards against walls and posts, gave them interlocking cubes, and had them work on the following problem: Think of a 2x2x2 cube composed of 8 smaller … Continue reading