This will be a quick post (23 days left of school, has this teacher in a craze to get everything in!). Lots of people asked me about our Tagging Goldfish activity so I wanted to share fast. As much as I love fancy lessons, cool activities, and technology nothing gets 7th graders more into learning than food. This populations and sample activity was the perfect way to grab the kids attention after spring break and get them into statistics and probability mode.
Full credit goes to Harvey’s Homepage for the awesome SMART Board lesson that was the inspiration for the activity and to my amazing co-worker Jennifer Laytham for making the student work along which was the perfect addition.
Random Sampling (Smartboard Fishing)
The directions are pretty clear on the student worksheet but in order to facilitate this activity I give each student pair a brown paper bag filled with a random number of goldfish. Using a small cup they go “fishing” to catch a random number of fish and tag them with food coloring (or sometimes we use magic markers to save on the mess). Once tagged, the students dump their tagged fish back in the bag and shake them around to let the fish go swimming. Next, they go fishing again to catch a number sample and record the number of tagged and total number of fish they caught before releasing them to swim again. They repeat this process three times recording data as they go. Once they have all of their data they add up the number of tagged fish caught and total fish caught before using proportional reasoning to estimate the total number of fish in their bag. After I have checked their math and reasoning I let them dump the bag out to count the actual number of fish in their bag and as an extra review have them find the percent error of their estimate. Of course the kids favorite part is eating the Goldfish after they are done!
My students really enjoyed the real life connection of tagging the goldfish like scientists tag animals in the wild to estimate populations as well. I am sure there are TONS of variations and extensions out there but this was the perfect way for use to get back into learning mode before our last stretch of the school year!
There is no tired like the first day of school tired! We had a great but tiring day today. I am going to try and blog a picture from class each day to share more ideas from mine….feedback is always appreciated!
A good chunk of our class time dealing with all the first day fun but we did have time to begin our Olympics Medal tracking activity. We kicked off by watching the highlight reel from yesterday before picking the country that students wanted to track and getting started on the medal count!
You can find that activity here Rio 2016!
More Olympic themed activities to come tomorrow!
We start school on Wednesday (ahhhh) and with the Olympics in full swing I wanted to make sure I got my new students in the Olympic spirit by following along with the medal count of a country of their choosing. Each day we are going to watch a few Olympic highlights and then I will pull up the medal counts here. You can see on the hand out there is a place for them just to list the tally of each medal type but also a chance for them to calculate percentages by finding the percentage of gold, silver, bronze, and total medals won (I will provide them with the total number of each medal possible each day). Students will also create a line graph for each category as well so we can compare our countries visually at the end!
I hope this will be a great way to start our school year and support the 2016 Olympics. I will be doing all Olympic themed math the first week of school…more to come on that later!
You can find the work along here for free!
I can’t believe it is February! I am excited to wrap up the percent part of ratios and proportions this week and head into Geometry! I think we have some cool stuff going on this week I thought I would share!
Weekly Math Coversheet 2.1
I don’t think I have paid enough attention to the generating equivalent expressions piece when it comes to percents and was determined to get it worked in better this year. Those games you used to play in elementary school when you come up with as many words as you can from a given word and thought it would be a great way to kick that off. You can find the worksheet I made here! Equivalent Percent Expressions
Other things going on this week are the Mathalicious lesson Biggest Loser. Please note this is the one Mathalcious lesson that I don’t use the teacher or student guide for. I focus strictly on the percent of change and why that is a better measure for selecting the winner than pounds lost.
I will follow that up with this great Illustrative Math task.
By the end of the week we will have some review stations set up as well but I haven’t gotten those quite figured out yet but will post when and if I do!
Stay tuned for some great Algebra I stuff from my friend Jill as well! What are you doing this week?
I have decided to try (notice I said try) something new for a few weeks and share what is going on in my classroom. I know teachers are always looking for resources to put to use so I thought I would try and make it a bit easier to find some of my go to things this way!
We are currently wrapping up 7.RP.3 in the ratio and proportions unit. Last week we focused on mentally finding percents and estimating tips. We did lots of silent teaching which I promise to blog about soon and a lot of mental math.
One of the things I have started doing is giving the kids a weekly cover sheet for keeping track of vocabulary, tracking goals, etc. You can find this weeks here:
Weekly Math Coversheet 1.18
We are going to be doing a lot of real world problem solving and you can find lots of the activities linked below:
Tax & Tip
I have one last activity I am still working out in my head that I will share when I decide if it is brilliant or terrible!
Have a great week!
I taught a disastrous lesson about two step equations in my 1st hour collab class one day. Painful really isn’t even strong enough to describe it. It was too much too soon. I tried to lead with some real-world type situations to get the kids to discover more of using two step equations on their own and it flopped. The kids left confused and I left frustrated with both myself and them. I have about 4 minutes between 1st and 2nd hour so I used it to revamp the entire lesson in hopes of salvaging the day. I can’t tell you how thankful I am for the MTBOS as I remembered reading Julie Reulbach’s blog on magic numbers which led me to Sadie’s blog on the same topic. I have absolutely no idea why it took me so long to jump on this band wagon. I guess I always thought my kids were getting it using traditional instruction but this year they most definitely weren’t. Those 4 minutes between classes were some of the best planning I have done all year.
I started class by telling the kids we were going to take a little break from math and do some magic tricks. I was going to secretly pick a number and give them some clues to help them guess it. The first person to guess the number would get 100 e-bucks (our team money incentive system). I started out with simple things like I take a number multiply it by 2 and add 2 to get ten, what is my number? A couple hands go up and say “four”. Great. We step it up a bit. I take a number and divide it by 9 and add 12 to get 15, what is my number? More hands go up than the first time with a correct guess of 27. I start to think maybe we are on to something here. I kept making up examples on the fly with more and more hands going up each time. When I see I have nearly everyone I ask them to jot their own magic trick down on their table and miraculously they all do it with no complaining. They were hooked. I started letting them guess each other’s numbers until it seemed they had it down backwards and forwards. We started discussing their methodology and how they were guessing these numbers. Almost everyone said they worked “backward” if the clue said multiply by two add four get 10, they subtracted 4 and divided by two to get the magic number. I knew that was my window to move on.
I handed out these Steps sheets and started guiding students through turning their magic tricks into equations. Some of their work is below:
All the kids did beautiful work and once their equations were written they quickly began to see the connection between “working backward” and finding their magic number. I began selecting their equations and we began solving them using the equality properties rather than just “magically”. The transition was so smooth for them it was hard to believe…why did I wait to so long to try this?!
Here are a few of the kids comments:
It made me understand the equation. It made it so easy.
This helped me because its easier.
I like it because it helps me learn hard math.
I like magic number because you have to think really hard and it is also really fun.
I like magic number because it helped me understand how to get the answer through the steps.
It helped me because when we did examples of it it started to get to me. When we did it into steps it made sense like adding or subtracting the opposite. Then once we got it, it finally made sense!
I understand it more now than yesterday.
I like it because it is fun to figure out and challenges my brain which I love. It helped me a lot!
Thanks MTBOS for the inspiration and “involuntary collaboration”!