tag:blogger.com,1999:blog-20846412379286548342017-07-14T09:49:47.109-04:00Algebra, EssentiallyI teach math. Algebra is my favorite. Not only do I like to teach it, but I also like to think about it. The big ideas of algebra are fascinating to me, and so I try to ask a lot of questions... and maybe answer one or two.Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-2084641237928654834.post-88204251185718979812017-06-12T22:17:00.000-04:002017-06-15T06:25:46.417-04:00Lessons from the Math Team Kids<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-wiou8ULkhKo/WT7vz7UtpQI/AAAAAAAAAmk/3ZcmW-s5EF8hkh-tWmgzVZT01U8kbU7rwCLcB/s1600/Ipswich%2BMath%2BAwards%2BJune%2B2017-204.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1069" data-original-width="1600" height="266" src="https://3.bp.blogspot.com/-wiou8ULkhKo/WT7vz7UtpQI/AAAAAAAAAmk/3ZcmW-s5EF8hkh-tWmgzVZT01U8kbU7rwCLcB/s400/Ipswich%2BMath%2BAwards%2BJune%2B2017-204.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Math Team Awards Night 2017</td></tr></tbody></table>For the past three years I have been filling my free time with a fun little extra-curricular project: Math Team for third, fourth, and fifth graders. Being a high school math teacher, but also a mom, this was a way for me to enjoy some mathematical time with my own children and their friends. I remember my own mother doing something similar when I was in elementary school.<br /><br />So I sent home a flyer. I thought maybe I'd get a dozen kids who were interested in after school math with me. In the first week, I had 36... and they kept coming back - week after week for an hour and a half of additional math after the school day was over. This year, our third year, we had 70 students coming once a week all year long in two separate after school programs and another dozen coming for math club in the middle school. Hooray! I am very proud of these kids and so grateful for the abundant support of staff, administration, volunteers, parents, community, etc. Go math team!<br /><br />Now that awards night has ended and there is a moment of calm, I can pause to reflect on a couple lessons I have come to appreciate and don't want to forget:<br /><br /><h3>Mathematical Ability is a Many Colored Beast </h3>Some kids joined Math Team because they felt 'good at math', others because they liked puzzles and other mathematical amusements. Some joined because their friends were joining. Some joined because their parents wanted them to improve their math skills. Some joined because they had no where else to go. Ultimately, despite our differing motivations, ages and abilities, we spent time together engaging in and talking about math every week from October through May.<br /><br /><a href="https://1.bp.blogspot.com/-_Nrbo5iogG0/WT8EPB5_JeI/AAAAAAAAAmw/pItQfFFKdck4kgOmSa3NrQhfT8FMks8iwCLcB/s1600/IMG_0475.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="400" src="https://1.bp.blogspot.com/-_Nrbo5iogG0/WT8EPB5_JeI/AAAAAAAAAmw/pItQfFFKdck4kgOmSa3NrQhfT8FMks8iwCLcB/s400/IMG_0475.JPG" width="300" /></a>There were some kids who were fast with tricky calculations in their heads. They made our jaws drop. There were some kids who consistently saw a way through a problem that was beautiful and efficient and <i>different </i>from anything else we thought of. They made our eyes open wide with wonder. There were some kids that could explain their thinking so that it felt clearer than our own. They made us want to listen. There were some kids who could listen to a forming idea and help nudge it in a productive direction. They made us want to share our thoughts. There were some kids who jumped up and down and shared every idea, productive or not. They made us feel excited and happy to be together. There were some kids who persisted in asking question after question. They helped us overcome our own feelings of uncertainty and self-doubt. There were some kids who could sit and struggle with a single problem long after their peers had given up hope. They helped us to remember to take deep breaths and let the rest of it go.<br /><br />I see that any one of these traits can grow to become the foundations of a successful mathematician. I do not need to be fast with mental calculations to be a successful mathematician, but at the same time, those who ARE fast are amazing. It's important for me to own this: each strength is beautiful <i>in it's own right</i>. Of course, the ultimate goal is to recognize and cultivate habits in each area, celebrating our personal strengths and learning from the strengths of others. In this way we find that we continue to grow as mathematicians far beyond our original ideas.<br /><h3><br />Heterogeneous Groups are Not the Best Groups for Mutual Growth</h3>I know this heading seems a little contradictory to my poetic "we all learn from each other" musings in the previous paragraphs. I truly loved the mixture of 3rd graders who just learned to multiply with 5th graders who are dabbling in algebra in their 'other' free time. There is so much to celebrate in one another and we <i>did </i>enjoy time together as a whole group every week.<br /><br />But when it came to small group explorations, my experience told me this:<br /><br /><a href="https://3.bp.blogspot.com/-I0QeyJisSco/WT8ys5HHUNI/AAAAAAAAAnE/DEbvQzB3WkACA0WDwGz8sxsrps5I8iZCwCLcB/s1600/IMG_1706.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1196" data-original-width="1600" height="238" src="https://3.bp.blogspot.com/-I0QeyJisSco/WT8ys5HHUNI/AAAAAAAAAnE/DEbvQzB3WkACA0WDwGz8sxsrps5I8iZCwCLcB/s320/IMG_1706.JPG" width="320" /></a>There's only so much waiting time you can expect from a kid who solves a problem first. She wants to share her ideas and her pride and will too soon tell the rest of them how to solve it, often to unappreciative ears. The ability to foster productive struggle, encourage diverse ideas, and grow together as a group is a skill that takes years for a teacher to develop. It does not come easily to kids and often results in frustraton when required.<br /><br /><a href="https://3.bp.blogspot.com/-oXhtKss1dYE/WT8y8OFO-5I/AAAAAAAAAnI/rJQOF_WJGLsUV7pvvPmc1wsh05eU8f36ACLcB/s1600/IMG_0444.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1196" data-original-width="1600" height="238" src="https://3.bp.blogspot.com/-oXhtKss1dYE/WT8y8OFO-5I/AAAAAAAAAnI/rJQOF_WJGLsUV7pvvPmc1wsh05eU8f36ACLcB/s320/IMG_0444.JPG" width="320" /></a>Low floor, high ceiling tasks were the hallmark of our sessions - a perfect tool for our mutual growth, but they too had a down side. There are kids who are perfectly happy sitting on the floor and discovering for themselves all that is there. And there are also kids who see the stuff on the floor and also the stuff on the ceiling and want it all. These two groups of kids are a mutual frustration to each other. One's desire to climb to new heights causes the other to be ashamed of staying on the floor. They know it's awkward and try to remedy it. They 'tell' eachother what to do. They pretend they understand. They are all trying hard, but no one feels good.<br /><br /><a href="https://1.bp.blogspot.com/-dlTe0Tp_FTE/WT8zEXnbG0I/AAAAAAAAAnM/R4jCpkVwJsQ6oeaEolZviTtLLXYvNW7BgCLcB/s1600/IMG_0428.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1196" data-original-width="1600" height="238" src="https://1.bp.blogspot.com/-dlTe0Tp_FTE/WT8zEXnbG0I/AAAAAAAAAnM/R4jCpkVwJsQ6oeaEolZviTtLLXYvNW7BgCLcB/s320/IMG_0428.JPG" width="320" /></a>As a group, we did our best growing when we were with our friends. Some friends met for the first time at math team. Some friends needed more frequent reminders to focus. Some needed to be introduced to new 'math' friends. Some needed more adult 'support'. But people are friends because they complement each other: "I like the way you think and I think your quirks are funny."<br /><br />We did not need to all work on the same task. We did not need to take tasks to the same levels. We did not need to answer the same questions. We needed our friends. It was loud, but it helped each one feel good about his own growth, and want to keep coming back for more.<br /><br />I feel like I could go on forever:<br /><br /><ul><li>about the unexpected rewards of struggle, failure, and challenges that are not easily mastered; </li><li>about my own struggle to find the right balance of presenting a problem, but not the solution, while sustaining interest, guiding growth, and nuturing each child's needs;</li><li>about the difficulty of connecting with every kid when there are so many;</li><li>and about the wonder and glory of a community of support that shows up to help, sends treats to eat, and simply says, "Hey, I noticed what you're doing here. Great job." It's this kind of support that helps us teachers move on to the next day. Thank you.</li></ul>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com0tag:blogger.com,1999:blog-2084641237928654834.post-22030676309265078222017-04-30T12:05:00.000-04:002017-04-30T12:05:03.750-04:00My Experience Writing a Conference Proposal for NCTM<div class="MsoNormal"><span style="background-color: white;"><span style="font-family: inherit;">This year at NCTM in San Antonio I realized that I have reached my 25th anniversary of NCTM membership. For twenty-five years I've attended inspirational talks, read well-informed ideas, and engaged in important conversations. And each year I think to myself... "maybe I could contribute something." </span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="font-family: inherit;"><br /></span></span></div><div class="MsoNormal"><span style="background-color: white;"><span style="font-family: inherit;">Well, this is it. I've officially submitted my <u>first conference proposal</u> for NCTM 2018 in Washington DC. The process of writing the proposal was grueling but undeniably useful. </span></span><span style="background-color: white; font-family: inherit;">A couple things I've learned? </span><span style="background-color: white; font-family: inherit;">It is </span><b style="font-family: inherit;">SO </b><span style="background-color: white; font-family: inherit;">difficult to:</span></div><div class="MsoNormal"></div><ol><li>fully develop an idea now for a potential workshop one year away... so that it feels fresh and current both now and then.</li><li>write 'explicit' and 'specific' descriptions that are engaging and thorough, and <u style="background-color: white; font-family: inherit;">within the character limits defined by NCTM.</u></li><li>appreciate just how important it is to focus on struggling and under-represented learners.</li></ol>Thank you to <a href="http://robertkaplinsky.com/need-know-applying-speak-nctm/" style="background-color: white; font-family: inherit;" target="_blank">Robert Kaplinsky</a> and<span style="background-color: white; font-family: inherit;"> </span><a href="http://blog.mrmeyer.com/2017/presentation-advice-from-14-of-my-favorite-presenters/" style="background-color: white; font-family: inherit;" target="_blank">Dan Meyer</a> for your professional leadership and to<span style="background-color: white; font-family: inherit;"> my friends, family and colleagues for your motivation, support, editorial advice, and encouragement. We'll see what happens, but the proposal has been submitted and here it is:</span><br /><div class="MsoNormal"><span style="font-family: Arial, sans-serif;"><span style="background-color: white; font-size: 14px;"><br /></span></span></div><div class="MsoNormal"><b><span style="background: white; color: #075c87; font-family: "Arial",sans-serif; font-size: 10.5pt; line-height: 107%;">"From Number Lines to Logarithms: How Forgotten Instincts Can Spark Deeper Understanding"</span><o:p></o:p></b></div><div class="MsoNormal">Research suggests that logarithmic thinking is innate. We are born with a number line in our heads, but <span style="font-family: inherit;">the numbers are spaced in equal RATIOS instead of equal distances. We will explore how reigniting this instinct can pave an enlightened pathway from number properties and fractions, through ratios and means, to rational exponents and logarithms.</span></div><div class="MsoNormal"><b><span style="font-family: inherit;"><span style="background: white; color: #333333; line-height: 107%;"><br /></span></span></b></div><div class="MsoNormal"><b><span style="font-family: inherit;"><span style="background: white; color: #333333; line-height: 107%;">Write the participant learning outcomes of your presentation, including an explicit description of what participants will learn. Please also provide an overview describing how time will be allocated during this presentation.</span></span></b></div><div class="MsoNormal"><span style="font-family: inherit;">In four parts, this session seeks to answer these guiding questions:</span><o:p></o:p></div><div class="MsoNormal"></div><ol><li><b>Introduction </b>- Given a number line from 1 to one billion, where is 1 million? Where would your students place it? What research-based implications can we make? How can we turn our confusion into flexibility and sense making around additive and multiplicative mindsets?</li><li><b>Foundations </b>- How does this flexibility illustrate basic number properties? How does it change our understanding of fractions? How does your vision of later connections impact the way you teach foundations?</li><li><b>Connections </b>- How do ratios compare to fractions? How does our new flexibility change the way we think about "the middle" and "equal sharing"? How do factors and terms help us recognize what kind of thinking is required?</li><li><b>Breaking Barriers</b> - Can we use our new flexibility to break down the confusion surrounding exponential models, logarithms, rational exponents, inverse functions, geometric vs arithmetic sequences and means... and more?</li></ol><b><span style="font-family: inherit;"><span style="background: white; color: #333333; line-height: 107%;">What is the key mathematics content that is a focus of this presentation?</span></span></b><br /><div class="MsoNormal"><span style="font-family: inherit;">This presentation is about how exponential models/patterns have many connections and similarities to linear models/patterns. Noticing and celebrating these similarities helps make sense of: </span></div><div class="MsoNormal"></div><ul><li>Additive and Multiplicative Number Properties</li><li>Fractions and Ratios</li><li>Linear vs Exponential Models</li><li>Logarithms as Inverses and Related Facts</li><li>Integer and Rational Exponents</li><li>Arithmetic and Geometric Sequences</li><li>Arithmetic and Geometric Means</li></ul><br /><div class="MsoNormal"></div><b><span style="font-family: inherit;"><span style="background: white; color: #333333; line-height: 107%;"><br /></span></span></b><b><span style="font-family: inherit;"><span style="background: white; color: #333333; line-height: 107%;">How does your presentation align with NCTM’s dedication to equity and access?</span></span></b><br /><span style="font-family: inherit;">I attribute part of my success in mathematics to an occasional willingness to accept that “it will make sense later.” This kind of persistence through adversity in mathematics is admirable, but it also pushes the limits of student engagement and promotes boredom and withdrawal. My presentation is rooted in the idea that logarithmic thinking is innate. Embracing this instinct makes sense-making and flexibility with multiplicative and additive mindsets accessible to all... now, not later</span>.<br /><br /><div class="MsoNormal"><o:p></o:p></div>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com0tag:blogger.com,1999:blog-2084641237928654834.post-38410341879342968862016-09-08T14:55:00.002-04:002016-09-08T14:55:40.549-04:00Magic Doesn't Always Happen in my Classroom, but When it Does...I used an <a href="https://www.teacherspayteachers.com/Product/Using-LCD-to-solve-rational-equations-with-fractions-and-decimals-153784" target="_blank">activity</a> this week where I introduce the method of using Lowest Common Denominators to eliminate fractions and decimals in 'tricky' equations. On the activity page, I refer to this trick as a 'good idea,' but in class I said, "It's like a <b>magic trick</b>: I wave my LCD wand and presto, no more fractions!" They laughed, so I kept it up.<br /><br />"Ack. This one looks yucky. I need some <i>magic</i>." Snicker.<br />"See, here's where the <i>magic </i>happened." Chuckle.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-hw6WIUT8orA/V9GwO3fED9I/AAAAAAAAAk8/BsPhIJ2nSFQf582O_HzbjNy5PUfJLpNlQCLcB/s1600/magic-wand.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://1.bp.blogspot.com/-hw6WIUT8orA/V9GwO3fED9I/AAAAAAAAAk8/BsPhIJ2nSFQf582O_HzbjNy5PUfJLpNlQCLcB/s1600/magic-wand.gif" /></a></div>At one point, a student raises his hand and says "You know Mrs. Allman, it's not really magic, it's just logic."<br /><br />Nice. But aloud I said, "You know what you are? A muggle."<br /><br />Jaws dropped. Did she really just call him a muggle? Putty in my hands now.<br /><br /><div style="text-align: left;">The next equation had some decimal coefficients: </div><div style="text-align: center;">1.2<i>x</i> + 0.4 = 7.6</div><br />I asked, "What's the LCD?"<br /><br />Someone said, "There aren't even any fractions." (I <i>swear</i>, he wasn't a plant.)<br /><br />I spun around and looked again, "There AREN'T?"<br />So I waved my hands and said, "What's this number?"<br />"One point two."<br />"Didn't your 5th grade teacher tell you never to say the word 'point' in math class? How are you supposed to say it?"<br />"<b>One and two tenths</b>."<br /><i><br /></i><i>There was an audible gasp from the class</i>. I cannot make this up.<br /><br />So now they're fighting over whether 5 or 10 is the LCD of this group (cool) and whether it even matters, and which is more magical, and I could NOT have planned this better. At one point, a student shows me his work "Mrs. Allman, I used a different number to multiply both sides and I still got the right answer. It doesn't matter what you use."<br /><br />AWESOME!<br />"Ah," I said, "And that's a beautiful thing. You've confirmed one of the properties of equality: that you can always multiply both sides of an equation by ANYTHING, and it will not change the solution. The magic comes from knowing <i>which </i>numbers will make the decimals (or fractions) disappear, and (hopefully) make your life a little easier."<br /><br />There might still be pixie dust on the floor.<br /><br />Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com0tag:blogger.com,1999:blog-2084641237928654834.post-68290083629182868312015-11-04T15:20:00.000-05:002015-11-04T15:21:44.088-05:00Powers, Roots, and Logs are Related FactsThis year, in my Algebra 2 class, I prefaced our individual function units with a <a href="http://coremath912.blogspot.com/2015/09/number-line-movement-as-function-intro.html" target="_blank">overview of functions</a> in general. One thing that happened is that before we studied exponential functions, we had a decent understanding of inverses and how several functions are related in this way. Several weeks before I ever needed to hint at the existence of logarithms, the students saw the need for an inverse to an exponential function and also were stymied by the relationships that are already comfortable to them:<a href="http://coremath912.blogspot.com/2015/10/why-arent-exponents-and-roots-always.html" target="_blank"> namely, the existing inverse relationships between powers and roots.</a><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Powers-Roots-and-Logarithms-Related-Facts-for-Exponential-Equations-2187626" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" height="400" src="http://1.bp.blogspot.com/-ZN4X48OrhzM/VjpmgJUkHhI/AAAAAAAAAjk/HG3R8BN7wBY/s400/fact2.jpg" width="308" /></a></div>So this month, when we got to the middle of our exponential function unit, I decided to present logarithms as a group of THREE related facts in a fact family.<br /><br />We listened to a fabulous <a href="http://www.radiolab.org/story/91697-numbers/" target="_blank">Radiolab program</a> that presents numbers and logarithmic thinking as a human interest story. I am so grateful for programs like this that do my hard work for me!<br /><br />Then we talked about how powers, roots, and logarithms are all different ways to say equivalent things, while each highlighting a different feature.<br /><br />Fact families are something that students are familiar with. No one batted an eye.<br />When I asked them what is meant by logarithmic thinking, I was happy with how their explanations centered around exponents and thinking about 'how many times a number is doubled or tripled,' etc.<br /><br /><br /><a href="https://www.teacherspayteachers.com/Product/Powers-Roots-and-Logarithms-Related-Facts-for-Exponential-Equations-2187626" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" height="240" src="http://1.bp.blogspot.com/-GcvYvF9RH4U/VjpgeqKJJOI/AAAAAAAAAjU/BGpsR_txgPw/s320/fact4.jpg" width="320" /></a>We concluded with some fact practice by using fact triangles and naming the three related facts. I made these awesome octahedral dice with fact triangles in base 2, base 3, base 4, and base 5. Their job? Roll a die and record the three facts that can be written from the trio of values.<br /><br />The students whipped through it, never complained, and had 100% accuracy on our quiz the following day. I'll count it as a worthy addition to my filing cabinet.<br /><br /><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"></div><br />Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com2tag:blogger.com,1999:blog-2084641237928654834.post-73306203861276742072015-10-07T21:05:00.000-04:002015-10-07T21:05:44.434-04:00Algebra 2 is All About ExponentsI don't know if this makes function families easier or more complicated, but I realized this week that everything we cover in Secondary Algebra (1 and 2) can be reduced to two basic function families: f(x) = n^x and f(x) = x^n (trig functions excluded, but we don't cover those until precalc at my school). I don't remember this ever getting pointed out to me when I studied functions, and seriously, how many years have I been teaching this? I just find it very interesting.<br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-trwamCnn3wE/VhW8JS42u1I/AAAAAAAAAiQ/gPcxubdT3Ow/s1600/function%2Bfamily.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="297" src="http://1.bp.blogspot.com/-trwamCnn3wE/VhW8JS42u1I/AAAAAAAAAiQ/gPcxubdT3Ow/s640/function%2Bfamily.png" width="640" /></a></div><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-GozuI4XWF6M/VhW8Ja2VcTI/AAAAAAAAAiU/yoVCFP-9MwM/s1600/function%2Bfamily2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="311" src="http://3.bp.blogspot.com/-GozuI4XWF6M/VhW8Ja2VcTI/AAAAAAAAAiU/yoVCFP-9MwM/s320/function%2Bfamily2.png" width="320" /></a></div>We made these organizers in class today (and yesterday). We've already got our brains wrapped around transformations and compositions, although we have thus far stealthily avoided talking about operations on functions (adding/ subtracting and multiplying/dividing)... other than to say, "Ugh, two x's, that looks messy." Which of course, it IS, right? And isn't that the point? At least, I think that's my point this time through. Basic functions that involve these families, simple transformations, and compositions where one step follows another in a specified order... this kind of function is not hard to work with. They are logical and orderly. It's only when we start multiplying and dividing or adding/subtracting functions that stuff gets tricky and we need to start pulling out new tricks like factoring and zero product rule, and complex numbers, and extraneous solutions, and reducing rational expressions, and limits, oh my.Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com1tag:blogger.com,1999:blog-2084641237928654834.post-72971596465407170022015-10-06T14:38:00.001-04:002015-10-06T14:38:33.302-04:00Why aren't exponents and roots always inverses?We've been studying functions in my Algebra 2 class. I'm taking an entirely new approach this year. It's going well, but the jury's still out. So far, one thing I'm really happy about is their excellent grasp of inverse functions as a process of 'undoing' whatever the original function did. Today in class we were organizing our thoughts about the different function families. We'd drawn out some nice examples of expoential growth and decay and I asked if we could figure out the inverse functions. I EXPECTED them to see that they could not write a function (we haven't done logs yet), but that they could use the tables and graphs that they just made to draw an inverse graph. Our function was a simple "2 to the power of x."<br /><br />But they surprised me. "The inverse would be the xth root of 2," someone said.<br /><br />Several agreed. I was dumbfounded. Why not?<br /><br />After all, isn't it <span style="font-size: large;">TRUE </span>that:<br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-Tj8Pr4aQt-o/VhQQSk2vEjI/AAAAAAAAAhg/gbMA5dJWghQ/s1600/inverse1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="38" src="http://3.bp.blogspot.com/-Tj8Pr4aQt-o/VhQQSk2vEjI/AAAAAAAAAhg/gbMA5dJWghQ/s320/inverse1.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;">for all real values of n?</div><br /><div class="" style="clear: both; text-align: left;">That is, I know there are some issues with this as a blanket statement. For example, even values of n only work if we restrict the function domain. But for the most part, this is entirely true and logical.</div><div class="" style="clear: both; text-align: left;"><br /></div><div class="" style="clear: both; text-align: left;">So why is it <span style="font-size: large;">FALSE </span>that:</div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-jP2fuWuMf4E/VhQQU2dC6pI/AAAAAAAAAho/dRI29K_Y7GA/s1600/inverse2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="37" src="http://3.bp.blogspot.com/-jP2fuWuMf4E/VhQQU2dC6pI/AAAAAAAAAho/dRI29K_Y7GA/s320/inverse2.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="" style="clear: both; text-align: left;">Maybe you, like me in class today, are scratching your head now and wondering... could that be right? It isn't. We checked. Choosing an input for the original function, applying the function and then applying the inverse function will not return us to our original value. But WHY?</div><div class="" style="clear: both; text-align: left;"><br /></div><div class="" style="clear: both; text-align: left;">Help me out here. Can anyone provide a purely sensible argument for why this will not work? Not just a demonstration of HOW it doesn't work. I can supply several of these now. I want to know why.</div><div class="" style="clear: both; text-align: left;"></div>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com3tag:blogger.com,1999:blog-2084641237928654834.post-80490198400394950322015-09-28T16:17:00.001-04:002015-09-28T16:17:52.061-04:00Number Line Movement as a Function Intro... Continued<div class="separator" style="clear: both; text-align: left;">I've been using a <a href="http://coremath912.blogspot.com/2015/09/number-line-movement-as-function-intro.html" target="_blank">new approach</a> to introduce functions to my Algebra 2 students (who presumably aren't completely new to functions). As much as I can, I'm trying to let <i>need </i>dictate the math. At this point our definition is somewhat incomplete, but working well so far. Today we see a need for more explicit notation, <i>because it's not always clear to us what exactly the function rule is:</i></div><div class="separator" style="clear: both; text-align: left;"><i><br /></i></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-InqW7fR0yn0/VgmZ3umNi0I/AAAAAAAAAgc/9awDqzBjArY/s1600/functionB1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><img border="0" height="316" src="http://3.bp.blogspot.com/-InqW7fR0yn0/VgmZ3umNi0I/AAAAAAAAAgc/9awDqzBjArY/s640/functionB1.png" width="640" /></a></div><br />I was amazed how quickly they got comfortable with function notation, given this set-up, but I am willing to accept that it may be partly due to previous teachers and previous foundations.<br /><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="http://2.bp.blogspot.com/-VcubjwOXRGs/VgmZ39z-1yI/AAAAAAAAAg8/FrAyV_EBQh8/s1600/functionB2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="574" src="http://2.bp.blogspot.com/-VcubjwOXRGs/VgmZ39z-1yI/AAAAAAAAAg8/FrAyV_EBQh8/s640/functionB2.png" width="640" /></a></div><br />From here we jumped right into the idea of function <b>compositions </b>(but not composition notation, because we don't <i>need </i>it yet):<br /><br /><div class="separator" style="clear: both; text-align: left;"><a href="http://4.bp.blogspot.com/-Ilst0vYP53s/VgmZ37Sl5hI/AAAAAAAAAgw/ceRf_gvVTOE/s1600/functionB3.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="502" src="http://4.bp.blogspot.com/-Ilst0vYP53s/VgmZ37Sl5hI/AAAAAAAAAgw/ceRf_gvVTOE/s640/functionB3.png" width="640" /></a></div><br />It was entirely logical to follow these with a discussion of inverses that are a bit more complex:<br /><br /><div class="separator" style="clear: both; text-align: left;"><a href="http://2.bp.blogspot.com/-9jJyUGX3Brs/VgmZ4LUsraI/AAAAAAAAAhA/e8JiIg3sMck/s1600/functionB4.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="424" src="http://2.bp.blogspot.com/-9jJyUGX3Brs/VgmZ4LUsraI/AAAAAAAAAhA/e8JiIg3sMck/s640/functionB4.png" width="640" /></a></div><a href="http://1.bp.blogspot.com/-YEtx7MpCD8s/VgmZ4EjxZmI/AAAAAAAAAg0/HSUG3jM3rsw/s1600/functionB5.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="http://1.bp.blogspot.com/-YEtx7MpCD8s/VgmZ4EjxZmI/AAAAAAAAAg0/HSUG3jM3rsw/s1600/functionB5.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="228" src="http://1.bp.blogspot.com/-YEtx7MpCD8s/VgmZ4EjxZmI/AAAAAAAAAg0/HSUG3jM3rsw/s400/functionB5.png" width="400" /></a><br /><br />Here are two samples of their student work at this point. There still seems to be some ambiguity around the word <i>opposite </i>(a great entry point for an upcoming lesson). Beyond that, however, their understanding appears to be rock solid. Everybody did a nice job of explaining the function. Only one got mixed up on defining the inverse. A teacher's dream.<br /><br /><br /><a href="http://3.bp.blogspot.com/-ZtmNM-kU_Kc/VgmZ4eWMiZI/AAAAAAAAAhI/knBRfPIfX8k/s1600/functionB6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="196" src="http://3.bp.blogspot.com/-ZtmNM-kU_Kc/VgmZ4eWMiZI/AAAAAAAAAhI/knBRfPIfX8k/s400/functionB6.png" width="400" /></a>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com0tag:blogger.com,1999:blog-2084641237928654834.post-21383086798167117432015-09-24T22:41:00.000-04:002015-09-24T22:41:17.854-04:00Number Line Movement as a Function IntroI'm bragging here, and these ideas are not all mine, but I did an introductory lesson on functions for an Algebra 2 class today and it rocked. My students are average juniors in high school and we've just finished our first unit on Sequences and Series. We're about to dive into an intense study of polynomial, exponential, logarithmic, rational, and radical functions. I wanted to set the stage with a solid foundation of how functions behave - including transformations, compositions, and inverses. Here's what today looked like.<br /><br />The students walked into class and there was a large number line taped to the floor of the classroom. I asked for volunteers.<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-0vxau8Duhw8/VgSrl1IJlQI/AAAAAAAAAfM/MH1UyCn5gP4/s1600/function1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="458" src="http://1.bp.blogspot.com/-0vxau8Duhw8/VgSrl1IJlQI/AAAAAAAAAfM/MH1UyCn5gP4/s640/function1.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">discovering additive identity and translations through number line movement</td></tr></tbody></table><br />Now they know what to do. So they go back 'home' and then they subtract 3, rest, and then add three. Ah. The inverse is born:<br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-vHh_lQJeslw/VgSrl3nrx5I/AAAAAAAAAfQ/nyO35QA3_JY/s1600/function2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="282" src="http://2.bp.blogspot.com/-vHh_lQJeslw/VgSrl3nrx5I/AAAAAAAAAfQ/nyO35QA3_JY/s640/function2.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">introducing function inverses through number line movement</td></tr></tbody></table><br />What comes next turns out to be mind blowing, and even I didn't expect it. We return 'home' and then multiply by 2:<br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-hxiuO0CgB-w/VgStiLn_KzI/AAAAAAAAAgA/ZZo-QAoQMUg/s1600/function3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="522" src="http://1.bp.blogspot.com/-hxiuO0CgB-w/VgStiLn_KzI/AAAAAAAAAgA/ZZo-QAoQMUg/s640/function3.png" width="640" /></a></div><br />It seemed so odd to everyone that a simple operation like 'multiply by 2' would result in such seemingly UNuniform motion... which made it all the more amazing to 'discover' the constant rate of change in the distances between neighbors.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-5aqgrrv6mOo/VgSrmfyt38I/AAAAAAAAAfk/3grSSvcao7o/s1600/function4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="382" src="http://3.bp.blogspot.com/-5aqgrrv6mOo/VgSrmfyt38I/AAAAAAAAAfk/3grSSvcao7o/s640/function4.png" width="640" /></a></div><br />Now seemed like a good place to introduce some traditional algebra:<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-mw_VLeTYZCY/VgSrmsLmY5I/AAAAAAAAAf0/kXyQrUBQac4/s1600/function5.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="418" src="http://3.bp.blogspot.com/-mw_VLeTYZCY/VgSrmsLmY5I/AAAAAAAAAf0/kXyQrUBQac4/s640/function5.png" width="640" /></a></div><br />We followed these ideas with a wonderful exploration of our tables and graphs generated from our movement activities. Thank you Desmos, for a wonderful tool. We were able to easily see both our data points and our generalized lines, and the symmetry of inverses was so obvious and yet so cool nevertheless. You can check out our exploration here: <a href="https://www.desmos.com/calculator/ecfpw2h4tp">https://www.desmos.com/calculator/ecfpw2h4tp</a><br /><br />The last item of the day was to define some function terminology:<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-7Oh1eMl5aYY/VgSrm8R4cdI/AAAAAAAAAfw/GFDdQJ4l6vc/s1600/function6.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="346" src="http://2.bp.blogspot.com/-7Oh1eMl5aYY/VgSrm8R4cdI/AAAAAAAAAfw/GFDdQJ4l6vc/s640/function6.png" width="640" /></a></div><br />In the end, we had a good start to to a definition of function:<br /><br /><span style="font-size: large;">A function is a relationship between two variable quantities that follows a rule to map inputs to outputs.</span><br /><span style="font-size: large;"><br /></span>It needs work, but they don't know that yet. Tomorrow we'll get into function notation and simple compositions and inverses that use only the traditional operations as they were presented today. Then, we'll return to the number line and explore some other function rules: opposites, reciprocals, absolute value, exponents, roots, etc. When we run into trouble (I PLAN on it!) we'll adjust accordingly.<br /><br /><br />(Thank you to <a href="http://mathforum.org/" target="_blank">Max Ray</a> and <a href="http://mathmistakes.org/" target="_blank">Michael Pershan</a> for the inspiration from their <a href="http://mathmistakes.org/complex/" target="_blank">Teaching Complex Numbers</a> workshop at NCTM 2015. I'll be going back to these ideas when I get to complex numbers, for sure.)Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com0tag:blogger.com,1999:blog-2084641237928654834.post-75638133527082315192014-02-09T17:34:00.000-05:002014-02-09T20:09:07.700-05:00Dear Class,<div class="MsoNormal">It seems to me that you are suffering from a mid-year slump – maybe having to do with some disappointment about the recent midterm exam, or maybe something more. Recently I have heard: “You never taught us that.” “Nobody cares about understanding. Only the grade matters.” “I haven’t learned anything in here.” “You don’t like me.” And a few more. Ouch.</div><div class="MsoNormal"><br /><o:p></o:p></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-s_d0sVD3jPY/UvaD_kfZSYI/AAAAAAAAAcI/9xf6NSCpbqc/s1600/universe.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-s_d0sVD3jPY/UvaD_kfZSYI/AAAAAAAAAcI/9xf6NSCpbqc/s1600/universe.jpg" height="640" width="356" /></a></div><div class="MsoNormal">You may fault me for not being a teacher who leads you through every step of the way. It’s true. I ask you to practice problems on the homework that are harder than what we did in class. I ask you to be ready for a graded assessment at any time, and without warning. I ask you to be assertive and self-aware - requesting clarification when you need it, both inside and outside of class. I also put problems on tests that I have not previously solved for you in class. I know this makes it more challenging, but to me it’s the best way. I see the world of mathematics as a vast universe of possibility. I get to be your guide for only this tiny little region, but ultimately, I want you to trust your own instincts and skills and venture out without me. <o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">You have a choice to make. One option is to be bold; take a leap out into the vastness and use the tools you already have to find your way through this wonderful world. I promise: you are not alone; you will not perish; and when you find that you need new tools, they will be there, ready for you to learn how to use them. Or, you can sit still and wait for a personal guide. It’s ok; sometimes this is the better way. I know that fear or insecurity or any number of things can freeze any of us in our tracks. Nevertheless, I cannot stop encouraging you to be bold and venture out independently, because I know that a richer and more beneficial world is there for those who do. There will always be problems on ‘tests’ that have not been previously modeled for you. This much, I can guarantee. I wish we lived in a world where all the problems were previously solved, but I assure you, you will be confronted with problems that I cannot even imagine yet. The question is, what will you do with those?<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">In the end, it’s not important to me whether you attribute your growth to me or not. I just hope you notice what I do: that you HAVE grown. Don’t let the vastness of the universe lead you to a narrow view of your own successes. You have come a long way. I have evidence to prove it. And while we both know that there’s an even wider view in front of you, that doesn't diminish the excellent work you have done to get this far. It is one of life's great ironies that success and failure travel so well together:<br /><blockquote class="tr_bq">“Failure is simply the opportunity to begin again, this time more intelligently.” <span style="font-size: x-small;">Henry Ford</span><br /><blockquote>“I know that I am intelligent, because I know that I know nothing.” <span style="font-size: x-small;">Socrates</span><br /><blockquote><span style="font-family: inherit;">“It’s not that I’m so smart, it’s just that I stay with problems longer.” <span style="font-size: x-small;">Albert Einstein</span> </span><br /><blockquote>“<span style="font-family: inherit;">I've missed more than 9000 shots in my career. I've lost almost 300 games. 26 times, I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed.</span>”<span style="font-family: inherit;"> <span style="font-size: x-small;">Michael Jordan</span></span></blockquote></blockquote></blockquote></blockquote></div><br /><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><o:p></o:p></div><br /><o:p></o:p>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com1tag:blogger.com,1999:blog-2084641237928654834.post-83563812246044028372012-09-22T13:24:00.001-04:002012-09-22T16:28:34.336-04:006 Essential Questions in Algebra<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-aJoY2l1Ednk/UF3YJ5PJ42I/AAAAAAAAAXw/nyouWY00Cqs/s1600/owl.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-aJoY2l1Ednk/UF3YJ5PJ42I/AAAAAAAAAXw/nyouWY00Cqs/s1600/owl.jpg" /></a></div>A year ago,<a href="http://coremath912.blogspot.com/2011/09/good-math-teachers-are-alive-and-well.html"> I began this blog</a> with the goal of uncovering some satisfying essential questions in algebra. These were to be questions that addressed the fundamental essence of algebra, while also being able to extend beyond a single discipline... and of course, they needed to be intriguing to both my students and to myself. A few months later I wrote that one of the qualities of a <a href="http://coremath912.blogspot.com/2012/01/on-being-really-good-math-teacher.html">REALLY good math teacher</a> is having a 'second set of objectives that go beyond the mastery of today's content.' A reader challenged me to identify these objectives, which I slyly avoided. But this week, in honor of my one year blogoversary, I present six essential questions or 'higher objectives' for my algebra classes. It's a start. In the spirit of UbD, expositions are voiced in the language of enduring understandings.<br /><br /><h4>How is algebraic thinking different from arithmetic thinking?</h4><br />It is my hope that my students will understand that algebra is a language of abstraction, where patterns are generalized and symbols are used to represent unknown or variable quantities. Arithmetic involves counting and manipulation of quantities where algebra relies more heavily on reasoning and generalizing the patterns that are observed from arithmetic procedures. It is my ultimate hope that they come to appreciate the power and utility of <i><b>generalization</b></i>.<br /><br /><h4>What makes one solution better than another?</h4><br />I would like my students to understand that numerical accuracy is only one piece of a good solution. The measure of a comprehensive and satisfying solution involves a subtle balance of precision, clarity, thoroughness, efficiency, reproducibility, and elegance (yes, elegance). I want my students to be masters of the <b><i>well-crafted solution</i></b>.<br /><br /><h4><a href="http://4.bp.blogspot.com/-HOir7yI40CM/UF3UwwW73jI/AAAAAAAAAW8/mpxB0R-4bMU/s1600/6EQ.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-HOir7yI40CM/UF3UwwW73jI/AAAAAAAAAW8/mpxB0R-4bMU/s1600/6EQ.png" /></a>How do I know when a result is reasonable?</h4><br />I want my students to understand that in math, as in life, context is supreme. There is no 'reasonable' or 'unreasonable' without an understanding of context. I hope that they can refine the skills to analyze and dissect problems that are both concrete and abstract, applied and generalized. I want them to develop habits of inquiry, estimation, and refinement. Ultimately, I hope that they will improve their sense of <b><i>wisdom</i></b>.<br /><br /><h4>Do I really have to memorize all these rules and definitions?</h4><br />Students will understand that mathematics is a language of precision. Without explicit foundations (axioms and properties) and precise definitions, reason gives way to chaos. On the other hand, they should understand that many perceived 'rules' in mathematics are simply shorthand ways to recall a train of logical reasoning (like formulas and theorems). It is my hope that they will appreciate precision but also understand the<i style="font-weight: bold;"> value of reason over recall</i>.<br /><br /><h4>Isn't there an easier way?</h4><br />Without destroying their fragile spirits, I want my students to appreciate the benefits of struggle. I want them to realize that insight and higher knowledge are gained by approaching a problem from different angles and with multiple methods and representations. I want them to understand that knowledge about how mathematics works is on a higher echelon than the solution to a particular problem. In my ideal classroom, the students will understand how to <b><i>spark their inner intrigue</i></b> in order to move themselves beyond answers to seek connections, generalizations, and justifications.<br /><br /><h4>Do I really need to know this stuff?</h4><br />By sheer repetition and example, my students will know that the practical applications of algebraic thinking are numerous, especially in the rapidly changing fields of science, engineering, and technology. Beyond these undeniably important applications, they will know that confirmed correlations have been made between success in algebra and improved socioeconomic status. But ultimately, I hope that they will understand that the beauty and intrigue of mathematics is vast, and the limit of its power to improve the quality of their lives is unknown. I want them to<b><i> glimpse infinity</i></b>.Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com10tag:blogger.com,1999:blog-2084641237928654834.post-30672311809032911052012-09-09T19:06:00.002-04:002012-09-11T08:17:13.611-04:00What's the Big Idea with Algebra 2?Lately, I've been following some of the conversation around the big ideas in an advanced algebra/pre-calculus course. The <a href="http://globalmathdepartment.com/" target="_blank">Global Math Department</a>* hosted an interesting panel discussion around this topic a couple of weeks ago. I appreciated the thoughtfulness and complementary ideas of the presenters (<a href="http://quantumprogress.wordpress.com/" target="_blank">John Burk</a>, <a href="http://dangoldner.wordpress.com/" target="_blank">Dan Goldner</a>, <a href="http://rationalexpressions.blogspot.com/" target="_blank">Michael Pershan</a>, and <a href="http://lostinrecursion.wordpress.com/" target="_blank">Paul Salomon</a>), and especially the thoughts behind proof and 'the well-crafted solution.' Without entirely reaching a consensus, the focus of the discussions tended to lean towards <b>prediction </b>as the overarching theme for algebra ii. The reasoning was thoughtful and grounded, but this theme did not satisfy me. While I can certainly see it, I also think that prediction is the theme for statistics. Can Algebra 2 and Statistics have the same theme? They can, I suppose, but it is not satisfying enough.<br /><br />Some of the new bloggers from the <a href="http://samjshah.com/math-blogging-initiation/">New Blogger Initiative</a> also tackled this topic last week.<br /><a href="http://reflectionsfromanasymptote.wordpress.com/2012/09/04/day-1-done/" target="_blank">gooberspeaks</a> got me thinking about the focus on families of functions and <a href="http://davidprice.wordpress.com/2012/09/04/algebra-ii-and-precalculus-are-a-hodgepodge-of-ideas/" target="_blank">David Price</a> included ideas about varying ways of representing functions and modifying their behavior. <a href="http://k-gram.blogspot.com/2012/09/its-all-math-to-me.html" target="_blank">Kyle Eck</a> has a strong bent towards applications which resonates with the GMD theme of predictions. And all these ideas muddled around in my brain for a long time before emerging as a single construct that currently satiates my desire for deeper inspection.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-EBh6gtbzaoQ/UE0gU4C3lFI/AAAAAAAAAT4/KKqEE5gnWKA/s1600/big-ideas.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="http://2.bp.blogspot.com/-EBh6gtbzaoQ/UE0gU4C3lFI/AAAAAAAAAT4/KKqEE5gnWKA/s320/big-ideas.jpg" width="320" /></a></div>Algebra 2 is all about: <b>generalizing patterns of behavior in bivariate relationships.</b><br /><br />But that's my academic's definition. In the UbD-influenced language of a high school classroom, I'd say that Algebra 2 asks these questions:<br /><br /><ul><li>How can we communicate the behavior of a relationship between two ideas?</li><li>Are there rules of behavior that apply to all relationships?</li><li>Why is it important to be able to generalize patterns of behavior?</li></ul><br />Functions certainly play a large role here, because it's easier to generalize patterns when there are overt rules of behavior to follow. But just as importantly, we also look at conic sections and the <a href="http://coremath912.blogspot.com/2012/08/my-backwards-approach-to-inverse.html">elusive inverses</a> of even polynomials and periodic functions, because these ideas give us essential insight about the comforting nature of functions that are both one-to-one and onto, and about the obstacles presented by relationships that are not.<br /><br />Graphing also plays a large role, because it is a most excellent tool for alternate representations of bivariate relationships. Seeing patterns emerge in the shape of coordinate graphs can be enlightening long before symbolic manipulation clears a path through the brain... and I thank the math gods for that! I am wary though of too much graphical emphasis, for our well-loved coordinate system has obvious limits as our brains allow us to consider relationships with more variables.<br /><br />And applications clearly play an important role too, especially in the attempt to answer that third question. But I hesitate to put applications at the forefront of an advanced algebra theme. I think that is perhaps better handled by a physics class. In algebra we are attempting to represent scenarios with a generalized pattern of behavior, and manipulate this generalization to highlight useful information. I think I agree with <a href="http://mathmunch.wordpress.com/author/paulsalomon27/" target="_blank">Paul Salomon</a> in that proof and 'well-crafted solutions' may trump (but certainly not replace) applications in the hierarchy of an overarching theme in algebra.<br /><br />To end, I'll just say that my desire to ask (and attempt to answer) the big questions is never entirely satiated, but I do so enjoy the conversations that emerge from them. I welcome your thoughts, criticisms, and further insights. The discourse is what makes being a mathematician so much fun.<br /><br /><span style="font-size: x-small;">*<a href="http://kalamitykat.com/" target="_blank">Megan Hayes-Golding</a>, where have you been all my life? What a terrific thing the GMD is, and one of these Tuesday nights, I will not have bedtime routines or NBI deadlines to worry about and will be able to attend a session while it is actually happening! Thanks to you and all others who are making this happen.</span>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com3tag:blogger.com,1999:blog-2084641237928654834.post-28847877606196097542012-09-04T22:57:00.000-04:002012-09-11T08:18:07.303-04:00Parenthetically Speaking<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">I imagine that you, like me, have taught, or retaught, or referred to parentheses in the traditional manner:</span><br /><blockquote class="tr_bq"><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">Parentheses are used in mathematical expressions to denote modifications to normal order of operations (precedence rules). In an expression like </span><img alt="(3+5)×7" border="0" class="inlineformula" height="14" src="http://mathworld.wolfram.com/images/equations/Parenthesis/Inline1.gif" style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; vertical-align: middle;" width="57" /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">, the part of the expression within the parentheses, </span><img alt="(3+5)=8" border="0" class="inlineformula" height="14" src="http://mathworld.wolfram.com/images/equations/Parenthesis/Inline2.gif" style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; vertical-align: middle;" width="61" /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">, is evaluated first, and then this result is used in the rest of the expression. Nested parentheses work similarly, since parts of expressions within parentheses are also considered expressions. Parentheses are also used in this manner to clarify order of operations in confusing or abnormally large expressions. (from <a href="http://mathworld.wolfram.com/Parenthesis.html" target="_blank">Wolfram Math World</a>)</span></blockquote><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">Wolfram goes on to define seven other mathematical uses for parentheses, including interval notation</span><img alt="[0,5)" border="0" class="inlineformula" height="14" src="http://mathworld.wolfram.com/images/equations/Parenthesis/Inline3.gif" style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; vertical-align: middle;" width="31" /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">, ordered pairs (0, 5), binomial coefficients </span><img alt="(n; k)" border="0" class="inlineformula" height="36" src="http://mathworld.wolfram.com/images/equations/Parenthesis/Inline7.gif" style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; vertical-align: middle;" width="25" /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">, set definitions</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"> </span><img alt="(a,b,c)" border="0" class="inlineformula" height="14" src="http://mathworld.wolfram.com/images/equations/Parenthesis/Inline8.gif" style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; vertical-align: middle;" width="44" /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">, function notation</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"> </span><img alt="f(x)" border="0" class="inlineformula" height="14" src="http://mathworld.wolfram.com/images/equations/Parenthesis/Inline4.gif" style="background-color: white; border: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; vertical-align: middle;" width="26" /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">, etc. With so many uses, it's perhaps no minor miracle when students are able to emerge with any working facility of parentheses at all!</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><br /></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">Honestly, I feel for my students. Even to me, mathematical definitions can sometimes seem inconsistent and confusing. Like the difference between terms (things that are added) and factors (things that are multiplied).</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"> I can hardly keep my own head on straight to describe the number of terms (2) and factors (0) in the following expression:</span><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-2jX6qgj23nQ/UEdTtH4m-fI/AAAAAAAAATg/owqpvo-KuKg/s1600/Untitled2.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-2jX6qgj23nQ/UEdTtH4m-fI/AAAAAAAAATg/owqpvo-KuKg/s1600/Untitled2.gif" /></a></div><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">(To be fair, the first term consists of two factors, each containing two terms each, and the second term has four factors.)</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><br /></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><br /></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">And then recently, I reviewed a prealgebra curriculum that described parentheses as symbols that tell us to "treat part of the expression as one quantity." (from <a href="http://www.pearsonschool.com/index.cfm?locator=PS1g62&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=806&PMDbSubCategoryId=933&PMDbSubjectAreaId=&PMDbProgramId=105681" target="_blank">onRamp to Algebra</a>) The book goes on to further implore the teacher to forgo the order of operations description in lieu of the 'one quantity' idea.</span><br /><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><br /></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"></span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px;">I knew that... </span><br /><a href="http://1.bp.blogspot.com/-8QM_GIxbCkA/UEapGb4LAoI/AAAAAAAAASw/emOvnNteyKM/s1600/aha-moment-insight_article.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-8QM_GIxbCkA/UEapGb4LAoI/AAAAAAAAASw/emOvnNteyKM/s320/aha-moment-insight_article.jpg" width="213" /></a><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><br /></span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">So WHY have I NEVER thought to describe it that way???<b> </b></span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><b><br /></b></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><b>Parentheses are grouping symbols that tell us to treat the group as a single entity.</b> </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">Period. No confusion. </span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><br /></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">A function input is a single argument.</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">An ordered pair is a single location.</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">An interval is a single, uninterrupted region.</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">A matrix is a single array.</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">A set is a single collection.</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">A binomial coefficient is a single combination.</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">An expression in parentheses is a single quantity.</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><br /></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">For some reason, this simple statement of an idea that seems so obvious is completely enlightening to me. The Common Core lists "Look for and make use of structure," as one of its<a href="http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/" target="_blank"> Standards for Mathematical Practice</a>. To me, this 'single entity' idea is paramount to the mastery of this standard: the key to seeing structure in long complicated algebraic expressions.</span><br /><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;"><br /></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">I find a subtle beauty in tiny moments of enlightenment, even if it is only my own. It's got to rub off on someone!</span>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com3tag:blogger.com,1999:blog-2084641237928654834.post-19247404702821016442012-08-26T13:00:00.000-04:002012-09-11T08:18:58.783-04:00Reflections and TransformationsIn my town, school starts this week. My children have new backpacks and lunchboxes and shiny pencil cases with 5 newly sharpened pencils in each. The <a href="http://samjshah.com/2012/08/06/new-blogger-initiation-pledge-by-tuesday-august-14th/">New Blogger Initiative</a> is filled with stories of first day jitters and school year goals. This is a hard time for me.<br /><br />Ask me what I do, and I'll tell you that I am a math teacher. I have taught in urban, rural, and suburban schools. Unfortunately, life handed me a pink slip last year. It happens. Budgets get cut and new jobs are not stable jobs. But even without a classroom, I am still a math teacher. You are what you are. At the risk of sounding vainglorious, I know I am a good teacher. Not <a href="http://coremath912.blogspot.com/2012/01/on-being-really-good-math-teacher.html" target="_blank">REALLY good</a>, but working towards it.<br /><br />So this past year I took the pink slip as an opportunity to reflect, learn, write, grow, and move into a new era. I started this blog (and thank the Initiative for kicking my butt into keeping it up). I took a very close and critical look at lots of stuff in my filing cabinet. I have <a href="http://www.teacherspayteachers.com/Store/The-Allman-Files" target="_blank">made a little money</a> by offering some of these things for sale. I know the mathtwitterblogosphere is a sharing culture. I have lots to share, but I have mixed emotions about <a href="http://coremath912.blogspot.com/2012/02/for-free-or-not-for-free.html" target="_blank">sharing everything</a>. So I may not be as avuncular as <a href="http://samjshah.com/" target="_blank">Sam Shah</a>, but I hope to create a helpful space here on my blog.<br /><br />Here's my first day syllabus. I've used it for a lot of years and it probably needs an update, but I still like it.<br /><a href="http://www.scribd.com/doc/103803450/syllabus?secret_password=2d7tgcjlufmdxd1wqmed" style="-x-system-font: none; display: block; font-family: Helvetica,Arial,Sans-serif; font-size-adjust: none; font-size: 14px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 12px auto 6px auto; text-decoration: underline;" title="View syllabus on Scribd">syllabus</a><iframe class="scribd_iframe_embed" data-aspect-ratio="0.772727272727273" data-auto-height="true" frameborder="0" height="600" id="doc_27622" scrolling="no" src="http://www.scribd.com/embeds/103803450/content?start_page=1&view_mode=scroll&access_key=key-16t5ry3gg9x15racv7rw&secret_password=2d7tgcjlufmdxd1wqmed" width="100%"></iframe><br /><br />I use this same format for all my classes, with tweaks to supply lists and calculator guidelines etc. The <a href="http://www.scribd.com/doc/103809160/syllabus?secret_password=ausr9p3c96kl25547ig" target="_blank">editable Word file is here</a>, although it doesn't translate very well in Word (I use Publisher mostly, but no one else seems to). You'll have fun making it your own. I do.<br /><br />Now, before you start feeling sorry for me and sending me job listings, I'm being picky. I know what it's like to be me as a teacher. It's a 50+ hour/week commitment, with lots of worry and stress. I'm at a stage in my life where I don't wish to handle too many other external stressors. 10 minutes is about my limit on commuting time. Besides the extra time, I just like teaching close to home, in my own community, where I run into kids on the street and their parents at the grocery store. Some people don't want this, but I do.<br /><br />So in the meantime, I have a job. I edit math curricula at a huge publishing operation. I spend lots of time thinking intensely about tiny details, which is a wonderful contrast to teaching - where you have teeny amounts of time to maneuver a plethora of calamities. In the past several months I have been able to deepen my appreciation for:<br /><br /><ul><li>The pervasive misunderstanding of the difference between the terms <i>inverse </i>and <i>opposite.</i></li><li>The devastating impact of <a href="http://coremath912.blogspot.com/2012/08/how-intermediate-rounding-took-20-years.html" target="_blank">intermediate rounding</a>.</li><li>The art of posing just the right question to provoke intrigue and deepen student understanding.</li><li>The subtle mathematical properties of okra.</li></ul><br />Okay, maybe not that last one, but the point is that even without actually being in the classroom, I still find myself improving as a teacher. I see that there is a long and fascinating road both before and behind me. There are things to share and things to learn. Luckily, the company continues to be great, and just keeps getting better. Thanks for YOUR contributions to this fabulous community.<br /><br />And there it is, my reflections on the transformations of my past year. Hardly Hemingway-esque, but veracious nonetheless.Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com6tag:blogger.com,1999:blog-2084641237928654834.post-46776670759555807852012-08-21T08:55:00.001-04:002012-09-11T08:19:59.323-04:00My Backwards Approach to Inverse Functions<a href="http://www.scribd.com/doc/103503793?secret_password=h1yybxzvc0tm8glbbbu" style="text-align: center;" target="_blank"><img border="0" src="http://4.bp.blogspot.com/-dbd-OOuSFms/UDNrY8amRmI/AAAAAAAAARU/CxDg6cSlVnI/s1600/jmg1.png" /></a><br />Joe "Math Guy" was one of the first lessons I ever created. I drew this <a href="http://www.scribd.com/doc/103503793?secret_password=h1yybxzvc0tm8glbbbu" target="_blank">comic strip</a> 'hook' for a sample class that I taught on inverse functions during a job interview. Years later, it's still one of my favorite lessons to teach.<br /><br /><a href="http://4.bp.blogspot.com/-4LIjDArxoQs/UDNtp0bH81I/AAAAAAAAAR0/4FyZehSsDDE/s1600/jmg2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-4LIjDArxoQs/UDNtp0bH81I/AAAAAAAAAR0/4FyZehSsDDE/s1600/jmg2.png" /></a>One problem with algebra is that there is often a disconnect between the meaning/understanding and the computations/doing. We try our darndest to bridge the gap between the two, but I find that the meaning often gets muddied by cumbersome symbolic computations. For me, I like the way inverse functions lend themselves to the meaning first, and symbolic abstraction second. And when I do it well, a beautiful aha moment can occur.<br /><br /><b>Step1: Start Simple.</b><br /><br /><ul><li>Functions are a series (composition) of one or more actions (functions) that maps one object onto another (as long as each input is related to only one output). For example, "Take something, add two and then multiply by 5," is a function. [It's also important to note that symbolic notation can differ in representations of the <b>same </b>function: like 5<i>x</i> + 10 and 5(<i>x</i> + 2). Why?]</li><li>Inverse functions are a series of reverse actions that undo the actions of a function. So, "Divide by 5 and then subtract 2," would be the inverse of the above function.</li><li>A function and its inverse, when composed together (in either order), always 'do nothing'.</li></ul><a href="http://4.bp.blogspot.com/-hNNaj_8-NMM/UDNr4KVmMyI/AAAAAAAAARc/ZYVqoRXBeu4/s1600/inv1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="100" src="http://4.bp.blogspot.com/-hNNaj_8-NMM/UDNr4KVmMyI/AAAAAAAAARc/ZYVqoRXBeu4/s200/inv1.png" width="200" /></a>Then we practice finding inverses of simple functions by first identifying the sequence of actions and reversing it. It's wonderfully intuitive and students 'get it' right away, just as long as Joe and I keep it relatively simple. Challenges at this point come in the form of four and five step functions, and not rational and quadratic curveballs.<br /><br /><b><br /></b><b>Step 2: Complicate Things</b><br /><br /><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-86RyIKqysS4/UDNwBxj4l8I/AAAAAAAAAR8/S8lFmJxl2tk/s1600/inv3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="83" src="http://3.bp.blogspot.com/-86RyIKqysS4/UDNwBxj4l8I/AAAAAAAAAR8/S8lFmJxl2tk/s200/inv3.png" width="200" /></a></div>Suddenly we find ourselves confronting rational functions and functions with multiple x's and our intuition begins to meet its match. At this point either I or someone in the class will throw up their hands and beg for a methodical way. I'll mention that one of my colleagues told me that I could just solve for x and that would be my inverse function. Dubious, but worth a shot. And so we try it, and yes it works. WHY??? Will that always work? What is going on?<br /><br /><div style="text-align: center;"><b><i>Why is finding an inverse like solving an equation?</i></b></div><br />It is at this point that we talk about notation and graphs and all the algebraic aspects of inverse functions, keeping a tight grip on meaning: inverse functions 'undo' functions... no. 1 application for us right now? solving equations.<br /><br />Have you noticed that we have not yet encountered any functions that don't have inverses? We do a lot of practice with functions that do have inverses before we even think about ones that don't.<br /><br /><b>Step 3: Complicate Things Again</b><br /><br /><a href="http://1.bp.blogspot.com/-JzE1pISHtjs/UDNwQkzWYeI/AAAAAAAAASM/cITJMPxMbiM/s1600/inv4.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-JzE1pISHtjs/UDNwQkzWYeI/AAAAAAAAASM/cITJMPxMbiM/s1600/inv4.png" /></a><br /><br />So, now Joe finds himself confronted with two more functions and builds two more function machines. The problem is, Joe just cannot get back all of the numbers he threw into the original function! Why not?<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-J10uNHyTXUE/UDNxPQwrDjI/AAAAAAAAASU/n3G7xZBz13k/s1600/inv5.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="99" src="http://2.bp.blogspot.com/-J10uNHyTXUE/UDNxPQwrDjI/AAAAAAAAASU/n3G7xZBz13k/s200/inv5.png" width="200" /></a></div><br />What's wrong with these inverse machines? Is there any way we could tell in advance that these functions would have inadequate inverses? Is there any way to compensate for the missing values?<br /><br /><br /><br /><br /><a href="http://2.bp.blogspot.com/-lfS-6f6rAWw/UDNtaI3jJKI/AAAAAAAAARs/H8n-j1ewRts/s1600/jmg3.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-lfS-6f6rAWw/UDNtaI3jJKI/AAAAAAAAARs/H8n-j1ewRts/s1600/jmg3.png" /></a>I purposely try to stay away from formal language at the beginning of this topic, but suddenly there is a lot of talk about inputs and outputs and mapping two inputs onto the same output. So the formal definitions come out, and lo and behold, they don't seem like jibberish.<br /><br />If I'm lucky, something wonderful happens. They see a connection between this new topic and what they've been doing all along (solving equations). MAYBE they begin to appreciate the need for abstraction, formalization, and making compensations for small discrepancies.<br /><br />And when that happens, my head rests peacefully on my pillow at night.Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com3tag:blogger.com,1999:blog-2084641237928654834.post-59228797673596685892012-08-09T22:28:00.001-04:002012-09-11T08:21:21.894-04:00How Intermediate Rounding Took 20 Years Off My Life<br /><div class="MsoNormal">Recently I found myself in a situation where intermediate rounding seemed inevitable, and so I sat there wondering, “Is there some kind of rule that would help me to discern an <i>appropriate</i>amount of rounding that is acceptable in the middle of a problem, so to not impact the final answer?” For example, if I need my final answer to be correct to the nearest whole number, would intermediate rounding to the nearest thousandth have an impact on the results of my final answer?</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Potentially, it only takes 0.01 error to impact a final value rounded to the nearest whole number. That is, 2.49 would round down to 2, but 2.50 would round up to 3. Rounding intermediately to the nearest thousandth only introduces a maximum error of 0.0005 (say, from rounding 10.2745 up to 10.275 or rounding 5.25749999… down to 5.257).<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Clearly, I could see that the answer to my conundrum would be a definitive “It depends.” Of course, it would depend on what happened in my problem <u>between</u> the intermediate rounding and the final answer. <o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">As it turns out, there are lots of fascinating intricacies that play out in the solution of this problem. It's almost too embarrassing to admit just how much brain real estate I have dedicated to thinking about this. But here’s one particular aspect that struck me hard.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">If I am introducing an error of 0.0005 and then multiply this value by some factor, then my error would also be multiplied by this same factor. OK, so in this particular scenario, a factor of 20 would be sufficient to potentially impact the final whole number value.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">What if I square the value? My instinct says that the error would also be squared, which would lead to an insignificant impact on my scenario. But my instinct is wrong. The reality is that the resulting error relies entirely on the initial value. For example, a value of 256.0235 that was rounded up to 256.024 and then squared would be off by more than 0.25, clearly enough to make a significant impact. And a larger number, like 10,000.0005 that gets rounded up to 10,000.001 and then squared would be off by more than 10.</div><div class="MsoNormal"><br /></div><div class="MsoNormal">BAM! I find myself in the body of an awkward teenager, struggling with the most famous algebraic misconception:</div><div class="MsoNormal"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-okIsVmN4dWU/UCRxEWUnUWI/AAAAAAAAAN8/TVbZ_RYyuWA/s1600/squaring+binomials.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-okIsVmN4dWU/UCRxEWUnUWI/AAAAAAAAAN8/TVbZ_RYyuWA/s320/squaring+binomials.png" width="320" /></a></div><div class="MsoNormal">You see, I haven't made this mistake in years, but yet am amazed to find that the inner instinct still remains. I'm not sure what this means exactly, but at the very least it sheds some light on my teaching and perceptions of student understanding. Too often this particular misconception gets blamed on a misapplication of the Distributive Property.<br /><br />What if, instead of insisting that "exponents do not distribute," or "the Distributive Property does not apply here," I allowed students to explore their misconceptions and discover that the Distributive Property does indeed apply? What if we embraced this instinct and used it to delve more deeply into quantities as factors?<br /><br /><br />What if I finally realized that even if they remember the rules and get this problem right every time it appears in symbolic form, that maybe, just maybe they still don't quite understand what it means?<br /><br />What if.</div><div class="MsoNormal"><br /></div><div class="MsoNormal">I think I feel a performance task coming on.</div><div class="MsoNormal"><o:p></o:p></div>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com2tag:blogger.com,1999:blog-2084641237928654834.post-77134198166645219662012-06-01T13:40:00.000-04:002012-09-11T08:25:47.860-04:00Shifting RolesWhat's the difference between a classroom teacher and a textbook author?<br /><br /><a href="http://3.bp.blogspot.com/-2GT_wwA9a0c/T8jnjCg6r0I/AAAAAAAAALw/yDjCumNbCBk/s1600/calvin-writing.gif" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="http://3.bp.blogspot.com/-2GT_wwA9a0c/T8jnjCg6r0I/AAAAAAAAALw/yDjCumNbCBk/s400/calvin-writing.gif" width="320" /></a>See, I know that you are all set for some snide punch line about curriculum writers, but actually, my motivation for this post is in defense of the 'other side.'<br /><br />I should start by saying that the reason for my idleness since March is that I started a new job as a mainstream editor of secondary math resources. While this is not my first experience in the professional publishing industry, this past year has been a fascinating mental shift from classroom teaching, to independent writing, and now to my current role as a cog in a great big machine.<br /><br />In my current project, I have spent over 300 hours pouring over every detail of a teacher's edition for a new pre-algebra program. The program includes animated media clips for daily lesson hooks, scripted teacher presentations that include digital slides/screens, daily student workshop routines, solutions and coaching prompts for anticipated student shortcomings, journal prompts, formative and summative assessments, digital math tools for presentation or student use, online homework with integrated media supports, and on and on.<br /><br />Is it perfect? Certainly not. But boy, is it comprehensive.<br /><br />My reason for saying all this is not for promotion of either this particular curriculum or company (who shall both remain nameless), but rather a two-fold defense for the corporate model of educational publishing:<br /><br /><ul><li>First, take a closer look at the current mountain of resources in your department's resource closet. Find one that jives with you and really delve into all that it has to offer. You'll probably be surprised. Cut and paste tactics are not really the best for continuity, so stick with one. And if your closet is old and full of terrible resources that you hate, don't dismiss the entire industry. There ARE good curriculum packages out there. Look carefully and critically, make the district see your case for investment in new resources, and the payoff is huge. Imagine the joy of not needing to create everything from scratch.</li><li>Second, I LOVE TeachersPayTeachers.com. <a href="http://www.teacherspayteachers.com/Store/The-Allman-Files" target="_blank">I have my own storefront,</a> and I love browsing the beautiful, creative, and inexpensive resources that other teachers have posted there. But, shame on you Paul Edelman for the slogan "Teachers Pay Teachers, not big corporations... it's about time." There are some things that large teams of authors, editors, artists, programmers, and analysts can do better than individual teachers. Honestly, I think current, integrated, and comprehensive curriculum programs fall into that category. Yes, there are faults, and yes, there is room for competition from the classroom perspective, but I think teachers will be better equipped to survive as partners to big corporations, rather than opponents. As an inexpensive and creative way to supplement an existing program, BRAVO! As a protest against corporations, not so much.</li></ul><br />After all, believe it or not, both teachers and corporations are interested in the academic success of our students. Just imagine where we could take those kids in a consolidated effort.Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com1tag:blogger.com,1999:blog-2084641237928654834.post-435107283139950722012-03-08T13:43:00.000-05:002012-09-11T08:24:43.236-04:00A Note to My Former SelfDear Me,<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-lAYxhiNotIE/T1j8dXHkV8I/AAAAAAAAALo/Ha3BZ5TTUTQ/s1600/back-future-6.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="http://2.bp.blogspot.com/-lAYxhiNotIE/T1j8dXHkV8I/AAAAAAAAALo/Ha3BZ5TTUTQ/s320/back-future-6.jpg" width="320" /></a></div>You're young, smart, ambitious, and about to embark on a wonderful adventure as a teacher. I know you are packed full of information and education about how to be the best possible teacher you can be... the enthusiasm, creativity, and energy are glowing around you. But I have a little bit of advice for you that isn't so academic. Maybe you will listen to your future self.<br /><br /><ol><li><b>Don't reinvent the wheel</b>. Yes, your ideas are wonderful, engaging, and creative... but you will burn yourself out faster than a candle in a vacuum if you try to recreate the whole curriculum. A healthy dose of trust and humility will take you far. Try to focus on building one or two creative ideas a month. Over the years, you will have plenty of time to build a terrific repertoire that makes you proud. In the meantime, look around - an abundance of wonderful resources are just waiting for you to utilize them.</li><li><b>Share and share alike.</b> Some people are not so good at sharing the ideas and resources that they create... maybe out of fear of criticism, or perhaps a lack of confidence. Luckily, this has never been your trouble. Your enthusiasm for getting your ideas out there will take you far. But don't forget the other side of the coin: invest time in listening to other ideas (even if you disagree at first) and don't be afraid to ask others to share with you. People <u>want </u>to help you; let them. Just treat your peers with respect and appreciation and you will be amazed by the wonders of reaping the benefits of someone else's experiences.</li><li><b>Reserve judgement as much as possible.</b> I know that there are plenty of people who appear to be slackers, grumps, nay-sayers, users, and just plain jerks. As a nose-to-the-grindstone bundle of creative energy, it is so easy to criticize and see faults. Someday soon you will experience more of life's challenges: difficult or unreasonable students/parents, demanding administration, mountains of grading, illness, 24-hour infants, family management, ailing parents, crushing debt, and numerous untold emergency situations. You will see how easy it is to get bogged down and worn out, and then you will wish you could go back in time and just give those people a hug.</li><li><b>Enjoy your peers.</b> Go out for beers on a Friday afternoon. Invite them over for a planning party at your place. Go to conferences together. Meet their families. And don't hide in your classroom at lunchtime... eat lunch together! These people are your best resource and safety net for retaining sanity in this job. Treat these relationships with the utmost respect, and don't forget to invite the grumps too. Some of them will surprise you. I promise.</li><li><b>Be diligent about keeping a diary.</b> A key ingredient of personal improvement and professional development is self-reflection. Time spent on revisiting the day's (or week's) successes and failures is time well spent, and the rewards are even greater if this reflection is shared in a community of peers: like a blog. Just remember that the feedback you elicit will reflect the tone of your comments, so if you want constructive and uplifting feedback, dish out the same.</li><li><b>Make organization a top priority</b>. One year, you will need to move out of state, and you will be inspired to go on an organizational blitz so that you can share your legacy with the friends/peers you leave behind. The fruits of this blitz will be wonderful paper and digital archives. I have relied upon these archives more times than you can imagine... and have regretted the multitudes of resources that have since gotten lost in piles (real and virtual). Think of me, your future self, as your very best friend - making my life easier will be rewarded handsomely.</li><li><b>Use your summertime wisely.</b> You will be exhausted when the school year ends. I know you will have worked hard for 80 hours a week (or more) all year long and you will not be able to think of anyone who deserves a 2 month vacation more than you. I'm here to tell you that it gets easier... but do you know what really makes the difference in time demands? Preparation and organization. Give yourself ONE month of vacation. Really, it's enough... because your future self will thank you for the time spent cleaning up last year's mess and creating thoughtful, reusable plans for the future.</li></ol>Most of all: Keep your head up. Breathe deeply. And don't let the turkeys get you down. Lots of beautiful people and wonderful experiences are coming your way. Don't forget to enjoy the ride.<br /><br />Lots of love,<br />Your future selfEmily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com5tag:blogger.com,1999:blog-2084641237928654834.post-86031525041603452172012-03-05T06:00:00.000-05:002012-03-05T06:00:08.362-05:00Just for Fun: Problem 3<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-8w4illfcy94/TzPnVL1yu-I/AAAAAAAAAJc/OlXx_kN_n5E/s1600/problem3.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="242" src="http://2.bp.blogspot.com/-8w4illfcy94/TzPnVL1yu-I/AAAAAAAAAJc/OlXx_kN_n5E/s320/problem3.jpg" width="320" /></a></div>It's 6am and thirty lockers stand in a long lovely row, closed and neat, ready for the opening of another school day.<br /><br /><ul><li>The first student arrives and, what the heck, opens every locker! </li><li>The second student arrives and changes the position of every second locker (i.e. lockers 2, 4, 6, 8, etc all got closed).</li><li>The third student arrives and changes the position of every third locker (from open to closed or vise versa)</li><li>The fourth student changes the position of every fourth locker...</li><li>This continues until the 30th student arrives and changes the position of locker #30.</li></ul><br />What is the final configuration of the lockers after all 30 students have passed by?Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com1tag:blogger.com,1999:blog-2084641237928654834.post-13820355887862414612012-02-28T10:13:00.002-05:002012-02-28T10:27:50.909-05:00Calendar of Best Fit<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-WFlXDo8abCM/T0zvtw50l9I/AAAAAAAAAKU/9Jc7OYkVK2U/s1600/leap.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://2.bp.blogspot.com/-WFlXDo8abCM/T0zvtw50l9I/AAAAAAAAAKU/9Jc7OYkVK2U/s320/leap.png" width="160" /></a></div>All my life I've operated under the assumption that a leap year occurs once every four years as our way to account for calendar discrepancies... a way of handling the actual length of a year: 365.25 days.<br /><div><br /></div><div><a href="http://gofigurewithscipi.blogspot.com/2012/02/leapin-lizards-leap-year-is.html" target="_blank">Vicky Rauch</a> enlightened me a little today. In reality, the length of the year <span style="font-family: inherit;">is </span>closer to <a href="http://en.wikipedia.org/wiki/Tropical_year" target="_blank">365.2421897 days</a>, and that's if you are measuring the mean distance between equinoxes, which is probably a good idea so that seasons stay intact. With this figure in mind, it has been calculated that we only need to have 97 leap years every 400 years! So, that's what we do. We, in fact, skip the leap year at the turn of the century 3 out of every 4 times. So, 2000 WAS a leap year, but 2100, 2200, and 2300 will not be. Cool.<br /><div><br /></div><div>But, here's a question, because surely even this system will not be entirely accurate:<b> How long will it take before the calendar will be off by a full day, despite our leap year alterations?</b> And for all you scientists out there, the tropical year (measurement based upon equinoxes) varies slightly from the sidereal year (measurement based upon earth's orbit in relation to fixed stars). <b>How would the calendar change if it was based on the sidereal year (</b><span style="background-color: white; line-height: 19px; white-space: nowrap;"><span style="font-family: inherit;"><b><a href="http://en.wikipedia.org/wiki/Sidereal_year" target="_blank">365.256363004 days</a>)</b></span></span><b>? </b>And dare I even mention that the tropical year varies slowly as the years progress? The calendar is such an easy thing to take for granted!</div><div><b><br /></b></div><div>Some fascinating classroom discussion and fabulous mathematics work might just ensue on Wednesday. Happy Leap Day!</div></div>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com1tag:blogger.com,1999:blog-2084641237928654834.post-66623063811670635922012-02-15T06:00:00.003-05:002012-02-15T06:00:01.026-05:00Just for Fun: Problem 2<div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-LXGpHpkjeQ0/TzPkVvGJ3uI/AAAAAAAAAJU/H9do_lRAaDI/s1600/problem2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-LXGpHpkjeQ0/TzPkVvGJ3uI/AAAAAAAAAJU/H9do_lRAaDI/s1600/problem2.jpg" /></a></div>How do you find the center of the circumscribed sphere of any triangular pyramid (not necessarily regular)?Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com0tag:blogger.com,1999:blog-2084641237928654834.post-47242478280636916582012-02-09T13:34:00.004-05:002012-02-09T15:45:48.039-05:00For Free or Not for Free?<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-cPsEIHKghCY/TzP1bW1WpfI/AAAAAAAAAJk/dgPzbZiPlN8/s1600/shakespeare.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-cPsEIHKghCY/TzP1bW1WpfI/AAAAAAAAAJk/dgPzbZiPlN8/s200/shakespeare.jpg" width="150" /></a></div><div style="text-align: right;"><i><span style="color: #a64d79;">For free or not for free: that is the question; </span></i></div><div style="text-align: right;"><i><span style="color: #a64d79;">Whether 'tis nobler in the mind to covet</span></i><br /><i><span style="color: #a64d79;">The wealth and fame of outrageous fortunes,</span></i><br /><i><span style="color: #a64d79;">Or to take arms against the seas of ignorance,</span></i><br /><i><i><span style="color: #a64d79;">And by benevolence, end them? To donate: to cede;</span></i></i><br /><i><span style="color: #a64d79;"><i><span style="color: #a64d79;">No more; </span></i></span></i></div><br /><div class="MsoNormal">Honestly, I can see both sides:</div><div class="MsoNormal"></div><ul><li>Providing original curricular resources openly and freely creates an atmosphere of collegiality and solidarity among teachers. Ideas are given more room to grow, although they are potentially less developed (which can often be a good thing). Plus, ideas can be more widely spread, since there is no cost involved.</li><li>Offering original resources on a <b>fee </b>basis limits their influence to those that are willing to pay the price, but rewards the author for his time and creative genius. This incentive has the capacity to encourage greater care in the production, and can lead to higher quality and more thorough resources.</li></ul>On a personal level, I believe in the benefits of benevolence, but I also obsess about perfection. After I have put together a lesson, activity, or unit for my students, I try it out. Sometimes it's great, sometimes, not so much. But then in the hours of afterthought and redesign, I try to address the quirks: design away the flaws, fill in the gaps, remove the bumps, and polish it up with some serious rationalizations. I have been known to spend an additional 17 hours on this revision process for a single lesson.<br /><div class="MsoNormal"><span lang="en-US"><br /></span></div><div class="MsoNormal"><span lang="en-US">And you must be thinking, "Who has this kind of time?" </span></div><div class="MsoNormal"><span lang="en-US"><br /></span></div><div class="MsoNormal"><span lang="en-US"><b>I do</b>. </span>I suppose it's time for me to be transparent: I've been without a classroom since June. I've been embarrassed to admit it - afraid of a loss of credibility and upset by my role as victim of the down-turned economy. Nevertheless, here I am, hoping for a new position in September, and filling the time with lots of intense self-reflection and curricular revision. Sometimes I'm empowered to share my work freely, but lately I feel validated in asking a small fair price for my time and ideas.</div><div class="MsoNormal"><span lang="en-US"><br /></span></div><div class="MsoNormal"><span lang="en-US">And in the spirit of sharing, I'd like to open a forum for you and I to share some <b>original </b>resources. What is the best thing you created for your students? Link it up below, free or not. We'll let the submissions determine the mood of the masses. Add a couple things if you like, but please: </span></div><div class="MsoNormal"></div><ul><li>only post links to <b>actual </b>resources and not your <i>general </i>website or blog. </li><li>only middle/high school math products, like algebra, geometry, trig, calculus, stats, etc.</li><li>free or cost items are both welcome. If you would like a nice recommendation for a marketplace to host your items, click <a href="http://www.teacherspayteachers.com/Signup?ref=coremath912" target="_blank">here </a>to join the TeachersPayTeachers community. You can give your things away or name your own price. It's a lovely community, and they could use some more good secondary math products.</li><li>in the URL field, put the location of the actual product, and in the Name field, write a short description (subject and topic are good to know!)</li></ul><br /><script type="text/javascript"> document.write('<script type="text/javascript" src=http://www.inlinkz.com/cs.php?id=125547&' + new Date().getTime() + '"><\/script>'); </script><br /><br /><div class="MsoNormal"><br /></div><div class="MsoNormal"><span lang="en-US"><br /></span></div>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com4tag:blogger.com,1999:blog-2084641237928654834.post-20648633966209915392012-02-09T10:07:00.000-05:002012-02-09T10:07:06.848-05:00Just for Fun: Problem 1<div class="" style="clear: both; text-align: center;"></div><div style="text-align: center;">Because math is fun, and sometimes I like to work on interesting problems. </div><div style="text-align: center;">AND because I see so many UNinteresting problems.</div><div style="text-align: center;">Just For Fun, Problem #1:</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-MX_lDDNLkUQ/TzPgA6oBtTI/AAAAAAAAAI8/lKB9y5FWr04/s1600/problem1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="http://2.bp.blogspot.com/-MX_lDDNLkUQ/TzPgA6oBtTI/AAAAAAAAAI8/lKB9y5FWr04/s320/problem1.png" width="320" /></a></div>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com1tag:blogger.com,1999:blog-2084641237928654834.post-42911410352418566652012-01-30T10:38:00.001-05:002012-01-30T10:41:18.332-05:00On Being a REALLY Good Math TeacherI started a grad school class this week. It's been a while, so on my way out the door, I grabbed an old notebook off my shelf and shoved it in my bag with my new textbooks. As it turns out, this was a fortuitous move, for the first half of this notebook was filled with journal entries from my days as a student teacher and a first year teacher. It's been a fascinating read.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-jNignl6Ih9I/Tya0xv2dJ8I/AAAAAAAAAIA/ey9L3AZFCVA/s1600/notebook2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-jNignl6Ih9I/Tya0xv2dJ8I/AAAAAAAAAIA/ey9L3AZFCVA/s320/notebook2.jpg" width="305" /></a></div>One particular entry contained notes from a lecture I attended by<a href="http://www.anglesofreflection.blogspot.com/" target="_blank"> John Benson</a>, one of my highly admired mentors. His topic: "The difference between good teaching and really good teaching." He said that GOOD teachers:<br /><ol><li>Have a clear idea of what students know and can do,</li><li>Know what is necessary for success on a particular task,</li><li>Use a variety of instructional methods to reach many learning styles,</li><li>Are eager to spend extra time outside of class to answer questions,</li><li>Establish clear guidelines for student success and performance,</li><li>Hold students to high standards,</li><li>Account for individual differences,</li><li>Provide clear explanations of the concepts that students are expected to master, and</li><li>Continually preview and review.</li></ol>Competent teachers may accomplish a satisfactory subset of these objectives, but do not provide the care and variety that is evident in the classroom of a good teacher. On the other hand, REALLY GOOD teachers:<br /><div><ol><li>Have a second set of objectives that go beyond the mastery of today's content,</li><li>Can seize teachable moments and move towards higher objectives,</li><li>Are able to recognize when students have lost interest and can seize the opportunity to teach something really interesting, and</li><li>Believe that these higher objectives are the really important part of their mission.</li></ol>There's more in my notes, but I'll stop there because these lists still make an impact on me. The 'short' list for really good teachers is appealing to me. I believe in these four objectives and I <b>like </b>working to improve on them. They seem to be about passion and that makes me feel good. But as I read #1 a little more closely, I pause on the word 'second,' and realize that there is no hope for me as a <i>really </i>good teacher unless I can also move towards better mastery of the objectives of a <b>good </b>teacher... and that's a LONG and difficult list. I think John Benson is spot on when he suggests that really good teaching comes from a long list of grueling, difficult, AND passionate objectives. It's a package deal, and it's really hard. But the company is great.</div>Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com9tag:blogger.com,1999:blog-2084641237928654834.post-52964750715862883702012-01-25T14:56:00.000-05:002012-09-13T23:05:12.960-04:00Can You Help Me with an Algebra 1 Sequencing Project?<div class="separator" style="clear: both; text-align: center;"><a href="http://www.teacherspayteachers.com/Product/Algebra-1-Sequencing-Project-Peer-Review" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="280" src="http://4.bp.blogspot.com/-00g_kaN4GPk/TyBYjVcljBI/AAAAAAAAAHw/m1Ycc63uQK8/s320/checklist+cover.png" width="320" /></a></div>I created a checklist style review guide for my Algebra 1 students at the midpoint of the course several years ago. Over the years, I have reviewed and revised this study sheet multiple times… tweaking phrasing and sequencing, but also changing my mind again and again about what is (or is not) a basic skill in a beginning algebra class. Recently, I took the leap and created the second half: committing myself to a firm opinion about the essential nature of 55 basic algebra skills. The problem is that every time I pick it up, I find something else that I want to change. It is becoming an albatross for me, and so this is where I could use your help. Take a look and let me know what you think. Look at language, sequencing, design, etc. Did I miss something important or include something they already mastered (or are not ready for)? I really want it to be great, but have become overwhelmed in my solitude.<br /><br />If you click on the image of the study guide, you will be directed to a site where you can upload it for free*. <i>(*This project has been completed, and the free version is no longer available on the site.)</i> As you read through this study guide, please bear in mind my goals/objectives for this type of algebra review guide:<br /><br /><ul><li>The individual skills are meant to highlight the essential tasks that an Algebra 1 student should have mastery of. I firmly believe that good algebra teaching revolves around problem solving and applying multiple skills to illustrate, communicate, generalize and verify solutions to problems. I have purposefully left off any topics that I consider to involve multiple skills and the critical thinking of deciding which methods are appropriate and useful. I lovingly refer to the chosen topics as our ‘bag of tricks,’ or the tools from which we pull from to solve problems.</li><li>I have tried to include only topics that are learned in an Algebra 1 class (and not earlier) although there are a few that I have found to be so essential that they bear highlighting again (like order of operations, graphing points on coordinate plane, and properties of real numbers).</li><li>I have attempted to order the skills according to my best sequence of instruction, but I have found that there are some that tend to bounce all over the place. Ratios, proportions, and cross products, for example, have felt comfortable to me in many different locations in the course. The same is true of datasets and statistical analysis. Bear in mind that this is meant to be a cumulative review and not necessarily a course outline. For example, I thought it best to group box plots with scatter plots on the study guide even though I don’t necessarily teach them at the same time.</li><li>The code after the topic name is my newest attempt to align this sheet with the Common Core Standards. If you are a Common Core expert, I would greatly appreciate fact checking and additional input with this alignment.</li><li>The last two columns are intentionally blank, to provide teachers the flexibility of aligning the guide with their class textbook and supplementary materials. I go back and forth on the usefulness of this.</li></ul><br />Thank you for your assistance with this project. I will happily share the final results with you.Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com3tag:blogger.com,1999:blog-2084641237928654834.post-91848800940503648752012-01-24T13:03:00.000-05:002012-01-24T13:03:38.590-05:00Algebra is Not a Four Letter WordDespite the overwhelming evidence that a foundation in algebraic thinking is essential to a sound mathematics education, algebra continues to get a bad rap among the populous. Billy Connolly's Algebra rant (foul language warning) is hysterical, but sad because it spotlights the popular opinion that algebra is incomprehensible and useless.<br /><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowFullScreen='true' webkitallowfullscreen='true' mozallowfullscreen='true' width='320' height='266' src='https://www.youtube.com/embed/JqZo07Ot-uA?feature=player_embedded' FRAMEBORDER='0' /></div><br />I've been thinking about algebra's reputation a lot lately:<br /><ul><li>What do we need to do to make algebra seem approachable and useFUL for everyone? </li><li>How can we improve the way we rationalize algebra - so that our arguments are convincing and appealing to even the most jaded among us?</li><li>What can I do in my own classroom, so that my students better understand both HOW to use algebra and WHAT algebra is useful for?</li></ul><br />These questions have been driving my thoughts lately, most likely spurred by the heightened student frustration I have experienced as we switch gears from one semester to the next. There is nothing like a cumulative exam to dredge up student anxiety and feelings of hatred for the source of those anxieties!Emily Allmanhttp://www.blogger.com/profile/08966304042607333303noreply@blogger.com1