Regular Math Standards: 8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
Regular Math Lesson Sequence:
The mistakes were numerous. I don't even know where to begin on Monday when we resume. I wish weekends weren't a thing. JK. There are still kids doing too much math with scientific notation. This is why we have scientific notation. Keep the math out of the problem.
At least this was correct.
Probably the most common error was students multiplying the nines.
Below is the inverse mistake of the one above. Since we spent most of the class dividing, most kids got caught in the routine of dividing all numbers. In this case they divided 5 and 4.
Forgetting to use scientific notation.
Forgetting that negative exponents don't create negative numbers.
Honors Math Objective: N/A (see below)
Honors Math Standards: N/A (see below)
Honors Math Lesson Sequence: Today was our first ever catch up day. I had given it quite the hype because all twenty-six students were in support of it when I first introduced the idea only the week before. At the outset of class I read the quote of the day and then got into the importance of recognizing three things for us to be successful.
- By helping someone else learn something, you are actually helping yourself achieve mastery and solidify your own understanding.
- In seeking out help from a classmate, there is no shame or embarrassment. School is a place to learn new things not to regurgitate what is already known.
- There is no debt involved at the completion of us helping one another. Let's just move on.
About two-thirds of students elected to retake a quiz. Most of these took inequalities, but not all of them. A few elected to take the absolute value quiz and one student took our first quiz of the year which featured rational numbers and multi-step equations.
The other third of the class was working on their Chromebook on TenMarks. Part of their role though was that if a classmate came to them for help that they must abandon their TenMarks work and assist that classmate.
I had warned students that I will simply correct quizzes and monitor the group to make sure that there was no cheating. I would be vague in the feedback that I gave after students completed tests and quizzes. The reason for this is that I could get bogged down with one student for ten minutes at a time and if you do the math that means that about 11 students would not be served at all.
The students absolutely thrived in this environment and under these constraints. I asked for a 3-2-1 (three things that went well, two questions they had, and one item for improvement) feedback in the last five minutes of class. I also asked at the bottom to put whether they would want to do this again. The results were overwhelmingly positive. In fact, I told a third of the class to start with the improvement component, a third to start with the questions, and a third to start with the positives. I figured by doing this that if students could not finish I would at least have a balance of feedback. In the end, many students were stuck on finding improvements, but easily listed positive results. Here is a complete list of what they thought.
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