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Interactive Notebook (MAT 257)

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Let me tell you one of my favorite things I am coming away with from this math class. My math teacher has us put together these interactive notebooks. We then have a compilation of notes, study tools, and visuals. As a future educator, I also have a compilation of future lesson resources. This takeaway is so much more helpful than a stack of worksheets, notes, and other handouts. Instead its easy to follow and reference back to, making it more likely that I will use it again. I just used a plain old black and white composition notebook for my math class. :)  Also here is a fun boomerang of my notebook. After flipping back through my notebook tonight, I had the thought of how other subjects could benefit from interactive notebooks. Or maybe doing an all subject interactive notebook. I am linking below some other resources I have found that may be helpful in starting or getting ideas for classroom interactive notebooks. I loved this Blog post about "Ways to Make Inter...
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Shapes Shapes Shapes (MAT 257)

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Oh, the shapes that you will see when you study geometry! haha, That is a total rip off of a Dr. Suess book, but it could be fun to plan a lesson using that theme. In class, we did centers which are so fun! I can't wait to plan centers for my future students. They really help engage the students and give a variety of opportunities to learn. Our centers involved the use of Ipads, building gumdrop structures, building shapes out of paper, and more. All super interactive, and fun. I took pictures of the center where we had the net outline of a polyhedron.(shown above) We cut them out, folded, and taped them together to form a 3D version. This really allowed us to visualize the shapes, and identify the vertices, edges, and faces. Throughout the centers, we were required to fill out 10 cards with a different shape and its characteristics. In the end, we had visualized these shapes in several different ways. Overall a very engaging lesson.
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Geome-what? (MAT 257)

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Geometry...I feel like it needs an opening song. Almost like Canada's national song. Geeeee-oooooo-metryyyy... That's an interesting thought. What if we gave every math topic a theme song. How fun would that be?! On that thought, I searched various math theme songs and found this great compilation HERE . Watch at your own risk I did not preview all of them. Though I did watch half of the 12 days of Christmath song, which was humorous because of its extensiveness. Here is the one about geometry, done by Math Antics. We were shown this one in class. I looked for a different one but its just one of the best ones out there. Click HERE for the Math Antics video about points, lines, and planes. Ok, now I want to talk about the terms of geometry. Most understanding of geometry is all dependent on if you understand the language or the vocabulary. Luckily this isn't the first time I am learning geometry and my High School geometry has stuck with me for as long as it has. In cl...
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Data Displays and Foldables (MAT 257)

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Alright, let's talk about data displays. I'm talking about pictographs, dot plots, stem and leaf plots, histograms, bar graphs, line graphs, circle graphs, and scatterplots.  They are all related and should come out simple. I really found it helpful the way my math teacher laid out all the different data displays.She used foldables and other technics, then checked our understanding of the whole unit through us creating a mind map. As we went through this unit in class, my work experience at an elementary school was going over a similar unit. I loved learning about data displays in class and seeing the kids experience almost the same learning. It really helped put it all in perspective. Here are some examples of the foldables we created to help us organize the characteristics of certain data displays. (sorry for the low-quality pictures) This tri-foldable features the pictograph, bar graph, and circle graph. It organizes information on their type of data (all numeric...
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Statistics... my math nightmare (MAT 257)

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Statistics! Tell me truthfully if you like statistics. I'm sorry if you do because... I don't. Well after the lessons in math class I'm not as weary as I was before. In my experience math teachers are really good at making statistics all about a formula and nothing personal or relatable. Why? Statistics should be personal and should be easy to connect to. Thank goodness for my current math teacher who knows how to teach statistics. Anyway, here is a great introductory lesson to statistics. It's fun, simple, and again like my last post involves a snack! Everybody loves a snack, especially when it's M&M's. For this particular activity, we needed a fun size pack of M&M's and the packet/worksheet. We started off by making conjectures of which M&M color would occur most or least, as well as if we thought our individual data would match the classes as a whole data. My guess was that Brown would occur most often because of its color closeness to the c...
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Healthy Fish Probability Activity (MAT 257)

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At the start of the semester, we did a Healthy Fish activity. This activity was fun and interactive. Plus we got a snack when we were finished;)  This activity involved a small snack sized pack of rainbow goldfish and a provided worksheet. It was interesting to see everyone's various reactions to organizing the goldfish at the start. As you can see I organized mine by color and in a pattern. I tend to like things neat and organized, and visually appealing. The object of the activity (which is listed at the top of the worksheet provided to us) was; to understand how probability was determined, to understand experimental versus theoretical probability, to understand the properties of probability, and to understand mutually exclusive and non-mutually exclusive events. We went through the series of questions and completed the worksheet guiding us to understand each of the objectives. The questions were based on the fact that the fish represented healthy and sick fish. The gr...
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Community of Learners (EDU 220)

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I have loved learning about teaching CLD’s. Before I took this class, teaching language learners was not something I was interested in. At the same time I started this class, I started my work experience at a school with a high population of CLD’s. I was intimidated at first because I felt like I didn’t have any tools to help them. I felt very out of place, and helpless. As time went on I got used to the idea of working with students whose primary language isn’t English. I stopped being intimidated and started seeing it as an opportunity to learn. (Image from Valdelsa.net ) This image to me represents cultural diversity. In class and through the ASU modules my understanding of CLD’s has been broadened. I no longer see them as someone I can’t relate too, or communicate with. Instead I see them as someone with a different cultural background who has a lot to offer in a classroom. I also see myself learning a lot from them. 
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