Category: Uncategorized

The conics project has produced the most hits of any post on the mathcoachblog to date (including over 25 from the Netherlands….I can’t explain it, but it’s pretty cool).  A few comments and e-mails to me requested a rubric for the project.  To be honest, I don’t have an uber-detailed rubric for this project beyond the file I share below…

http://dl.dropbox.com/u/68005919/Conic%20Sectins%20Drawing%20Rubric.doc

Kevin and I discussed some ideas and modifications to grading for this project, and I give you all these suggestions:

First, as a mentioned before, the peer grade can be achieved by giving all students 5 sticky stars. Have them discuss guidelines for choosing the best works beforehand, then allot their stars and stick them to their favorites. Also, you will notice that I am a bit of a stickler for having students leave their names off their works. This is intended to eliminate some bias from having students select their buddies. Also, if possible, have different sections of students grade other sections of student works.

Next, I would alter the requirement of having students provide all equations they used. Realistically, I never looked at all of the equations anyway. An interesting compromise would be to have students select 3 equations, and provide an explanation for the transformations and stretches needed, and how they play into the overall theme. This would be an improvement over a laundry list.

At last month’s NCTM conference, I came upon the American Statistical Association booth in the exhibit hall, and enjoyed discussing their resources for K-12 students.   I had utilized a number of ASA’s many resources in the past, and encourage you to check out Chance Magazine and the ASA’s Project and Poster Contests for K-12 students.  But Census At School was new to me, and I hope to encourage teachers in my district to utilize the wealth of data here.

On the site, students can contribute data about themselves including:

• Demographics: including gender, location and age
• Measurements: height, foot length, finger length
• Interests: sports, activities, online behaviors
• Favorites: foods, drinks, school subjects
• Issues: the site has an interesting slider where students communicate their opinion on a number of social issues.

I have done many class data collection activities like these for years, but what excites me most about Census at School is the “Random Sampler” feature.  With it, you can download a random sample of participating students, selecting what states, grades, and genders to include in the sample.  The data can then be downloaded as an Excel document, and allows for myriad comparisons.  To test drive this feature, I asked for a random sample of 50 high school students from Pennsylvania (my home state) and California.

How do attitudes on recycling differ, between kids from PA and CA?

How do number of texts sent and receive differ in this sample of students?

Looking for something active and productive to do with your kids in those last few school days? Set up some data collection stations, and contribute your class’ data to Census at School!

Back on the train.  Jealous of the students and coaches from my school headed off to Penn Relays on the train, while I get off a few stops earlier for NCTM.  Looking forward to the day…

Supporting the Mathematical Practices: What’s In Your Coaching Toolkit?

This session had an interesting opening activity.  Seven statements about classroom culture were provided, and teachers were asked to assess themselves on a continuum?  Some examples

• From focus on correct answer towards focus on explanation and understanding.
• From mathematical authority coming from the teacher or textbook to mathematical authority coming from sound student reasoning.

Already, the activity caused me to reflect upon the textbook-driven culture in schools, and how we approach classroom practice.

How can we provide optimal learning opportunities for students to become mathematically proficient?  The team create a check list of “look-fors” which cover each of the 8 Common Core standards, and shifts in classroom practice which attempt to match the new standards.

This was one of the best sessions I have attended, as I have some great ideas here for guiding the teachers I work with through the increased rigor of the Common Core.

Unfortunately, I am off to a track meet tonight, so today’s post is a quickie.  A late night tonight, then an early train tomorrow for more sessions.