Categories
Technology

Fun with ActivePrompt

The math twitter-verse was abuzz this week with discussion of Riley Eynon-Lynch’s Activeprompt, a simple interface for  student collaboration.  For me, my interest started with a tweet from Dan Meyer, which invited volunteers to click a link and drag a mysterious red dot to a point equidistant from three schools.

Red Dot

While each participant can only see and consider their “red dot” movement, the teacher can see all red dots as they dance across the screen.  Enjoy my first experience with Activeprompt, as I used a colleague’s high school prob/stat class as my “volunteers”:

I appreciate tools like this which leave a lot of room for student and teacher imagination, and the conversations surrounding possible uses have gone in unexpected directions.  Too many math tech tools pigeon-hole users into a pre-determined path, and this tool meets many of the “wants” I have for my students:

  • I want my students to participate
  • I want my students to collaborate
  • I want my students to assess each’s others ideas
  • I want my students to realize similarities and difference between their ideas

The blank canvas is ready for us to fill.  For me, I look forward to using this as a tool for student estimation, or having students contribute points to scatterplots.  One of my favorites so far comes from a teacher who challenged students to work together to form two parallel lines.  The surface has just barely been scratched here.

The order of operations to get up and running is simple to follow:

  • Go to the Activeprompt site:  http://activeprompt.herokuapp.com
  • Load an imagine and write a prompt
  • Provide students the given link
  • View results on a different link, also given

Activeprompt is reported to also work on iPads, though I have not tried this yet. Looking forward to more attempts with this intriguing tool.

Categories
Algebra

Look Through the Eyes of Your Students

Here in Pennsylvania, many high schools are gearing up for the upcoming Keystone Exam in Algebra 1.  In this first year of Keystones, the Algebra 1 exam is being given not only to students as they complete Algebra 1, but also to 10th and 11th graders who have passed the course in the past.  The state has provided a number of sample items, which we have been using in math classes to help our students prepare.

A discussion of one of these released items not only revealed a common algebra misconception, but also generated thoughts of how teachers may see problems differently that their students.  Here is the question:

Problem

So, how could teachers and students view this problem differently?

HOW I SEE THIS PROBLEM:

Teacher Problem

My teacher eyes tell me immediately that this is a factoring problem.  I’m not sure how it is going to factor yet, but I am pretty confident that the answer will be C or D.  Choices A and B are not really even up for debate here.

My radar perked up when a colleague shared that a handful of students in one of her classes chose B.  B???  How the heck did they get B????

HOW SOME STUDENTS SEE THIS PROBLEM

Problem Student

My old nemesis….cancelling across addition and subtraction signs, how nice to see you again!

So, while I immediately see the problem as two expressions which will separately require factoring, I need to remember that students don’t always view problems the same way.  Being able to identify, discuss, and personalize these common errors are all part of the wonderful art of teaching.

And while illegal cancelling will be a struggle for students long after I retire, I often use the exercise below to generate discussion.

HOW TO TURN $100 INTO $199 (LEGALLY?)

Cancelling

So, either I have made a math error here, or I have a great method for generating some side income here (and why am I sharing it with you, anyway???).

Categories
Middle School

The Take-Away Game

A recent visit to a 6th-grade classroom gave me a chance to introduce a simple game I have used in the past as an-going challenge.  Even after a few pop-ins to this 6th grade class, I am still undefeated, and don’t plan on giving up my championship belt anytime soon!

THE TAKE-AWAY GAME – Rules

On a board, or piece of paper, draw 23 X’s.  Players will alternate turns, and on each turn a player must erase 1, 2 or 3 X’s.  The winner is the player who erases the last X.

It’s an easy game to understand.  An example is given here:

With a class, I will give students a chance to use dry-erase boards and play against each other.  Then, as students begin to understand the game, they are allowed to challenge me.  This usually ends badly (for them), as I know the tricks to the game.  I start by asking the player if they would like to go first, or allow me to go first.  Since kids are usually nice, they will allow me to go first, and this sets them up for certain doom.  Also, I will use my best poker skills to agonize over my moves, though I know exactly where I want to go with my moves.

Eventually, students will gather around to suggest moves.  Their first realization is that if I get the board down to 4 Xs, I will win.  This will then extend to 8 remaining.  With some classes, I have placed a fist behind my back, and done a thumbs-up to signal those watching when I know I have the game won.  Shoot me an e-mail if you need thorough instructions on how to win.

As students master the game, we can ask some extension questions:

  • Does the number of X’s we draw change the game?  What if we use 25, 35, or 50 X’s?
  • What if we could erase 4, 5, 6 or n number of X’s?  How would the strategy change?

For now, play the game with your students, and I look forward to retaining my Inter-Galactic Take-Away Game BeltChampionship Belt!