Monday, March 31, 2014

Linear Programming - A Scaffolded Project

Linear Programming is never a favorite topic amongst my kiddos but I feel like it's an essential component to get the kids to start interpreting the math behind real world problems. Quickly, they always discover that difficult part to these problems is deciding what the constraints are based upon the question.

Anyways, I find that it's a good project to kick off my class. I love projects and I feel like this is a good size project to set the bar.
Part 1 - Students are each given a personally assigned problem from the set of Linear Programming Problems. One of the problems was solved in class so I felt like this was my low level problem to help give some of my kids a good problem to refer back to. I did notice an error in this set of problems on the fourth problem. It says hours but the problem deals with minutes (and the solutions never worried about this difference).
I liked having two parts to this project so that it gave something to refer back to when creating their own problem. For some of my kids, they thought it was going to be easy to make their own problem and then others, were so set on just being given a problem to solve that they found the idea that they had to make a problem, to be rather difficult.

Part 2 - This component is more open ended and allows the kids to create their own business. They then have to think about how to essentially make their own problem. There is one additional component, they are given money and told a very sneaky constraint. This got most of my kids. They were rather confused on how to incorporate this into their constraints. If they didn't have to worry about this part, they would have been fine. This part, I required, to be in the form of a prezi. I found that 1) It was easier to see the process and 2) It helped them work on their ability to professionally present information. I provided them with a similar example that I had found.

Changes for the future -
Actually have the kids present their projects! Don't let the timing of the class affect the ability to have kids practice their presentation skills.
Perhaps adjust the rubric so that it's not a Does Meet / Does Not Meet rubric and more so breaks it into points.

Friday, March 28, 2014

Unit Plans - Polynomials

Unit 3 Learning Targets: Polynomials

Learning Target:  I can…
1.  Evaluate and simplify polynomial expressions and equations
2. Recognize the connection among zeros of a polynomial function, x-intercepts, factors of polynomials, and solutions of polynomial equations
3.  Graph a polynomial function and evaluate the zeros, minimum, maximum, and end behavior; determine the domain and range of the polynomial function
4.  Factor polynomials using a variety of methods (e.g., factor theorem, synthetic division, long division, sums and differences of cubes, grouping)
5.  Determine the number and type of zeros for a polynomial function.
6. Find all rational zeros of a polynomial function
7. Expand Expressions

These are my learning targets for the unit that I am just finishing up. I thought it'd be a pretty good idea to actually start reflecting on things that I did / didn't do / should do in the future for each unit.

At our mastery school, we break a child's mastery down to the Learning Target level so I like to teach by learning target. Each day, the learning target is shown on the screen and typically, I'll introduce it by asking for words that sounds familiar that they may know. Ya know, access that prior knowledge. Some of the learning targets don't have much to them so I don't do too much on the fun / practice level. Other learning targets, oh boy, do we have some fun.....

LT1 - Traditional Lecture style with a nice packet (It was the first day back from spring break).
~Changes? Turn this into a fun practice day. I mean it is concepts that my kids have been doing so why not make it a full blown practice day. In previous terms, I've done this day as a bingo review day and quickly discovered that some of my kids were not where they were supposed to be.

LT2 - I love chanting all these connections with the kids. They think that I am such a dork. I actually teach the LT at the same time with LT3 because we spent a lot of time with it in Algebra 2.

LT3 - Graphing. Oh, graphing. I break this down into three days.
Day 1 - Warm up with graphing parabolas from algebra 2 in factor form.

We then look at a picture of a polynomial and we have a discussion about all the information that they could tell me about the polynomial. It's actually a really great conversation and the things that they come up with were fabulous!

We then did some examples and I talked about how to use the calculator briefly (in terms of finding local max/min/zeros). Notice, I didn't touch on the end behavior yet. For homework, I sent them home with 8 graphs and the  TI-84 Graphing Window WKST which would continue to help them work through using their calculator. They actually really loved this worksheet.

The second day, we did the end behavior discovery activity by Mrs Cook. It worked really well with my kids and they really saw the connection. In fact, the average on the exit ticket was an 80%! The only issue that occured, which I hadn't foreseen was that to some, end behavior was just up/down......

On this day, I also introduced the new Graphing Polynomials Project . They had some class work time and ended with the preassessment for the Representing Polynomials Lesson.

The third, and final day, we did the Representing Polynomials Lesson and it went amazingly! It's so incredibly important to have the conversations and discussions. Many feel that the kids won't learn how to algebraically do the transformations but they can, if you facilitate the class discussion in these lessons.

After LT3, we then got to dive into factoring. Oh factoring, how my kids loathe you.

Again, this Learning Target was given three days. Prior to the first day, I had my kids do a preheat on ASSISTments where they researched and practiced sum/diff. of cubes and grouping. This allowed for these two to go rather quickly. I then got to spend the time doing synthetic and long division with my kiddos. I used my guided notes for these and I even had a kid tell me how much better this went than last term (last term, I was absent so they had to teach themselves and each other).

After a day of learning, they then had two practice days.
Day 1 of Practice actually started with a warm up where they factored three polynomials using quadratic techniques. The first was a basic quadratic and then they had the same polynomial using degree 4.... and so on.
(2) Who Has? Grouping Edition

Day 2 also had a warm up where they were given three polynomials to find the solutions for.... many dove right into factoring and applied the knowledge wonderfully! Others, needed a bit more help. This was to help me with the lesson the following day.
Practice: (1) Factoring Tarsia

Past the halfway mark, okay! Again, fairly traditional lesson on LT5/6 where we talked about Descartes' Rule of Signs & the Rational Roots Test. We started this day off with a warm up and then analyzed the roots. I then took this polynomial and talked about Descartes' Rule of Signs. Pretty much standard lesson, though.

The last LT dealt with the binomial theorem. Last term, I had done a Jigsaw I had found on pinterest. Now, this goes well with kids who want to know more, not kids who are in the last class of the day on a Friday..... Anyways, I still really like this activity but I feel like I want to tweak it a bit.... for my Friday afternoon kiddos. This LT is also broken into two days with one day of discovery and one day of practice. On Tuesday, we will be doing the Walking in Math Land Expansion Activity. I have removed some of the cards because I felt they were too easy but I got great feedback last term from the kids!

I really love that they recognize how much practice helps! They always tell me that they feel better about the material and what's best is that they are helping one another out!

So like I said, I owe you a few posts........ mainly about this unit...... So they're coming, I promise. But this is just my break down of what all I do with my kiddos :)

How do you teach these topics?

The Polynomial Division Flip (Long Division & Synthetic Division)

Wow, so this one took some brain power to figure out how exactly this will print off on a double sided printer. Phew, but I think I finally mastered the concept.

Anyways.... so my Trig kids don't enjoy factoring. Who does? But they need to learn it and practice it. In Trig, my kids learn grouping, cubes, long division, and synthetic division. Now, I teach long and synthetic prior to why it is actually useful because after they can master the general gist of the topic, I introduce how to find possible roots. Then, the game becomes quite fun and useful.

Part of these concepts require practice so one day, I'll have the kids do a Who Has with Grouping and a Card Sort with the Cubes. The next day, I'll have them do a Flip Activity that allows the kids to work at their own pace by practicing polynomial division with both synthetic and long division.

In total, there are ten polynomials to flip and solve and then find where there answer is. I love that it varies in difficulty so we'll see how it goes this year!

To set up, I printed off each flip card (double sided) on a different piece of paper. These were then hung on various boards. Now, most of the kids kept moving around with a few who just decided to write it all down at once and bring it back to their seats..... I like the colors because I feel like it adds something to the activity.

Update: Well, this year it went pretty well. I realized that my kids only got through about half of the problems because they were exhausted after their Tarsia puzzle and plus, they wanted to work on their graphing project (coming soon).

Availble on TPT:

Tuesday, March 18, 2014

Flipping the Classroom, for a unit...

Flipping the Classroom. It's a concept that I really like but really struggle with. To me, if you are flipping the classroom, you are truly giving complete ownership of the learning to the kids (aka, go research this topic and learn it). However, I have control issues and I feel like that doesn't always work. What if they find wrong information? So, I create my own instructional videos of the lessons, embed them in an online assignment on ASSISTments and that becomes their homework. Is this flipped? The kids are still learning from me.... but at home. So you see, I go back and forth with whether or not this is truly a flipped classroom. But, you have to start somewhere right?

I've done preheats and I've done go learn the topic on your own before.... but never for an entire unit. This term, I was inspired by a fellow MDC coach to try it for an entire unit. And what unit would be more perfect than sequences and series? This is an extremely short unit for my trig kids and because we only focus on finite sequences and series, it's not a terrible stretch to give the reigns over to my students. Plus, half my kids are recovery so they've been through the material before. I think, it can be done.....

I just did some reading about some other Flipped Classrooms that are being done in high school level classes and they sound pretty successful. The teacher even commented that she has some students who don't even watch the videos anymore! Something that I did love was that she also had her kids create lessons for certain topics. Love that project :) And I love that it was creating a flipped classroom instructional video. Idea taken, perhaps next year ;)

Below, I've included the Flipped Classroom Plan (that I'll be implementing in May) followed by the guided notes / practice problems (Glencoe Algebra 2). In the plan, I highlight what all the kids will need to accomplish each night for the lesson as well as the practice details for the following day. If you notice, we'll be using my speed dating / taskcards! I also am planning a new way to practice real world problems. Students will be creating their own (modeled after the examples). Bring these to class to post (and have other kids solve). After ample time, they will then check over the answers of their peers and provide feedback. If only it were May...... (I really can't wait to try this out)
Some requirements of the children when they are learning at home:
-Watch the Video Lessons (three per Learning Target)
-Complete Guided Notes Pages
-Make two comments/questions/answers on the Taskstream Discussion Forum

For accountability purposes, this will be for a Project Grade and my students will be graded based upon the Quality of their Notes/Guided note Pages/Commentary in the Discussion Forum. I will be doing old school walk around the room checks of peoples' notes. Not as much fun.... Or..... I could collect notebooks and check/grade these while they are completing the practice tasks of the day! I think I like that one better. Thanks for listening :) That helped me work through that thought.

Later on, I shall post again with some results/reflections.

Sunday, March 16, 2014

The Secondary Fashionable Teacher

One thing that I have to be super careful about, teaching high schoolers, is what to wear and what not to wear. Being that we are a business casual dress code, even the students must be dressing nice. If I expect the kids to dress well, and appropriate, so should I. But, this is something that I struggle with occasionally because, as the kids always remind me, I'm young. So how can you dress young but still professional?

Dress: Ann Taylor Loft Outlet
Back home, we have an outlet mall literally right next to my house. Thus, when my dad offered to go shopping with me, I took advantage. After stopping in at several stores with nothing jumping out at me, I walked into Loft. Everything was 40% off so you know I had to take advantage. Now this little number above had like 3 dresses left and the one I needed was on the mannequin.... now if you knew me personally, you would know that this would slightly bother me because I feel like it's been used...... Well there were four small holes created by the pins to make it appear smaller on the mannequin. Great. How bothered was I? Well, I asked for them to ship me one but I refused to pay for shipping when it was on them.... So, I got an extra 15% off! Essentially this amounted to being a half off purchase! Oh, and I had to get the necklace because the mannequin showed me that it really made the outfit ;)

Dress: Ann Taylor Loft Outlet

Again, this dress was 40% off and I just couldn't help myself :) Even though this dress was less expensive than the first one, it ended up costing an extra dollar more because of the additional 15% off that I got on the first one.

One sad thing about going to Ann Taylor Loft Outlet is that they don't give the teacher discount :( Only non outlet stores do :( That's one thing that J.Crew Outlet does do that gives it a leg up!

Dress: Target $24.99
Dress for Miss Rudolph: $21.25 (15% off on Cartwheel App)

Story: So here I am, just cruising Pinterest, ya know the usual activity for a teacher, and I visit my favorite outfit inspiration website. I'm scrolling and boom, I found this post and I fell in love with the dress. Immediately, I went to the Target website and saw that it was only available online :( But the outfit post lady told me she found it in stores... so I had hope (I really didn't want to spend $50 just to get free shipping. Anyways, I went to my local store and saw that there were only two left... in sizes that were not mine. Saddened, I started walking around the other areas of clothing and then I saw it, someone had left my dress in my size on the wrong rack. Immediately, I went to try it on. You know how when you try a really awesome dress on, but you don't look wonderful that day so immediately, the dress is ruined..... Well even this dress had the power to overcome my rough appearance. This dress will clearly be a winner, especially with the 15% off coupon thanks to Cartwheel!

Dress: Gap $69.95
Dress for Miss Rudolph: $12 (40% off with the Friends and Family Discount & $30 Rewards Certificate)
Currently: Still in the process of being shipped.....

I am hopeful that this dress will be as cute as the reviews.

Thursday, March 13, 2014

Work in Progress

As you might be able to tell.... I'm going through a change. I feel the need to change up the blog a bit so I'm going to be working on changing it up a bit.

Just as I grow up, perhaps the blog should too.

Plus, everyone likes a good makeover.

UPDATE: Well the backgrounds/fonts have changed but for some reason they are not appearing on the mobile version at all...... I shall persevere!

This is what it should like for those of you who are reading mobiley :( I'm sorry you don't see the pretty colors.  For those of you on other laptops, do you see the new colors?

Wednesday, March 12, 2014

Spring Break

Ah, it's spring break! And it's already going too quickly...... what to do, what to do.....

Well maybe I should start with what I have done?

1) Tutored a child for their ACT / SAT, found this to be extremely enjoyable :) kept me on my toes with other math classes, LOVED IT. I think I want to keep doing this....

2) Prepared for the lessons that'll happen the first week I return (Linear Programming & Graphing Polynomials) ; added a "water" theme to my LP lessons for our upcoming design challenge ; decided how to sequence the graphing polynomials into a three day lesson
                    - Day 1 - WarmUp (Graphing factor form of parabolas from Algebra 2) ; Reminder discussion of the connection between zeros/roots/solutions/x intercepts/ factors ; Introduce graphing (domain/range/graphing when given factor form and how to do basic factoring to help graph/ introduce finding local min/max/zero through calculator)
                    - Day 2 - Introduce End Behavior through a discover activity (card sort by looking for pattern) ; Introduce the Polynomial Graphing Project (different then last term -- added a graphing design project where the kids design a birds eye view of a water park [again, design challenge theme]) ; give preassessment for MDC (Representing Polynomials)
                     - Day 3 - Implement MDC (Representing Polynomials)
**I'm kind of really excited for the new graphing project, post to come! Stay tuned!

3) Graded the new Parent Function book submissions. Again, I tweaked the requirements for this term as we moved a few things back into precalc (they were precalc standards and we want to stay true to the Quality Core standards). However, I still feel that it's very important to graph several functions that aren't explicitly Algebra 2 standards

4) 3 loads of laundry..... okay I hate this chore so of course I let it pile up.....

5) Began planning a Flipped Classroom UNIT (again, post to come.... soon)

6) Ordered more VistaPrint supplies. I needed a fresh supply of posters. Sigh, I wish I had a room that was completely my own.....

7) Made Practice ACT / SAT tests on ASSISTments [score!]

8) Cleaned my car inside and out. It needed it.......

9) Cleaned the condo (and I still don't think it's as clean as the boyfriends' mother's house.... I won't start....)

10) Watched the series of Dexter, and caught up on my other tv shows

11) Recorded video lessons of myself teaching solving trigonometric equations. Oh yeah, getting ready for being absent in May ;)

12) Lies in Advertising Projects Graded, okay that one took me a while..... it made me even question why on earth does a math teacher assign projects.... oh wait. Then I remembered. ;)

13) Slept in.... the dog loved this one. He's a huge fan of sleep so he prefers it if I don't interrupt his beauty sleep.....

14) Returned home to spend some time with the family

15) Took advantage of mom's KUTA software so that I could make some more activities. Yay!

16) Updated the blog look, I think it's pretty :)

17) Shopped..... only a little. Here's some of the results!

18) Picked up the new mattress! It's like I'm sleeping in a really nice hotel. Oh, and it was a total steal!

Lies in Advertising - Analyzing a Real World Problem through Permutations/Combinations

A while back, I posted that I would soon be having several posts regarding new projects. Well here comes the first one! Last term, if you recall, I did my Wendy's Letter Project. This went pretty well but this term, I needed something new. You see, over half of my kids are recovering the class and they needed a new challenge and I needed something more entertaining to grade that had a little more open endedness to it.

Just after I had finished doing the Wendy's letter project last term, my assistant principal had emailed me a link to a similar project that had reminded him of my Wendy's one, it was featuring Chipotle, every teenager's favorite place. So then, that got me thinking, how many other restaurants out there are doing math and showing it off? Why can't my kids do the math and analyze the validity of these advertisements. And thus, the Lies in Advertising Project was created!

The project starts out just like the Wendy's letter did with a few questions analyzing the validity of Wendy's claim. We did this part in class and I had them work in groups. We then talked about a few of the questions as a class (for one of the questions, it's important to come up with toppings as a class). I felt like this part was important to give some framing to the rest of the project and also eliminate Wendy's as an option for Part 2 (for those of my kids who had already done that portion). One part that I didn't foresee being an issue was having the facebook post included on the project as many of them referred to this when coming up with the toppings. Note to self, don't completely pass out project when doing this? Thoughts?

I also like that a new aspect to this part is having the kids research different toppings in different states. Some kids even explored Japan!

Part 2 requires the students to go out and look into other businesses and research the claims that they are  making. Sometimes, they will find that their claims are true while other times, they will find that mathematically, they are not. Some examples include Chipotle, Coldstone (bazillion is so not mathematically correct).

Some of the places that they came up with, man! I loved it. We got Sonic, Chipotle, Subway, Starbucks, just to name a few. Now, something that I noticed a lot was the fact that my some of my kids really wanted to (1) just do the fundamental counting principle - leading to a future convo of why this won't work and (2) a lot of them got hung up on this idea that the different meats in the subway and chipotle contents were toppings so when they did their combinations these were included in the total, my point... is there really a burrito with just cheese and salsa? A few of my kids recognized the importance of stating their assumptions.

Now Part 3, that's where the creativity comes in. For this part, I have the kids creating advertisements that show off the true ways to personalize a product at these restaurants. Advertisements can come in the form of a print ad or a video ad. As an offer to my kids and as a hope for some better results, I explained that if they wanted to work in pairs for this portion, they could so long as they had a conversation with me regarding the increase in expectations of what could be produced by an individual versus a pair.

Here are some of the print ads that my kiddos came up with this term!

You can't see it... but they had a disclaimer that says that it differs from state to state. Love it!
I really liked the slogan.....

Their presentation of the information was very nice but we had to have the conversation about clearly labeling all the different syrups, etc.

I actually thought this was a clever choice. The whopper has a specific selection of toppings so you can't veer from them, otherwise, it's no longer a whopper. Hmm... I wonder why they wouldn't have advertised this?

The Five Guys projects were actually done by twins :)

I loved the simplicity of this one. It was great.

Perhaps if I had allowed more time (or if it hadn't been OGT week), I could have gotten some video ads. I got one.... but it wasn't worth sharing....

Lastly, the fourth part is a reflective piece where the kids discuss what all they learned from this project. Common Core is so focused on the process and thinking about the connections that I feel like this piece just further adds to my children's ability to articulate their realizations that occurred through the completion of this project.

One of my favorite parts of this reflection was that two of kids genuinely made a mathematical observation. See below.

I do intend to have the advertisements presented to the class so that again, I have kids practicing the ability to present mathematical information in a fun and realistic method.

Current Rubric. I feel like I almost want to make Part 2 and Part 3 both worth 20 points as Part 1 was done together, making it, in my opinion, truly freebie points. In the future, this could change.

Another Thought: Those new coca cola machines could be a fun investigation about the number of ways to personalize your drinks ;)

Side note: a few of my kids decided to use summation to help calculate this.... props to my kiddos (the ones who hadn't taken my course before) on figuring out a new math topic!

Wow, long post. But, hey, I was really excited about this project :) Any feedback is appreciated.

TPT Link:

Tuesday, March 11, 2014

Vistaprint Ideas

Despite the fact that Vistaprint got smart (they only now offer business cards for free). I still love the ability to play around with their products to meet my needs, as a teacher. So, I came up with a few more  items to order (and a few to wait in the wings until a future date).

Free Business Card meets exit ticket. I did actually order these ones. It'll get the kids thinking more about the process and how to articulate their thoughts.

Free Business Card meets exit ticket. I did not actually order these ones because I'm still working on perfecting my idea for a consistent warm up.

These are postcards and I intend to get these laminated so that I can make them permanent parts of group stations. Perhaps, I can even write the group names on the backside for each class.

I like my new poster. It makes me seem tough.

I debated and toyed with this poster but I decided to get it. After all, my kids can think about why they are or are not being a good mathematician.

So girly! Plus, it'll be cute to have as my kids enter the room.

Okay, this poster was awesome. I'm falling more and more in love with it. I feel like it's simple yet to the point. Keep Calm, and show your work.

Stole this idea but I love these car magnets. Again, these used to be free....... sad sad day.

Oh wait, this used to be free as well....... ugh VISTAPRINT!! Why you do this to me?

Anyways, enjoy the ideas!

Thursday, March 6, 2014

Methods of Differentiation

Hello all! Hope that this post finds you well. I'm currently away on another PD mission, observing fellow teachers implement MDC lessons. Ah yes, I remember my first implementation, not hot. not hot at all.....

Anyways, that's not the purpose of this post. A few weeks ago, I had my post conference meeting with my principal where we discussed my fall term (aka, results of student growth, what she observed in my classroom, suggestions...etc). All in all, I was fairly content with the review and I openly welcomed her suggestions. Being a previous intervention specialist, I should have known that an area that she really looked out for was my area of differentiation. Regardless, I agree and it really got me thinking about how I could improve in this area.

How do I currently differentiate?
- Grouping my students. Whenever I implement MDC lessons, I group based upon misconceptions (per the request of Concept Development lessons). This is really helpful so that I can ask the same question to the same group of kids once rather than asking the same question multiple times to kiddos that have the same misconception
- I post additional resources (guided notes) to my class website that have additional examples
- I post additional instructional videos (myself, Khan, others) to my class website that have additional examples and additional explanations
- Kiddos take Check for Understandings (typically at the end of a lesson) so that I can basically see who all and what all I need to either readdress right then and there
-Not always do kiddos excel in a testing environment, I get it. So, I remember loving projects in high school but rarely did I do a math project. Thus, my kids have both forms of assessment in a unit, a project and a test. Typically, I do like to offer this so that kids who are perhaps struggling in a stressful testing environment have the opportunity to shine elsewhere
-The lessons vary from time to time. There is some direct instruction. There are practice days with various activities (group and solo). There are also flipped days where students learn at home. I expect that my kids can adapt to different styles of learning because 1) it keeps them on their toes and 2) it allows for me to hit each type of learner with their best style

What could I do differently?
-Why do I only group for MDC lessons the way that I do? Well, duh, it takes more work. It's a lot easier to randomly generate groups than it is to put thought into my groups. So, I tried this recently. For my unit review in Algebra 2, I grouped the kids based upon the concept that they struggled with on their check for understanding so that they could start at that station and rotate to other stations that they were also struggling with. I liked this because my low level kids could start at a prerequisite skill station (solving equations) and then move into the actual learning targets of the unit. It was because of the pre prerequisite gaps that they couldn't move forward in the other areas of the unit.
-Why do I post these resources and not advertise the resources? I could do a better job advertising that these guided notes exist. I could also print these off for my kiddos whom I recognize actually need these. I think I did that like twice last year..... bad Jessica
-Once again, why don't I do a better job of advertising my videos that I spend a while to make? Also, I could send these out to the kids whom I recognize could benefit from these
-The last one, yes I have been trying to do a better job with using the data created by the Check for Understandings by going back and reteaching or really honing in on who needs something more (challenge wise and help wise). I've also done a better job of using the data right then and there and discussing based upon these results. In fact, I even took the prerequisite preassessment and based upon the results for my Trig kids, I assigned them some skillbuilders on ASSISTments so that they could improve the skills they struggled with (fractions/solving/quadratics, etc).
-Another method that I'm going to try (soon, when we return from spring break) is assigning personal project problems based upon their level. So there are some varying difficulties on the problems that I have for linear programming and I feel like this could really help with differentiating with a few of my kiddos.

Now, I really want some suggestions. How do you differentiate in your math classroom? Please comment with more suggestions!

Tuesday, March 4, 2014

Ah yes, finally, OGT week is now over so my classroom decoration can return! Just as I can finally hang decorations back up, I also started (and am now halfway through) my unit on probability. Thus, time to break out the new probability posters that I had made! All in all, I was pretty pleased with them. They looked snazzy!

Another aspect of my probability unit is my Fundamental Counting Principle lesson featuring Barbie and Ken going on a date. This time around, I gave more firm time expectations and I felt that overall, the results were better because the kids knew what all they had to get done in the allotted time. There was a lot less funny business.

New to the Probability Unit was my new project allowing for kids to analyze the claim made by a business about the number of ways to personalize a product (previously, I had done the Wendy's Project). The kids then got to get their creativity on and make an advertisement that would then be presented. This post will be coming soon! Stay tuned!

Saturday, March 1, 2014

Missing my Blogiversary...

Wow, I can't believe I missed it. I missed my blogiversary....

I thought it had only been 2 years or so that I started my blog but when I looked back, I realized that I had started this blog in February 2010. In the beginning, I had 9 views that month. My, how things have changed...

This month, I actually hit a record high...

Yup, 8,579... A whole 8,570 more than I had four years ago. Sure, that's not a ton compared to those other blogs out there but to me, it means a lot.

So I want to thank you, my readers and followers for continuing to read and encourage me to post. I find this blog to be therapeutic and reflective to my teaching. It pushes me to constantly do lessons in my classroom that are deemed blogworthy and it allows me to think and try new things. Not many people at my school know that I do this but I also want to thank my wonderful school and coworkers. The challenges that we are presented give me the chance to try new things. It's with the trust of my administration that I can think outside of the box.

I'm constantly giving myself new goals each month with my blog. This past month, I wanted to get over 7,000 views as it had never happened before. Well, I shattered that. New goal: 10,000 views in a month. I know it will be tough and obviously it requires me to post and thus come up with more ideas. I have a few up my sleeve.

Stay tuned and thank you ;) You keep me going four years later (btw, that's the longest relationship I've had..... not sure what that says about me)
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