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I loved all of the different activities that we did in class to develop formulas for surface area. The first example we did using a cone really stood out to me. Giving the students a cone and having them guess what the net of the cone would look like was genius.
I also appreciated reading the progressions document and learning that only volume is taught in junior high. I always thought surface area was a review lesson.

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I have found it to be extremely difficult to add context to problems in Algebra II when simplifying algebraic expressions. I plan to have my students develop the formulas for the volume of a square pyramid

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These three are the center of my universe. This class opened my eyes to a few ideas that I should visit with my children as well. Hopefully by working on some of the skills below I can help them move out of level 0 on the Van Hiele levels:

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Magna tiles happened to be toys that I discovered a couple of weeks ago that I plan to buy to use at home and to also use in the classroom. I believe they will help students with spatial visualization.

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After reading the Clements article, I was very excited to try out some of the ideas mentioned.
-Scavenger Hunts
-Reading maps
-Create their own maps

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Clement mentions "an idea can be too closely tied to a single image. For example, connecting the idea of 'triangles' to a single image such as an equilateral triangle with a horizontal base restricts young children's thinking."
I was proud that all three of my kids have been able to recognize these shapes before entering preschool. Every book, game, picture I can recall does in fact use the same image to represent a triangle, square, rectangle, etc. I plan to create different types of these shapes for my kids to play with and to become more familiar with.

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Volume of a Sphere with Cavalier's Principle seemed like it would be a fun task to do in the classroom. I plan to launch this activity with the video below.

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Cones and Spheres [ACT 3]: How Many Cones Does It Take To Fill a Sphere?

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Another eye opening topic. Two of my favorite resources from this unit was the article Mathemtics for Secondary School Teachers by Bremigan, Bremigan and Lorch 2011. There were a number of intresting problems and instructional ideas.
I also really enjoyed working on the triland activity.

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Today I decided to try something new in class. I started with a given statement and a statement the students had to prove.  I told the students to first convince themselves they believed what they were trying to prove.  After we decided the prove statement was true I told the students to write down in sentences what they would say to someone else to convince them to prove statement was true.  The proofs I got were awesome! -Kate Degner...

I took note of this quote because I am always looking for new strategies for proof writing.

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Creating our own fractals was very fun and also created many different patterns for students to look at. This could be used when looking at functions, algebraic expressions, and also series.

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I have heard of a few teachers doing this in their classrooms, but I really started to think about how this would look inside my own classroom. I may try this out and use it as a personal reflection piece, but also as formative assessment. Asking students to write about questions they still have about the lesson or something they understood would be great topics of reflection, but also give me some insight on how they are doing with things. Doing this virtually gives me access to their thoughts immediately without the hassle of collecting a bunch of notebooks.

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I will be honest this principle was in my old text book, and I "taught" it. I had never heard of it and did not find much value or purpose for it. I appreciated the visuals of using note cards to give the students an idea of what the principle meant.
I also plan to use the question from our first assessment. With the two groups of coins. I have never assessed students on this principle, but thought this was a great questions.