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I have taught General math, PreAlgebra, Algebra, Geometry, Algebra 2, PreCalc and Calc.

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I teach Algebra 2 and Geometry

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I currently teach Algebra 1, Finite Math, College Algebra, AP Calculus, Chemistry and AP Chemistry.

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I teach pre-algebra.

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How I feel about math!

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I currently teach Pre-Calculus/Trigonometry, Calculus, Probability and Statistics, Finite Math, and Algebra 1. I have taught everything from Math 7 to Calculus and even come computer courses.

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I teach Algebra 2 and Geometry

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I have taught elementary PE, jr. high and high school health, math 7, & pre-algebra.

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Turn and talk discourse

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I will have my students do a 1 minute discourse about how they solved a problem.

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I will try to provide time to have meaningful discourse in every class I teach.

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Have students have a 1 minute discussion with a partner about how they solved the problem, and why they did what they did.

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More student discussion/participation(student led)- where each student is participating in some type of way

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I will have my students do one minute of discourse at least twice a week.

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Joe Oakes - Performance Task in Pre-Calculus - Linear Relationship

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Joe Oakes - Performance Task in Pre-Calculus - Linear Relationship

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The task went very well for the first time.  Only one group tried to write an equation for a line.

The task was a little more difficult because it had a y-intercept that was not 0 which caused issues for many of my groups.  Once I gave them a hint implying this it went much better.

I found myself telling my class that writing an equation of a line was more efficient/quicker. I’m not sure that’s a huge issue for my Pre-Calculus students but it is something I need to work on.

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Matt Vick - Performance Task in Geometry: Solving for variable with vertical and supplementary angles 

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Matt Vick - Performance Task in Geometry: Solving for variable with vertical and supplementary angles 

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So I made a question that involved solving for a variable with supplementary and vertical angles.  I drew the problem on the board (2 lines criss crossing and expressions written in 3 of the 4 possible angle spots) and I paired the kids into groups of 2.  I told the groups that they had to find 2 different ways to solve for x, and to show the work on how they did it.  I then walked around the room and monitored each group's work.  Once they all were done, I picked 2-3 different groups' work and displayed them on my Smartboard to show their processes.  I purposely chose groups that used different methods so the other groups could see the many other ways to solve for it.  It seemed to work out better than I thought it would.

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I did this activity with my first and second period pre-algebra classes.

The first period kids did a great job and were very engaged in the process. They were able to find multiple solutions to solve the task.

The second period kids struggled some. This class is almost entirely special education. Many were able to find one solution, but not a second. Some needed some cueing to get to a first or second solution.

I believe this is something that will be of value to my first period classes, but may need to be modified for my second period. We may have to do this as whole class (there are only 13) for this to generate enough conversation.

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Jennifer Schroeder:  Performance Task in Calculus

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Jennifer Schroeder:  Performance Task in Calculus

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For my task, I made groups of 2 (I only have 10 students) ahead of time and had them consider a function and how they might graph its derivative.

I was actually pleasantly surprised at how quickly my students did come up with much of the material on their own.  I enjoyed listening to them use their own words to explain to their partners.

After a while, I did pose a few questions to help lead them to some other relationships that might not have been so obvious.

After the activity, many of my students could be seen nodding their heads as I taught the lesson afterwards, as though they already knew it.  Not sure if I should have formally taught that after, but I did feel like I should just in case there was a student that did not fully grasp it from the activity.

I did enjoy the activity, though I wish it were a little less time consuming. With only 45 minutes to teach calculus lessons, I always find myself trying to rush. This is an area I can improve upon in the future.

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Since our last meeting, I have done this task several times with my 7th grade math classes. The first time I did this task I was surprised how well the students did with it. We went over the norms, and I walked around observing each group following them.
The students stayed on task; however, several wanted to ask me questions instead of using their group members. There was one group that needed a little hint to get them started.

I had 2 groups get the correct answer but found it using different methods. I had each group explain how they arrived on their answer. I think this did help some of the groups see where they went wrong.

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I used my algebra 2 classes for this task while talking about slope-intercept form. I split them into group of 3.
The groups were given similar questions (with different numbers) and given the same goal.
I was very pleased with my 3rd period groups- they thrived with this task and the groups chose different ways to complete the task. I had them post their findings on a jamboard along with some math gifs/pictures and present to the class together and they did a really great job. My 4th period struggled a bit more than 3rd, but overall I still feel like they did a great job. I felt like with my 4th period class I had to help guide them a little bit more than my 3rd period, but overall I felt that it was successful in both. My 3rd period students stayed on task and had great discussions and were very engaged.

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The conceptual lesson I did was an intro to setting up and solving  2-step inequalities. This assignment was assigned for my 7th grade classes. Here are my 3 reflections:

1) After doing the lesson with my 2nd period class, I realized that I needed to emphasize to the students that they did not have to buy all of the items on the list. The 7th period class did so much better on the assignment with this stressed.

2) In my 7th period class, 3 out of the 5 groups picked different ways to solve and all were correct even though their answers were different. I had a person from each group put up work and explain. They didn't realize until then there could be multiple answers.  It was cool to see that click for them.

3) After students finish, I would have liked to have more time to ask students if they could think of any inequalities they could have used to solve the problem. We started discussing it, but bell rang in middle of discussion.

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The conceptual lesson that I did was an introduction to linear inequalities in two variables.  Here is the task I used:

Joey needs to buy new clothes for school.  Joey has $75 to spend if he finds clothes that he likes.  At Kohl’s he can get shirts on sale for $12 and pants on sale for $17.  How many shirts and pants can Joey buy?

Is there more than one correct answer?

Why?

How many different ways can we represent this situation?

1.  The students saw very quickly that there could be multiple answer.  Desmos really helped my students see the solutions.

2.  After seeing the multiple solutions on Desmos the students started to say that everything below the line was a solution, which helped them understand why we shade linear inequalities.

3.  The also were able to see that everything "on" the line was a solution as well. I asked them what would happen if he had to spend less than $75 and they were able to come up with the idea that no points would be on the line.