The responses I got back fell into two categories: Students who think math is boring and those who love my class.
My favorite one:
Mirror, Mirror, on the wall,
Who's the mathiest of them all? I AM!
I love math, I want more!
Just like that, a problem's done!
How great is that! I think I want to do this again later in the year and see how the responses have changed.
In the geometry class, we went over the guided notes for a section dealing with postulates. After we finished it, we completed our trials for The Lady and The Tiger. I am pleased to say that no one was eaten by tigers!
The paperwork for that would be awful.
Then Pre-algebra. After going over the warm-up and answering questions about the homework, I started talking about adding unlike fractions. When I talked about division of fractions, I took a page from Fawn and used the method of rectangles. As is my wont, I didn't think through the lesson all that well, but I loved the concept and wanted to do it again.
So today, I did!
I used the same basic method as division:
1/3 + 3/4
Draw two boxes that are 3x4. Shade 1/3 of the first and 3/4 of the second (going down rows/columns). Each of those boxes is a rectangular pizza cut into the same number of slices. How many pieces did you eat total?(numerator) How many slices in a pizza?(demoninator)
The kids who normally get lost picked it up VERY quickly and were excited to try it on their own. (Including a student who hasn't done much of anything all year. This lit his fire!)
In sad news, the marking period is ending and people are going to start realizing that I haven't been grading anything. I'm going to have to come up with an assessment for the last two chapters...
I hate to ruin good learning with grades. It changes the motivation from intrinsic to extrinsic.
Also, I began experimenting with letting kids go to the bathroom between classes, provided they come back on time. I will start keeping a list of kids who are late and they will lose the privilege of going.