First Day Lessons
I have been doing the same first-day math activities for a few years now. There hasn't been anything on my radar to cause me to change them, but I'm always looking. However, I'm 100% sure I will NOT be going over classroom rules and procedures.
Math 6: Skittles
Here's the handout. I have to tweak this activity to incorporate TinkerPlots — a "dynamic data exploration" software from Key Curriculum that students LOVE to work with!
My intentions and goals for this activity:
- Learn where these 6th graders are with writing fractions and simplifying them.
- Let them use tools (compass and straightedge) and technology (TinkerPlots) to represent data.
- What do they already know about circles and circle graphs?
- Do they know how to enter fractions into a calculator correctly?
- How are they responding to transitions from individual work to group work to whole-class discussions?
I see this as a two-period lesson. Students will spend the first hour completing the table and constructing a circle graph. I will give them a very brief introduction to TinkerPlots in the second hour, so students can use the remaining time to play around with the software.
I've also used M&M's instead of Skittles — but definitely give them full-size packages. While this activity lacks any deep mathematics, it's an engaging lesson that allows me to glean some information about students' specific skill sets (including how well they follow oral and written instructions).
Algebra 1: Patterns Poster
I take one of the patterns above and walk the whole class through this process:
- You're looking at the first three steps of this pattern. Draw what you think step 4 may look like. How many units (circles, toothpicks, or squares depending on the pattern) are there in step 4?
- Draw step 13. Draw step 50 — rough sketches are okay! Again, how many units are in each of these steps?
- Make a T-Chart to record "step number" and "units."
- Write an equation to relate step number s and units u.
Then each student is randomly assigned one of the patterns. I currently have about 20 of these and am always on the lookout for more patterns that are appropriate for 8th graders. Here are two more challenging ones.
I give them 12-by-16 paper to showcase their pattern and related work. We spend two class periods on this, the rest is homework. I've saved most of the kids' work and now have two drawerfuls of these.
I value this activity because we define mathematics as the study of patterns, and the kids learn to write the equations (instead of the other way around). Students must also ask each other for feedback, and although their classmates may see the same pattern differently and come up with seemingly different equations, this is an opportunity for them to learn to simplify equations and recognize that correctly written equations will always boil down to one simplified equation.
Geometry: An Intro to Proof
I can't remember where I got the idea for this lesson. It's a lot of fun.
I ask students if they can figure out how the sequence of numbers is generated. Those who remember Fibonacci numbers from previous years should see it immediately — the first two terms are just random numbers, then subsequent terms are sums of previous two terms.
Using calculators, the kids find the sum of the first sequence (from 1 to 55) to be 143. I ask them to do the same for the 2nd row (from 2 to 212)... Then I say, "Let's have a competition. You and your calculator versus me and my awesome brain. Let's see who can find the sum of each series (row) faster. Ready. Set. Go!" Then I pretend to add the numbers in my head. I let some respectable seconds go by before announcing the correct sum.
My goals for this lesson:
- Let them know that I'm smarter than they are. (These are 8th graders taking geometry. They think they know everything. That's their first big mistake.)
- Remind them that I'm smarter than they are.
- They immediately use a basic algebra skill — writing an equation — on the first day of geometry.
- Give away leftover Skittles for those who could figure out the sum quickly.
- Admit to them I'm not smarter, but I am a really hard working teacher whom they should always appreciate!
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From the get-go I want my students to know we do math every day in room 15, including the last day of school.
Maybe I'll go over our classroom rules and procedures on Day 2. It should take all of 10 minutes to go over them anyway. (If you need more than 10 minutes, then I think you have too many!)
I also want to start them immediately on the weekly Problem Solving (aka PS — our parents call them PMS, haha, such funny parents we have). I might write a post on this because it's really at the heart of why I love teaching math.
I avoid doing any and all "get-to-know-each-other" activities. Big waste of time. Please don't send me hate mails. I don't do this because we're a small K-8 school; they've known each other since first grade. I think they are bored senseless with one another.
Oh, they're now best friends again? My bad.
Categories: Teaching, General Math, Algebra 1, Math 6, Geometry
Tags: patterns poster Skittles Fibonacci newbies patterns proof fractions decimals degrees in a circle TinkerPlots
Awesome! My students did a similar activity with M&M's last year with a focus on probability instead of degrees and circle graphs. I would like to integrate the circle graph into our activity. Do you have an individual teacher license for TinkerPlots, or a class set?
Good to hear your thoughts on how to begin the school year. Being a new teacher, I probably focused too much on some procedural aspects the past two years. Looking to get them started from Day One this year.
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Hi Dan, we have a 30-computer license for TinkerPlots. I'd always done rules/procedures too on first day until I realized these kids get the same "lecture" all day long. I love it that you're a new teacher and blogging! Yea, us!
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I wish you are teaching Pre Algebra so I can "borrow" your great ideas! :) Like Dan, I did the M&M activity with my 6th graders and focused on fraction/percent/decimal and the circle graph. Unfortunately, food is not allowed in our classrooms anymore....
I really like your pattern activity for Algebra. I am thinking about using it with my Pre Algebra classes, maybe start with easier patterns like the Banquet Tables, flower bed tiles (black & white hexagons), or some other pattern tasks from the MARS archive.
Thanks you for sharing!!
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Yes, there are lots of patterns out there for any grade level, I hope you'll do the activity. I think Pre-Algebra can do the ones I posted here too. I actually did fractions/dec/per too with the M&M's lesson, but to incorporate TinkerPlots, I have to swap out some stuff. I'd be in trouble if we went with no food in class policy. MARS is a great resource! Thanks for commenting, Stephanie.
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I am going to start my Algebra classes with something very similar to your Algebra lesson this year. I am so excited to NOT start with procedures and such. Also, the best part of your post was that you aren't doing "get to know you" games. I almost felt like a meanie for not liking them and not doing them. I want to let them know that we do math every day, and that I am going to expect them to think!
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It's always about the kids, so rules and stuff can wait another day or two. This way they might have something to share at dinner time besides, "oh, nothing" when asked how first day of school went. Thank you, Sarah.
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This pattern finding activity is wonderful. I was just wondering if this doesn't also support learning the idea of functions...especially if you use the table portion of this?
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Hi Marsha, you're absolutely correct, it's totally functions, some are quadratic too. Thank you so much!
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I love the pattern activity for Algebra I. I just wanted to get your viewpoint on how much guidance to give to students who are having difficulty seeing the patterns. Of course I want students to struggle with it on their own first, but do you give them hints, and if so, at what point do you do this?
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Hi Mary! Yes, definitely let them struggle with it. Most kids are able to see the "next" step/arrangement and fill in the T-chart recursively. Writing the equation is where they begin to struggle. A good 20 minutes is minimum to let them try to figure it out. They don't get to ask me if they got it right, they must ask at least 2 other classmates for feedback. My "hints" are always in the form of a question: "What part(s) of the pattern stays the same? What changes? How is it changing? How did you draw the 50th? How do you know you drew it correctly?... "
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I love the algebra activity. Do you have a big poster of that on your wall? Can I get a file to make it?
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I did a cut-and-paste for the post, but I have 2 Word docs that I'll send you, Sue.
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Could I get a copy of your file also? I would love to use this with my kids.
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Sure, Karlene! Thanks for dropping in.
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Great activity. I usually start with a "four 4's" activity. they have four 4's and any math symbols to come up with the sums, 1-12. They must use all four 4's. We do a few together, then I assign a number to a group. (ex. (4-4) + 4/4 = 1) I love that the conversation about order of ops comes to light, as does grouping symbols, and eventually some very creative mathematics. (4!) depending on how far we get, homework can be to 16, 18, or 20.
would love to hear how you manage problems of the week.
amy in sebastopol, ca
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Thanks, Amy. Four 4's are fun. I have the kids do this in the back of their math journal, so they can always revisit it as time goes on. A few years ago I think it was the Math Forum that was asking for online submission of solutions to four 4's. Found this: http://mathforum.org/ruth/four4s.puzzle.html
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Thanks for sharing such great info on this post. I checked out your book list link and have to say, WOW! I have been spending so much $ lately on math related books and found several on your list that I would like to order.
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Hi Sherrie! And I just updated the list to include 10 more books that I'd purchased over the summer! There must be a "math books anonymous" group for me to join. It's getting out of control.
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Hi, this sounds like a great activity with the skittles. Do you have the template for the skittles activity! Thanks!!
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Thanks, Keisha. I will email it to you right now
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Consipder that stolen. I do my syllabus every first day, though I see the logic for waiting. You're making me think, Ms. Nguyen!
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Hey Mr. Vaudrey! What I should really say is how bored I would be if I had to go over rules/procedures all day. We're a small school, so I only really need to go over the stuff (on 2nd day) with my 6th graders. The older kids pretty much know how we roll, maybe just some key reminders. You have a syllabus?! What's that?!
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A syllabus? It's a pink piece of paper with my extension on it. It's also a bookmark, a divider, and a great place to put gum.
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Ah, I see I see. I don't chew gum, so I'll use it for the tobacco. I keed!!
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Any idea what you could use if you can't use M&Ms/Skittles? :( VERY strict rules....
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But, but... M&M's are the best candies, especially peanut ones! I can't think of another straight substitution where you have different colored quantities to tally and work with. What is important is for kids to do math on the first day, get their feet wet right away. The kids get a lot of "first-day" rules and procedures from all their teachers; and I know it wouldn't kill them (or us) to hold off on this even for just one day. I have lots of other activities that you can do instead. I'll email you some of them next week when I return from vacation. Thanks for dropping in, Megan.
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I really like your Skittles activity. It looks like a fun way to start the year, dusting the cobwebs off of our little cherubs' brains! Can you email me a template of it? Thanks!
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Hi Jennifer! Of course, please check your email!
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Love Skittles! Could you email me the template? I would love to do this activity!
Thanks
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Hi Katie! I sent you the Skittles and M&Ms too. Enjoy!
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Your visual pattern poster reminds me of the patterns in the book The Pattern and Function Connection. Do you have that one?
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Yes, by Fulton and Lombard! Now that I'm looking at the book, that's exactly where at least half of them are from. I have so many stored up, can't keep track. I took a "visual algebra" class years ago at Portland State; they developed a whole curriculum of GREAT materials (all visual math!) and I think the curriculum is called "math and the mind's eye." That was a treasure trove of stuff and I couldn't afford the whole thing, but I have stuff from that one class. Thanks, Alisan.
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I love all your ideas. Too bad I just happened to find your blogs, but I still want to do the Skittles activity with my 6th graders. Can you please email me the template? Thanks!
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Thanks, Kim, and you've got mail!
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Hi!
I'm going back to teaching math and science after staying at home with the kiddos for four years, and have been (obsessively) looking at blogs for ideas on teaching and sbg.
I am so happy that I found your blog, and have spent the last night reading through all of your archives! You have so many wonderful ideas and made me more than once get pencil to paper, trying to work out a problem or jot down an idea, or go to another website to look for puzzles/books/ideas. I think I'm almost sad that I only teach one math section, and four science sections, because of how you approach math and having kids work - and struggle - and persist! through problems themselves and with their classmates.
Ok, I will stop rambling now. I feel like I have learned so much from reading your blog, and I have bookmarked so much. I am actually excited now to go back to teaching, so THANK YOU!
PS I would love to do the skittles lab with my 6th grade math class - any chance of getting a copy of the file? Thanks again! Renee
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Oh my goodness, Renee, so wonderful of you to tell me all this. Your comment makes me super happy that doing something that helps me (blogging is synonymous with reflecting!) could help a fellow teacher also. Nguyen-Nguyen, for sure! After 20+ years of teaching, I'm still constantly scouring for lessons from our amazing math community. Every lesson can get better.
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I would love a copy of the skittles template as well. Thanks
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I sent it, Tami. You're welcome and thanks!
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