First Two Days of School

Tomorrow is the day. I’m excited to meet my new Math 6 students — all 71 of them, two classes of 36 and 35. I should know about half of the 33 Math 8 kids because I taught half of them in 6th grade. Then I get a big break in class size with just 9 students in Geometry. (We’re phasing out tracking, so we do right be these kids and we’re done.)

I have the first two days planned. My mind thinks in terms of conversations, so it’s just easier for me to write in this format.

Day 1

Math 6 (periods 3 and 5)

Hello everyone! Welcome to 6th grade math! I’m Mrs. Win — spelled N-G-U-Y-E-N — I’d be thrilled if you could spell my name correctly because I’ll do the same with your name.

Whatever seat you’re in right now is fine. We’ll have a seating chart by the end of the week; it’s mainly so I can quickly learn your name. Okay, fire drill. It’s the most important procedure I have for first day because you never know, so listen up.

I tell them about the escape route and something about not panicking. Right.

Now I need to take attendance. If I mispronounce your name, I apologize in advance and please correct me. Also, if you go by an entirely different name, please let me know. I once had a student named Anne Marie — her real name — but she went by Bob. Yup, Bob. Reply with a yes or hereNo grunting.

Oh, how many of you have older siblings who had me as their teacher? Yeah? Did they say that I’m really mean? Well, your sister is a liar.

Enough chit chat. Let’s do some math. Please take out a piece of notebook paper. Name and date in upper right hand corner, same as what you’ve been doing for the last 25 years. Write Pattern #2 at the top of your paper.

I show them pattern #2.

You’re seeing the first 4 steps of this pattern. Please draw what you think the next step, step 5, might look like. It doesn’t have to be pretty — just something to show that you know how the pattern is growing.

This might very well be the first time these kids work with a pattern like this. I don’t know. But I’ll guide them through.

Well, what we just did is a warm-up. As we do more, and you get a hang of it, it’ll go faster. By the end of this week, we’ll skip drawing the next step and go right into trying to find the equation. We do a different type of warm-up each day, so on Mondays we do a visual pattern. I’ll tell you what we do on Tuesdays when Tuesday gets here. You’ll need to do tomorrow’s warm-up on that same paper, so let me see you put it away in your binder where you can quickly retrieve it tomorrow. Do it now.

How’s your first day so far?… Good to know. Okay, that’s enough sharing.

I’m passing out a puzzle called Noah’s Ark. I’m willing to bet that in five minutes, it’ll become your favorite puzzle ever. Please follow along as I read it aloud.

Please quietly read it again on your own…

I then ask a few questions to make sure they understand the problem and what it is they are trying to solve.

Okay. I’m going to give you some time to work on this problem quietly by yourself, I think 10 minutes. I’ll set the timer. When the timer goes off, I’ll put you in random small groups of 3 to continue working on the problem. My sincere hope is that I’ve picked the right problem, meaning one that you understand what is given and what is being asked of you, but that it makes you struggle. Oh my God, you have no idea how much I love for you to struggle in this class! You’ll hear me say that word a lot — struggle. It’s all good. You know how after a good workout, your body feels kinda sore? Well, I want your mind to be sore like that.

AND OH!!! This is really really important. Rule #1 for you in my class: DO NOT TELL AN ANSWER. Meaning when you think you have an answer to a problem, please don’t just blurt it out. I know I completely shut down and don’t care to work on the problem any more when somebody does that. So, please, keep your wrong answer to yourself.

I suspect our 55-minute period would end before they even get into small groups. Depends on how long our warm-up takes. (I don’t care if the warm-up takes up the whole period. Initial tasks that are part of the curriculum and norm-building cannot be rushed.)

About 2 minutes before the bell rings…

What’s on this quarter sheet of paper is instruction on how you and your parents can subscribe to the texts that I send out. It’s mostly to remind you of homework. You can only receive texts from me, you cannot reply. You can also receive my “text” message as an email instead. Show it to your parents.

Sadly, there is no homework tonight for math. But you’ll get about 3 hours of math homework tomorrow night, so clear your calendar.  Of course, you’re welcome to continue to work on the Ark problem, but you don’t have to. Remember not to share the answer!

When the bell rings, I need you to be seated and quiet. Please pick up any trash around you and toss it into the trashcan by the door on your way out. Thank you. Have a great day and I’ll see you tomorrow.

Math 8 (period 2)

Having taught half of these kids already in 6th grade will make it easier for me to call them by their name. Same as Math 6, we’ll start immediately with a visual pattern, but pattern #1 for these guys.

Then our math problem is the classic The Proof is in the Pudding.

Geometry (period 1)

I just taught all 9 of these kids last year in Algebra 1. Also, pattern #1. So sure we did this pattern already last year, let’s see what they remember.

They get Using Fibonacci Numbers. I wrote a short blurb here.

Day 2

Math Talks will be our warm-up for Tuesdays. I still need to figure out which of these to ask first — and create a thoughtful sequence. Since I’m only doing one a week, all I need are 40 really good ones.

Then we’ll continue with the problems from wherever we’d left off. I imagine we’ll be in small groups and then on to whole-class sharing and reflecting.

If we have time, I’ll go over everything they need to know about the class — all on one page or I slit my wrist because these are really dry.

image of geometry class


Math 6 and Math 8

So, I think after two days we’ll get these 3 procedures/routines sorta established:

  1. fire drill
  2. warm-up routine
  3. dismissal bell

And I got 1 rule out of the way, even though I’ll remind them of it each and every time we do problem solving:

  1. never tell an answer

Kids forget things you tell them anyway, so I figure it’s better to tell them in context when they need to be doing the stuff.

I stopped having parents sign my rules/procedures handout. It’s not that sacred.

I’ll probably assign textbooks by the end of the week and give them their individual access codes to the online textbook and resources.

I’ve already assigned a Math Forum PoW to each class and will need to give each kid a log in ID and password (it’s rather generic — no one is getting a handout for anything — it’s just “your first initial plus your… plus… “) to allow students access for online submission of their solution.

I’ll update should we end up doing something entirely different like assembling Estes rockets and dissecting fetal pigs. (These were highlights from my science teaching days.)

Don’t forget to tell kids how amazing you are.

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