Starting Under the Big Top

Hi all. I've been a bit lax in posting here. Call it the start of the school year coupled with starting another grad class.

On Monday of last week my level 2 class had an assessment in the pyramid module. Most kids did a bit better than I expected. On Tuesday we started Under the Big Top but Above the Ground. It is the first exposure for the kids with linear modeling and feasible regions. We started the module by playing guess my number. The kids had a blast with it while learning to properly express and writ inequality statements. We followed that by guessing a coordinate game. Some of the kids got pretty confused with the quadrant they were trying to describe their. After a couple of games they got pretty good at it. Next we played by adding conjunctions for questions. This proved much more difficult than they thought.

After 2 mods the kids were pretty comfortable with the coordinate grid. Next we worked on finding the intersection of 2 lines by graphing. We did it on paper and then moved on to the calculator. I don't think I have had a better time with this module.

This class is probably below average in math, but they are giving me a really good effort. I have been very clear with them about what I expect. I think this is key when facilitating a SIMMS class, or any other for matter. As next week goes by I will keep you posted on this classes progress. Please let me know if you have any questions. Jim

adrive folders

I understand that the set up I have on adrive for our folders is not working very well because only 1 at a time can get on. I am working on improving this. Please hang in there. We will succeed. On another note this blog site is open to all of you. How about a few quick blogs from around the country. Let us all know how your classes are going please. We would like to hear about the good, the bad, and the ugly. Have a great Thursday. Jim

What I'm teaching

Hi all, I'm Dan Lemay. I teach at Oxbow HS in Bradford, VT.

I'm the lone hold out that is still teaching a SIMMS Integrated math course. I have three sections of students that either are the "Can't do's" and in some cases the "won't dos". I pick and chose modules that will fill in the gaps of what they've seen in their 9^th and 10^th grade courses. I have until January to do what I can with them. I'm planning on getting through Child's Chances and If the Shoe Fits modules before NECAP (our NCLB test). After the exam I'm going to do And The Survey Says. After that I need to see where they need work and fill in with modules and maybe a traditional unit of two.

I'm finding it very interesting that a colleague that began teaching a traditional geometry course last year is returning to the use of SIMMS modules for at least part of the year. Our students can't handle the tradition material (a "won't do" situation)

Later.