Students were told that, when they multiply two numbers together, the product is 30 less than one of the multipliers. Off they went to random groups to explore the problem!
Some groups needed more nudges, but others spotted some patterns right away. It kept them busy and engaged for about 20-25 minutes before we moved on to CYU questions.
First day back from Spring Break! We created a list of twelve of our favourite ice cream flavours, and then students were asked to find the total possible number of combinations of 2 scoop cones. Two scoops of the same flavour were allowed, and each combination counted once (ex/ 1 chocolate topped by 1 vanilla was considered the same as 1 vanilla topped by 1 chocolate).
There were lots of different answers at first (ranging from 68 to 144) with lots of great reasoning given. I encouraged groups to use manipulatives. Some groups were asked to start exploring 3 cone combos too!
We had some extra time, so we looked at different ways of solving 3.75 รท 0.75 that weren’t the algorithm. A few different approaches were shared – yay!
We started our math block with an Esti-Mystery. I had them write down their estimations in their journal as the clues came up. They loved it so much, they asked to do more (we didn’t have time, so I promised them we would do more another day).
I pulled all the students in to a board and asked them how much their grad hoodies cost. I reminded them that they were warned that they needed to submit their orders in time, because if they ordered late, they would have to pay a special fee for the company to set up the stencil again.
I explained the scenario. As a fundraiser, we want to do a tee-shirt order, but we had to pick a printing company. One company just charges per shirt – $15. The second company charges $50 to set up the printer, and then $10 per shirt. How do we know who to order from?
“No, we don’t know how many people will want to order shirts yet, sorry!”
Off they went. Interestingly, most groups jumped straight to 10 shirts being the same cost, writing this out with words. “Prove it to me!” I prompted.
This is what they came up with. Sadly, I only noticed how one of the groups wrote out formulas as I was taking the photos. They students were crowded so close during the activity, I couldn’t see that part! I wish I had seen it. It would have been great for consolidation.
I had noticed that despite prompting, some kids had a hard time giving up the marker, so this time, I set my watch to time 2 minutes and established a rotation of job of writer. It definitely prompted some arguments amongst the students (“She SAID to switch the marker. Pass it over!”) but also some great check-ins (“Do you know why I told you to write this? Do you understand what’s happening?”)
I did have one group misunderstand and assume that one company would charge $60 per shirt, but they generated some great questions about it before I spotted it.
After consolidation, the students took notes and we did individual whiteboard practice to help us all see what they might need to add to their notes to their future forgetful selves. A common confusion was what to write for the coefficient or constant term when it’s not explicitly shown in the expression.
Notes for my future forgetful self 