Line Week! Slope, slope, slope....

Slope & lines, lines & slope.  It is  truly one of the most important concepts in Algebra - if truly understood many things are easy, if simply memorized it leads to many forgetful problems.  So with that thought in mind I am setting up "Line Week" -- like "Shark Week" - except cooler and many more attacks resulting in gruesome death (students love the joke...).

So I made the joke(s) last week, and now I sit here Sunday morning trying to create the lesson that really results in students understanding of slope, intercepts, etc.  I teach 8-12th grade - so these students have seen (and forgotten) lines, they have been using x,y tables to plot points and create lines -- but with no real world understanding of slope etc.  {You may think what kind of person promises "line week" without a plan...  - well I do!  Lines are important and it is time for lines!}

I have spent the last 2 hours combing the internet for something (and if you pictured Mel Brooke's Space Balls combing the desert you're my kind of person) and have really not found anything amazing.  I have founded some fun songs - that I may use once they understand.  And some good worksheets, I may use those once they can do at home alone (in a month) for practice.  But nothing that really ties Rise over Run to y =mx + b....

My plan is to use a stair step example that I read about on I Want to Teach Forever, but then I want to tie slope and the slope-intercept equation.  It is units that will do it!  Perhaps it will be dollars per day for slope, thus using x as days - mx will become dollars...  b is dollars initial and thus with some practice the two will make sense.  That is the tie, seeing that mx and b are the same units (thus like terms).  Then zero slope is no money, and undefined slope is winning the lottery.... or being robbed.....

Hopefully there will be another post of something amazing, or at least acceptable...  Cause from combing the internet there seems to be very little that teaches the concept - just simply the procedure. 

Path of least resistance

The path of least resistance is not only for power but it is also for the typical math student.  The typical student, the one that wants to pass and get their diploma follow the path of least resistance.  I am not talking about the rare student who cares only for the learning which is a very low percentage.  But everyone else including the "A" grade driven students, who sometimes are the worst offenders  -- memorizing procedures for tests versus making connections, etc.  

My first round of assessments this year has reminded me of the least resistance fact.  The fact is the typical student will do the bare minimum to get the passing grade and has little concern if they learn the math.  It seems funny that most teachers forget how minimalist we were too when we were students often just driven far enough to get to a magical level of learning called A or B or C or D (remember D for degree!).

Thus I take it upon myself to make sure that concepts are learned and that learning the concepts is the path of least resistance in my classroom.  I try to not worry about letter grades but make sure students are conceptually strong (ready for career or secondary). 

So as I comment on the assessments and reflect on student's current level of conceptual knowledge I quickly remind myself to make sure my path requires understanding.  We must remember that the teachers who push, are tough, are typically remembered more and thanked more....

So watch out Mr. A's students 80% isn't enough - you need to demonstrate understanding....  And I always remember I am in customer service - I work for the student, not today's 16 year old but the same student when he/she is 25 in the work place and wants the skills needed to succeed.

Funny thing is -- the future student always seems to want me to push their current self....