# Oakland County-districts G-W

## Information

Oakland County-districts G-W

Members: 19
Latest Activity: Nov 21, 2015

## Discussion Forum

### Algebra For All Year 2

Started by Kelly O'Melia Nov 10, 2010.

It was great to see so many familiar faces at our first meeting of the year...a much smaller group however.  We all know that it is difficult to be out of the classroom however the algebra for all…Continue

### Open-Ended System of Linear Equations

Started by Michelle Weston. Last reply by Kelly O'Melia Feb 27, 2010.

Original Problem:  Solve the system of linear equations by graphing:                            y = -x + 5                            y = 3x - 7  Revised Problem:  Draw a system of two linear…Continue

### Mathematical Thinking Through Open-Ended Questions

Started by Kelly O'Melia. Last reply by Kim Marquette Feb 23, 2010.

When I read the article "Open-Ended Items Better Reveal Students' Mathematical Thinking", I immediately made a copy for my whole math department.  First, since it was short, I knew that many would…Continue

### Mathematical Thinking Through Open-ended Items

Started by Cathy Smith Feb 23, 2010.

Original Activity:  Plot the points (1,-1), (3,1) and (3,4).  Draw lines to connect the three points.  Then, write the inequalities that represent the system of the triangular region. New Activity: …Continue

## Comment Wall

Comment

Comment by Michelle Weston on February 23, 2010 at 9:38pm
Original Problem: Solve the system of linear equations by graphing.

Revised Problem: Draw a system of two linear equations with a solution of (3,2). Give the equation of each of your lines. Explain what the solution means. Show how the solution relates to your equation.
Comment by Michelle Weston on February 23, 2010 at 9:30pm
Open-Ended Items

Original problem: Evaluate the expression when x = 2 and y = 4
3x - 5y

Revised problem: Write an expression using the variables x and y so that it equals -4. Use x = 2 and y = 5 when evaluating the expression.
Comment by Cathy Smith on February 22, 2010 at 1:19pm
I agree with the article about open-ended items. The suggestions seem relatively easy to incorporate and finally, I feel that students will be thinking.
Comment by Kelly O'Melia on February 16, 2010 at 9:25pm
Attached are some assessment tasks covering a variety of Algebra 1/2 topics and how I have revised them according to the article, "Open-Ended Items Better Reveal Students' Mathematical Thinking'. \uaa href="http://storage.ning.com/topology/rest/1.0/file/get/308420048?profile=original">Open Ended Questions.doc
Comment by Andrea Vassas on February 15, 2010 at 8:11pm
I reviewed the Algebra Tiles activity. The first time I used Algebra Tiles was during the last class session in January. If a student was not familiar with the procedures and "rules" of using the tiles, I can see where the tiles would complicate the learning. I know that my district has the tiles but they are not used on a regular basis. If I were to try to use them at the high school level, after the students have been through years of math without them, I think it would create chaos and complicate the teaching. The tiles would be incredibly useful if they were incorporated into a math program and used consistently.
Comment by Andrea Vassas on February 15, 2010 at 8:04pm
Can anyone clarify what the homework is for the February session? I cannot locate the "Open-Ended Questions" article.
Comment by Annette Malinowski on January 28, 2010 at 9:21pm
Just got done doing one of the on-line chats. I found it very fascinating and informative. It included 15 people from all over Michigan. Well worth it if you have time to do one.
Comment by Kelly O'Melia on December 28, 2009 at 12:34pm
I really liked the activities on inverse variation. At first I thought that I might want my entire class to do the same activity, but in hindsight, I think that it might be interesting to have different groups do different activities and then report on what they found. Similar to what we did in the session. Unfortunately, I am not currently teaching Algebra 1 so will not get a chance to implement this. I would love to hear from anyone who did implement any or all of these inverse variation activities from the beginning of session VI. I am also curious how Algebra 1 students do with the Airport Impact Study activity. I found this a bit confusing and am not sure how 8th/9th grade students would handle this.
Comment by Cathy Smith on December 3, 2009 at 9:36pm
The most challenging part of the activities in the Learn and Earn CD was keeping up with the movie at times. Several times I wanted to just go back a little bit to relisten to a particular section, and I could not get the movie to do that. I had to restart the movie from the beginning each time. My learning experience reminded me of the activities in the A4A series as I was immersed in reframing some of my own thinking. Being the student in this activity, I felt engaged and found myself wanting to know more at each section. I thought about how I could incorporate some of the teaching techniques into my own classroom so that I could build proficiency in my students' use of the graphing calculators that we have to use. I also found that I as I worked through the activities, I gained more confidence in my own abilities and feel that the Algebra for All acitivities also build confidence in my students. Great activity!
Comment by Cathy Smith on December 3, 2009 at 8:44pm
I found the Learn and Earn very easy to work through. I finished it in about an hour and took the quiz. I received a confirmation that I had completed everything and that I would receive my log-on information in about 2 weeks. I thought that the movies were very helpful, and I really liked that I could work side by side with the movie. I really appreciate having the TI-Nspire and have been super motivated to have my students work with the graphing calculators since having my own.