# Change in Instructional Methods

### PDP Evidence

## Year 2

This group of pictures is from my second year teaching when I started to implement more partner work. It shows a progression of different partner activities that I implemented that year.

## Partner Work | ## Using Miras We were working on a transformation unit so to help with reflections students worked with a mira and a partner to help see how reflections work. | ## Algebra Tiles Students were working with algebra tiles to help out with learning polynomials. They would have to build a rectangle with certain tiles and understand that was the area of the rectangle. They would then use the side lengths to form a connection between multiplying polynomials together and their product. This allowed for a more authentic learning experience rather than just teaching them the FOIL method. |

## Using Miras

We were working on a transformation unit so to help with reflections students worked with a mira and a partner to help see how reflections work.

## Algebra Tiles

Students were working with algebra tiles to help out with learning polynomials. They would have to build a rectangle with certain tiles and understand that was the area of the rectangle. They would then use the side lengths to form a connection between multiplying polynomials together and their product. This allowed for a more authentic learning experience rather than just teaching them the FOIL method.

## Paper Bridge Experiment

Students were doing paper bridge experiments on bridge length and bridge thickness to determine what type of relationship was made with the weight of the pennies. They would do the experiment by adding pennies to a cup until the bridge collapsed and then graph their findings. This led to working with linear and exponential relationships.

## Year 3

## Students in teams With the new CPM curriculum I now placed students in teams of 3 or 4 instead of just partners. | ## Working in Teams This is a photo of a team in action. I also implemented team folders to help keep track of assignments for students which you can see as the yellow folder. Each folder had the team's number on it and they were to pick it up at the beginning of each class. This folder also allowed me to give them directions for when I had a sub. They knew to just look in the folder for their assignment that day and get started working. | ## Technology CPM has great resources online so I started to use them every once in awhile with the Chromebooks. For this lesson students were working on transformations and had to get a key to a lock by using rotations, translations and reflections. They entered a command and the key would move. This allowed for student discovery as it provided trial and error for them and to see what each transformation did to the shape. |

## Students in teams

With the new CPM curriculum I now placed students in teams of 3 or 4 instead of just partners.

## Working in Teams

This is a photo of a team in action. I also implemented team folders to help keep track of assignments for students which you can see as the yellow folder. Each folder had the team's number on it and they were to pick it up at the beginning of each class. This folder also allowed me to give them directions for when I had a sub. They knew to just look in the folder for their assignment that day and get started working.

## Technology

CPM has great resources online so I started to use them every once in awhile with the Chromebooks. For this lesson students were working on transformations and had to get a key to a lock by using rotations, translations and reflections. They entered a command and the key would move. This allowed for student discovery as it provided trial and error for them and to see what each transformation did to the shape.

## Team Posters

We would occasionally have students present to the class so they would make a poster for their findings. Each student had a job to do and it allowed students to get up and move. Along with these posters we would do gallery walks where they walked around the classroom and spent time looking at each poster and leaving questions and comments for the teams.

## Year 4

## Poster Carousel As a review, I put up posters with systems of equations and teams go around solving them one step at a time. Each time they get to a new poster they look at the work the previous team did and then either correct it or do the next step. After each one is solved we debrief as a class. | ## Exponential Experiement To learn about exponential decay we do a bouncing ball activity where students measure the height of a ball after a certain number of bounces and then graph the data. They had already learned exponential growth and this was a good way to introduce exponential decay. | ## Different Representations This is a picture of "40 holes of golf" where students throw pennies at a hole and measure how far off the pennies are when they stop. They record the data and then determine which type of representation is best for this data. Using these representations they have to determine which team was the most consistently close to the hole. |

## Poster Carousel

As a review, I put up posters with systems of equations and teams go around solving them one step at a time. Each time they get to a new poster they look at the work the previous team did and then either correct it or do the next step. After each one is solved we debrief as a class.

## Exponential Experiement

To learn about exponential decay we do a bouncing ball activity where students measure the height of a ball after a certain number of bounces and then graph the data. They had already learned exponential growth and this was a good way to introduce exponential decay.

## Different Representations

This is a picture of "40 holes of golf" where students throw pennies at a hole and measure how far off the pennies are when they stop. They record the data and then determine which type of representation is best for this data. Using these representations they have to determine which team was the most consistently close to the hole.

## Quadratic Formula Creativity

When learning the quadratic formula I teach them to sing it to the tune "Pop Goes the Weasel" because that's how I learned and I still sing it in my head to this day. I challenged students to come up with their own way to remember the quadratic formula and these are some of the examples.