December 2016 - Make Sense of Math

Why I will never tell my students math is easy

The Problem
When I started teaching math, I encountered a problem that I didn't realize I would encounter.  I had many students who just didn't want to try.  They would just sit there and do NOTHING.  I thought that they maybe felt defeated, or that they thought it was too hard for them.  So I did what I've heard many teachers do. I said, "It's EASY, you can do it."  I thought I was giving them encouragement to try, motivating them, inspiring them to pick up their pencil and at least try.  It wasn't until about three years later, that I realized I perhaps was doing the very opposite that I was hoping to do. You see, the problem is that it's NOT EASY for them, and by me telling them that it is easy, they feel so much more defeated.  Now they feel like that can't do something that is labeled EASY.  Now they definitely weren't going to try, because it's one thing to not be able to do something that is hard, but to not be able to do something that is easy, is completely different. 

The Solution
I teach students who are 12-14 years old.  Looking stupid, is the absolute last impression they want to give to their peers. They will choose lazy over looking stupid.  So, after this realization, I started changing my words.  When they aren't working, I let them know that it IS hard.  That I am asking them to do something very difficult, but I believe in them.  I believe that they can try, I believe that they can fail, and I believe that they can learn from their mistakes.  I believe that they can do hard things and it may not be today, or tomorrow, or this week or month, but I believe that they will eventually get it.  And it's OK if it takes them longer than their friend.  It's OK if they are faster than their friend. 

It's wonderful, because if they try and fail, they don't feel stupid, because they failed doing something difficult.  Also, they don't just try and fail, they try and fail and try and fail and eventually try and succeed.  And when they succeed they feel so proud, because they succeeded at doing something difficult. This motivates them to keep trying other hard things. It is a cycle that keeps on giving...to them.  

Banning EASY
Also, this is something that you need to teach your students. Teach them that even if they feel that something is easy, it is not easy for everyone.  So they better not be saying in class that it is easy.  I do not allow the word EASY in my class, and my students know that. 

I challenge you , that if are using words like I was using, to change your mindset.  Tell your students that it is hard, but you believe in them.  Tell them that you expect them to fail, but you also expect them to learn from their mistakes.  You will be surprised how they change their work ethic. 

Save This Article
Save these tips and ideas to your favorite classroom Pinterest board. Come back and reference them for ideas on how to taking memorization out of math. 

Why I will Never Tell My Students Math is Easy



Free Transformations Task Cards



FREE TRANSFORMATION TASK CARDS
CLICK HERE to grab these transformation task cards free from the Free Resource Library. The password will be sent directly to your email provided. 

These 36 transformation task cards are perfect to make sense of and reinforce transformations and coordinate rules.  There are 12 matching sets covering rotations, reflections, dilations and translations.  Each set includes a visual of the transformation, the corresponding coordinate rule, and a written explanation of the transformation.  These are perfect to make sense of transformations as well as to reinforce the concepts.

Uses in Your Classroom
  • Games:  Matching, Go Fish, Spoons, etc, …
  • Exit slips
  • Openers
  • Math Stations
  • Quick formative assessments
  • Putting groups together
  • Pair work or individual work

Questions to Accompany Task Cards
  • Given the visual transformation write a coordinate rule
  • Given the visual transformation explain in words what is happening in the transformation
  • Given a coordinate rule draw a visual transformation that follows the rule
  • Given a coordinate rule explain whether the new figure will be congruent and/or similar to the original figure
  • Given a coordinate rule explain in words what is happening with the transformation
  • Given the written description write a coordinate rule
  • Given the written description draw a graph that follow the rules
Make Sense of Transformations
Higher-order thinking ideas to help students make sense of transformations.  Laminate cards (or place in plastic sleeves) so that students can write on the cards with a dry erase marker while doing the following activities. 

Reflections:
  Have students connect corresponding points and notice that the lines are parallel but not the same length.  Ask them if this will always be the case. Have them justify their reasoning.  They can draw additional reflections and continue to analyze.  Have them practice reflecting over lines that are not the axes.  Challenge them to write a coordinate rule for their new reflection.  Again, have them analyze lines connecting corresponding points, are they still parallel?  How do the lines compare to the line of reflection?  They should notice that the lines are perpendicular.

Rotations:
  Have students connect only one set of corresponding points to the center of rotation and measure the created angle with a protractor.  Students should be able to verify that this is the degree of rotation.  Also, guide the students to notice that the length of their lines are also the same length.  You can move deeper into this idea by using compasses. Ask the students if corresponding points will always be the same distance from the center of rotation.  Have students justify their reasoning.   Students can practice rotating the figure varying amount of degrees. 

Translation:
  Have students connect corresponding points and notice that the lines are parallel, and the same magnitude (length)  Will this always be the case? Will the lines always be parallel and the same length?  Have them justify their reasoning.  Have them draw more translations and continue to analyze and justify their reasoning. 

Dilations:
  Have students connect corresponding points and extend the lines until they intersect.  Students should notice that these lines intersect at the center of dilation.  Challenge them to draw a new dilation with a different center of dilation and check their thinking.  

CLICK HERE to grab these transformation task cards free from the Free Resource Library. The password will be sent directly to your email provided. 
 
Save This Article
Save these tips and ideas to your favorite classroom Pinterest board. Come back and reference them for ideas on how to effectively teach transformations.

Free Transformation Task Cards



Back to Top