Category Archives: clothesline

CMC 2018

I love having a 3 day weekend, because I can catch up with a blog post or two.

Came back last weekend from a wonderful weekend of sunshine, the desert, and math.  Yes…I’m talking about California Math Council’s conference in Palm Springs.  Haven’t been in 2 years so I was anticipating some amazing ideas.

First of all, I had the honor and pleasure of co-presenting 2 sessions.  The first session was about the Progression of a Clothesline with Chris Shore, Andrew Stadel, and Dan Luevanos.  We had a packed house of participants who wanted to look at how Clothesline Math could not only impact the students in your classroom, but also you entire school (or your entire district).   Participants laughed, engaged, and were completely excited by the possibilities of the clothesline.  Heck…I even noticed (& wondered) Annie Fetter sitting in the audience (and she used it in the classroom immediately after).  

And then it was Stacy’s and my turn to lead our own K-6 Clothesline session to a room that help 140 people.  ***Gulp***  No pressure.  I have to admit that we are used to presenting to groups of 40, so this was a daunting and thrilling experience.  I wondered if our stuff was good enough.  I wondered if we would get anyone in our room.  Well…when I soon saw our room filling up to the point that we were at capacity (they closed the doors for fire codes)….then the nerves really kicked in.  Alas, we did well.  It helped that word got out that we had free giveaways for the elementary peeps.  Saturday morning, I woke up with what I’m calling my #sexymathvoice.  Didn’t realize how much I had to project til I was hearing my groggy voice the next morning.  I’ll take it!  It’s all good.

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 I went to other impressive presentations as a participant.

Robert Kaplinsky – Math Modeling Can Make you Filthy Rich.  Robert stressed the importance of real authentic math modeling.  And most of all, how do we make sense of math modeling?   

Megan Franke – Student Participation & Learning: Explaining and Engaging with Others. Megan asked the question of “why do we care about young people explaining their math ideas?”  As teachers, do we allow our students the opportunity to engage and explain?

My big AHA! moment in Megan’s session was —we shouldn’t expect all our kids to participate in the same way  

Jeremiah Reusch – I adore this guy.  He’s been a big supporter of mine with clothesline math and with my 3 act lessons.  He sat in on my session with a big smile on his face.  And to be fair, I sat on a few minutes of his session on Desmos vs. Geogebra – the Smackdown.  This guy is so full of energy and had the entire room in fits of laughter.  Thanks Jeremiah.

Dan Meyers – talked about #mathematicalsurprises.  He discussion led to how we create order from expected order….and also how we create order from expected chaos.  

A magnificent experience.  I love going to conferences because they always leave you full up hope, excitement, and new ideas to help our students.  

Onto the next conference in Seattle (NCTM regionals).  

Until next time,

Kristen

 

 

Create your own clothesline

For the past few months, I’ve been completely sidelined with another project that required my full attention and writing skills.  Luckily, the project is finished and now it’s the waiting game.  SO my apologies for my disappearance.  However, I have a few blog posts that I’m going to catch up on in the next few weeks.

As most of you know, I’m a clothesline math enthusiast.  Love the routine.  Love the conversation surrounding it.  Love that it creates student engagement.  As a matter of fact, some of you might have seen this.  Chris Shore wrote a full book about it and gave me and my school an acknowledgement.  Super cool.

 

 

 

When it was time for my fractions, decimals, and percent unit, I was thrilled to use the clothesline.  I wanted my students to see the interconnectedness between each of the concepts.   After I taught them the skills needed (how to convert fractions to decimals, decimals to percents and fractions to percents), I broke out the clothesline.  This time, instead of pre-designated cards, I had my students design their own.  With the use of a hundreds grid, my kids got to design color in as many squares as they wanted.  From there, they collaborated with their table groups and figured out the fraction, decimal and percent of the grids colored in compared to 100. 

 

Once they put them on the clothesline, we had a discussion about percentages less than 1% (and what they would look like).  We also had a discussion on 200% and where that would go in comparison to 100%.  Big math argument.  One student put 200% to the right of 100%.  Other students were arguing that it should be equally spaced compared to where 0-100% was placed.  100%-200% should be the same distance.

 

 

 

 

The lesson was a success.  But I had a revelation about clothesline.  Rather than me choosing with fraction, percents, decimals to, did I increase student engagement with having students create their own?  Is there more ownership with student-created clotheslines?  More importantly, how could other grade levels create their own clotheslines?

This sparked a new category of clotheslines.  I tried out my idea with a kindergarten intervention group.  The students were enthusiastic about it.  They liked seeing how many different ways we could create a certain number.  I saw the potential of using blank tens frames.  Kindergarten also creates their own with the use of the names. (see here)

 

 

Here are my latest additions to the clothesline world.  I’ve created blank templates in hopes that our students can take ownership of their own clotheslines.

10frame

double10frame

decimal

Fraction Decimal Percent

 

Until next time,

Kristen