Speed dating in math class
Hang one example problem (for a total of about ten problems) around the classroom.Pro tip: If it was a multiple choice assessment, remove/cover/scratch out the multiple choice answers to prevent students from just circling the correct answer.When the first two opponents are up, you could say, “Two fifths! You can read more details on how to execute and plan a scavenger hunt in this post.” The student to hit 40% first would win and stay in the game, and the other student would take a seat. The winner would go to the back of the line, and the next two students would be up. It’s self-checking, and you could pull or work with a small group during this activity. 10-12 problems are posted around the room, each page having the solution to a different problem. Students are paired (or in a trio) and move from problem to problem solving it, identifying the solution in the room, and then working that problem.
I read her blog post at am and my first algebra class was at am.
For the how to on conducting this activity, check out Kate Nowak's directions here. The students really got into the dating aspect of the course. I have to remind myself that if my resolution to have more fun and be more engaging, that I have to be willing to accept more out of turn talking. Oh, I almost forgot to mention another variable thrown at us today: Power outage for 2 hours.
I added to the giggles for sure: during lulls in the activity when we were waiting for some couples to conclude their date, I had the students ask each other stereotypical first date questions. Luckily this lesson needed no power (I had to scramble again for 5th period...
The flyswatter game works with problems that are fluency-based. Here is a suggestion: fraction, decimal, and percent equivalents. You should be standing between the two lines facing the board, too.
You could project these answers: 40%, 25%, 0.6, ½, etc…Divide students into two groups. Set the expectation that you will not call out a problem until it is silent.Since writing this post, I have learned about two more discussion strategies that teachers are finding to be incredibly effective and powerful for getting students to talk, especially about books and other texts: This protocol has students come up with their own Thoughts, lingering Questions, and Epiphanies from an assigned reading.