That's not omega!

That’s not omega!

“That’s not omega!”  I was shocked.  I am used to being challenged on many things: academic, worldly, and whether or not there are 3 minutes left in class or 4.  But omega?!  Of course it was omega!  What else would it be?  Does he not know that I majored in math in college?!  We know what (some of) the Greek letters are!

Unfortunately, now nobody is really thinking about angular velocity.  Thanks, Student.  : /

Honestly, I really didn’t know what else to say.  At some point, I remembered that Greek letters have capital and lower case, and he probably didn’t know that.  He was used to the capital omega.  We use the lower case one.  I know sometimes there is a reason certain letters are used.  I don’t remember which or why.

I wasn’t even annoyed with this kid.  (I know the face above tells a different story).  This was during my Advanced Algebra & Trigonometry class.  This class is designed for seniors who aren’t ready for calculus.  It is 7^th hour.  It was ‘fun.’  OK.  It really was fun.  They definitely tried my patience, but I really loved this class.  For the most part it was made up of seniors.  I love that.  They were good kids who were nice.  Squirrelly.  but good.  They made me laugh.  I found myself with a big smile frequently during this class.  They were great.

They also taught me a lot.  This time I realized that previous knowledge can be more of a hindrance than a help.  Student, for whatever reason, was familiar with a capital omega.  It, of course, doesn’t look anything like the lower case omega, and he thought I was crazy.  I could have told them w was the variable for angular velocity, and nobody would have said, ‘boo.’  I thought he was crazy, too.  Like I said, why would you even argue with me about that?  This distraction can be annoying in class.  Some students’ focus can only withstand so much distraction.  I need to work on my reactions.  Maybe I should have asked him why he thought that.  Then his reasoning would have been clear to me.  I could have explained, and then, you know, actually taught angular velocity.  (Don’t worry I did anyway!)

Also, this reminded me that we need to be aware of what is going on in their brains.  If he hadn’t voiced his omega confusion, it may have been something that was a constant distraction to him.  How often do our students suffer in silence?

Christmas Tinsel

Here is the assignment.  It does not look pretty.  The one I gave looked much better! 

I spent two years of college being an RA.  I hung streamers from the ceiling for several holidays.  I stole it from Andrea, the 6th floor RA!



I honestly can't believe it took me SO long to think of it.  During my 8th year of teaching I decided that I really should (and academically, could) decorate the hallway.  It was last minute, so my tinsel options were limited.  

I figured out how much tinsel I needed and how much was available at the local store (in two colors).

It was mostly estimation.  It was below the level for most students, but I still think it was good for all of them.



I loved it because it made the halls festive!

I think next year I am going to get Christmas themed scrapbook paper and cut 1-inch strips so the kids can make paper chains and hang them from the ceiling.

Christmas Lights

Here is my file.  It doesn't look as good as the Excel file I made, but I this is how it looks when I upload it here.  : /

I had kind of last-minute inspiration to do something Christmas-related at school.

I decided to do the 'estimation' activity and then I included a few other tasks in this assignment.



I got a ton of ribbon, but I guess I can do this again next year with the leftovers.

When we were done, I told the kids, "Uhh...  We are not actually going to hang these."  Some of them were sad or disappointed or indignant.  I decided they had a point.  I have two beams going across my room with lights.  (It is a really high ceiling above that.)  We hung the streamers across those two beams.  They were long enough they just hung there.

It did not end up being very pretty.  The colors were kind of strange and one of my students mentioned that it looked like the bad decorations of a gender-reveal party!



They were fun for a couple days, but we took them down quick.


I still want them to think even when they get a little antsy for holidays.  Also, I don't like to do this right before finals.  I like to do 'real' math then.

I drilled holes in the cups.  (My dad helped a lot.  Dads are the best!)  The kids pushed the balloon through the hole and then blew up the balloon.

Factors and Feathers

Here is the template and worksheet I assigned.
 

I do this to have some Thanksgiving decorations.  It is also a good time to review in Geometry and Advanced Algebra & Trigonometry.  It is a little below the level for College Algebra or Calculus.

I first gave the students two columns on a paper and had them 
1.)  Write the polynomial 
2.)  Write all of the possible factors of c
3.)  Write the factors of the polynomial
4.)  Write the solutions to the polynomial.

Then I had them trade with a person and check.

When everything is correct, then they got a half of a paint sample and they used a marker to write each thing.



I found a turkey clip art and just followed it.  It was a lot of cutting out.  My mom helped me.  (Moms are the best!)  

I took the pretty ones and put them together to make a turkey.  I tried to put the 'similar color palette' cards together.