Am currently working on adapting this for my Algebra 1 class. Could you provide a different link to the rubric? It’s taking me the same place as the project instructions file. Thanks!
I ended up changing the project slightly….the students worked in pairs and each student created 6 of the equations, and then they created the clock together. Here is that rubric.
In case it’s useful….here are the updated student packets….one for partner A and the other for partner B.
[…] ideas on google slides. We practiced this on the first day with @allison_krasnow’s “What is a sandwich” lesson. Find my slides here, if you’d like to use […]
Thank you so much for sharing! I’m trying to figure out how to do this without breakout rooms (admin says there must be a staff member in each group, which isn’t plausible for every class on the first day).
Ugh! That’s such a ridiculous rule. Not only do kids NEED unsupervised time to talk to one another it also greatly reduces the amount of group work and verbal communication kids get to do.
Maybe you could just project each item and then have kids vote yes or no in the zoom chat and then choose a few people to defend their answer aloud? My students love engaging via chat.
I know! It’s not like I can monitor everything they say in a physical classroom. I’m going to try to get them to chat and use the nonverbal feedback in Zoom. Thanks again!
[…] sometimes ask kids to share a takeaway in the Zoom chat or ask them to reflect in a digital journal, but the chat takeaways are lost in some scary Zoom database and the journal entries are mostly […]
[…] ways: 1. Weaving in examples of rigid transformations from several different cultures through video and books. 2. Asking them to create a work of art with some type of significance/symbolism 3. Thoroughly […]
[…] arranged the mid-unit assessment to match the rubrics I’m using for the unit. I included a photograph of a Navajo rug for one of the questions. (For the final project kids […]
I love what you’ve created so far! Have you created rubrics for any of the other units? I’d be happy to assist in working on those throughout the year. I definitely want to use these all year and you’ve given me a great start. Thank you!
Thank you for sharing your experience. This year was my first year teaching 8th grade and like you said when I hit unit 4 I took the more traditional route because I just didn’t think they would be able to get it. This article inspires me to stick to the plan next year.
I love the anchor charts created from the students work.
[…] artwork that decorated our classroom for the rest of the year. Read more about the project here. Their work was definitely enhanced by all of the examples we studied. Students created personal […]
[…] If it wasn’t clear, I really am looking for people to collaborate with. Feedback, suggestions, ideas, and criticism are always welcome. My next post will be about how I’m using these resources throughout Unit 1. Here are some examples of my students’ projects. […]
Have you tried verbally sharing the launch while having students standing? I am in the middle of reading Building Thinking Classrooms and am looking at how to start with Unit 1 in the fall. Do you tell your students when to move on to the next activity? Do they not erase each problem until they share out? Thanks for your help.
Hi! No – I haven’t tried launching with kids standing….mostly because the curriculum is so visual and it’s hard for everyone to see when they are standing. In fact, because Units 1 and 2 are so visual, I didn’t do much standing white board work until Unit 3. Even then, I typically had kids do one activity at their desks and one up at the boards with a random group. It wasn’t until this unit that I did all activities up on the boards – these lessons are “thin-sliced” so nicely. I think the tip in BTC is to box the solutions that you want kids to save for the share out so then they can erase the rest if you need more space.
Thanks for your help. I am trying to implement BTC with grade 8 and Algebra 1. Did you make any graphic organizers for notes with Unit 1 yet? Thanks for your help.
Mind blown! I absolutely LOVE the project. If you don’t mind me asking, was there any comments on the Islamic portion? I am Muslim and don’t want parents to think I am including my beliefs.
If you sign up on Openupresources.org site as a teacher, you will see that each lesson has a section called “community created resources” – and they are all listed there – one per lesson.
[…] Appreciations and disclaimers: I’ve been developing these rubrics over the past year and a half – mostly on the weekends! – relying on the learning progressions and assessments in the Illustrative Mathematics curriculum and lots of assistance from fellow teachers in the Open Up Resources facebook groups. These are very much a work in progress & certainly need revision and refinement. You can read more about my thinking behind these rubrics and how I use them with students here. […]
[…] These will forever be a work in progress as I gain a deeper understanding of the standards and how kids develop their understanding of these skills and concepts. The linked google docs include a description of which cool downs best align with the rubrics. Read more about my process for developing and using these here. […]
[…] Hannah, @helfrederick, “The Global Achievement Gap” and goals for the new school year […]
Am currently working on adapting this for my Algebra 1 class. Could you provide a different link to the rubric? It’s taking me the same place as the project instructions file. Thanks!
Hi!
I ended up changing the project slightly….the students worked in pairs and each student created 6 of the equations, and then they created the clock together. Here is that rubric.
In case it’s useful….here are the updated student packets….one for partner A and the other for partner B.
Is there an answer key?
No. 🙁
Maybe one day, if I teach 6th grade again!
[…] ideas on google slides. We practiced this on the first day with @allison_krasnow’s “What is a sandwich” lesson. Find my slides here, if you’d like to use […]
Thank you so much for sharing! I’m trying to figure out how to do this without breakout rooms (admin says there must be a staff member in each group, which isn’t plausible for every class on the first day).
Ugh! That’s such a ridiculous rule. Not only do kids NEED unsupervised time to talk to one another it also greatly reduces the amount of group work and verbal communication kids get to do.
Maybe you could just project each item and then have kids vote yes or no in the zoom chat and then choose a few people to defend their answer aloud? My students love engaging via chat.
I know! It’s not like I can monitor everything they say in a physical classroom. I’m going to try to get them to chat and use the nonverbal feedback in Zoom. Thanks again!
Thank you for this activity! I plan on using it with my 8th graders!
Yay! I hope it goes well.
[…] *If you like this project, here is another 6th grade project for statistics. […]
[…] sometimes ask kids to share a takeaway in the Zoom chat or ask them to reflect in a digital journal, but the chat takeaways are lost in some scary Zoom database and the journal entries are mostly […]
Wow!
[…] can read about my digital version from 2020 and my first attempt from 2018, if you’re […]
[…] can read about my digital version from 2020 and my first attempt from 2018, if you’re […]
[…] ways: 1. Weaving in examples of rigid transformations from several different cultures through video and books. 2. Asking them to create a work of art with some type of significance/symbolism 3. Thoroughly […]
[…] arranged the mid-unit assessment to match the rubrics I’m using for the unit. I included a photograph of a Navajo rug for one of the questions. (For the final project kids […]
I love what you’ve created so far! Have you created rubrics for any of the other units? I’d be happy to assist in working on those throughout the year. I definitely want to use these all year and you’ve given me a great start. Thank you!
These are great! If you would like help working on other units, let me know!
[…] Making Sense of Human Impact: A Scientific Notation Project […]
Thank you for sharing your experience. This year was my first year teaching 8th grade and like you said when I hit unit 4 I took the more traditional route because I just didn’t think they would be able to get it. This article inspires me to stick to the plan next year.
I love the anchor charts created from the students work.
I love this! Do you have an editable verison?
What does EU stand for?
It means “End of Unit” ….as in, that question on the IM end of unit test fits that level.
It stands for End-of-Unit Assessment
[…] artwork that decorated our classroom for the rest of the year. Read more about the project here. Their work was definitely enhanced by all of the examples we studied. Students created personal […]
[…] If it wasn’t clear, I really am looking for people to collaborate with. Feedback, suggestions, ideas, and criticism are always welcome. My next post will be about how I’m using these resources throughout Unit 1. Here are some examples of my students’ projects. […]
Have you tried verbally sharing the launch while having students standing? I am in the middle of reading Building Thinking Classrooms and am looking at how to start with Unit 1 in the fall. Do you tell your students when to move on to the next activity? Do they not erase each problem until they share out? Thanks for your help.
Hi! No – I haven’t tried launching with kids standing….mostly because the curriculum is so visual and it’s hard for everyone to see when they are standing. In fact, because Units 1 and 2 are so visual, I didn’t do much standing white board work until Unit 3. Even then, I typically had kids do one activity at their desks and one up at the boards with a random group. It wasn’t until this unit that I did all activities up on the boards – these lessons are “thin-sliced” so nicely. I think the tip in BTC is to box the solutions that you want kids to save for the share out so then they can erase the rest if you need more space.
Thanks for your help. I am trying to implement BTC with grade 8 and Algebra 1. Did you make any graphic organizers for notes with Unit 1 yet? Thanks for your help.
This is awesome! I’m looking to incorporate this into my classroom, thank you for sharing your thoughts.
Mind blown! I absolutely LOVE the project. If you don’t mind me asking, was there any comments on the Islamic portion? I am Muslim and don’t want parents to think I am including my beliefs.
Nope – nothing negative at my school!
But I do teach in LA in a pretty progressive school with open-minded parents. If you do this project, I’d love to hear how it goes!
I got this email today and was thrilled! I created this desmos today using your reference. I’m going to try it out tomorrow.
https://teacher.desmos.com/activitybuilder/custom/6346811bdd30aa96abf21ac8
Where can I find the slides you referenced: “Morgan Stipe’s slides posted on OpenUpResources.org” ?
If you sign up on Openupresources.org site as a teacher, you will see that each lesson has a section called “community created resources” – and they are all listed there – one per lesson.
[…] Appreciations and disclaimers: I’ve been developing these rubrics over the past year and a half – mostly on the weekends! – relying on the learning progressions and assessments in the Illustrative Mathematics curriculum and lots of assistance from fellow teachers in the Open Up Resources facebook groups. These are very much a work in progress & certainly need revision and refinement. You can read more about my thinking behind these rubrics and how I use them with students here. […]
[…] These will forever be a work in progress as I gain a deeper understanding of the standards and how kids develop their understanding of these skills and concepts. The linked google docs include a description of which cool downs best align with the rubrics. Read more about my process for developing and using these here. […]