New Beginnings

It’s been a while since my last post back in, eek, February!! But, a lot has changed and kept me quite busy. On May 31st, my husband and I welcomed our sweet baby boy, Roe, into our lives. And as if that wasn’t excitement enough, the following day, I accepted a position teaching at a different high school in our district. Summer was incredible with Roe. I learned a lot about being a mom and as I continue to learn more every day, I am so grateful my husband and I had 2 and a half full months with him at home.

School started last week with teacher in-service and the students arrived this following Monday. I was overwhelmed with how welcoming the teachers at my new school were. In-service gave me the opportunity to get to know the math department and work closely with my Algebra 1 team of teachers. I am looking forward to the year with these colleagues and so as I start out the new year, I want to make some new goals for the year.

#1.Utilize the textbook with distinct plans: This year, we are piloting a program at our school using the Springboard Algebra 1 textbook with fidelity. I, and several other teachers in the district, tried using the textbook last year, but because of its challenging and seemingly daunting approach, we all ended up abandoning the textbook and reverting back to comfortable ways of teaching the content. Now, typically I am not even an activist for using math textbooks, but this book had been so aligned with our state standards and rigor, that the district found that those who did use it more often in the classroom saw higher results on our state test and better academic performance in the classroom. So, our school agreed to be a pilot school for using the textbook with fidelity. Knowing that data will be drawn from our school, and most importantly knowing that previous data has proven high student success rates with this textbook, I want to stay ahead of myself with using it. I want to be sure I have done two things in planning each lesson with this new book (I  often do these while planning in my head, but writing it down here might make me more accountable…and I think these might be my goals for our Texas Teacher Standards, so I’m pre writing them out here).

1. Prepare for student misconceptions and errors (in planning each lesson, I will mark  an “E” in the text where I predict this.)

2. Create questions which delve deeper into student understanding and inquiry.

#2. Help students be organized: To do this, our team is using interactive notebooks with our students. I usually require binders and am pretty good at having students put things in their binders for the first month or so. But, after that I start to forget and before I know it, students have exploding binders and all hopes of organization have been crushed (along with their precious notes). I think our interactive notebooks are going to be a really beneficial place to keep their notes (foldables and non foldables) and examples as well as a great way to teach students how to stay organized. I’m excited for the team to help me stay on top of this as we work together to build these with the students.

So, with these in mind, the first week is almost over. I definitely miss and want to say thank you to the faculty and students at my old school that I was at for 7 years. Although I will miss them all, I am really looking forward to the year ahead with a new group of teachers, students, and traditions. I’m grateful for those who inspired me over the years and am motivated to continue learning and growing in this new adventure.


Julia Robinson Math Festival

This weekend I hosted a Julia Robinson Math Festival at Trinity University for students from my high school and one of our feeder middle schools. I stumbled across the Julia Robinson organization from a math colleague I follow on Twitter and reached out to him to find out more. He generously shared resources with me and as I began planning, I was happily surprised at how easy the organization was to work with by giving me financial and organizational support along the way.

Two of my past Trinity professors helped me work through the details of hosting the event at Trinity and also helped sort through the math problem sets that we thought would work best. We chose the following problem sets to be set up at tables for students to move through at their own pace: Indecisive Director, Leo the Rabbit, Tilings, Space Chips, and Tower of Hanoi. The math professor I worked with invited a few other university professors and undergraduate math club students to help run the tables (it was awesome to have the chance to facilitate the morning’s events and watch the learning take place instead of myself being a table leader at only one table). I also loved having the opportunity to reconnect with my university professors through this event.

There was so much success that took place…here are some of my favorite moments…

1. As students came in, I could tell from most of their initially shy demeanor’s that they were a little unsure of what to expect from a “math festival.” However, the university professors and undergraduates passion for math quickly transpired to the students. I watched as they adamantly listened to the professors and undergrads give hints, not answers, at how to work the problems. The way the table leaders facilitated their tables enabled kids to have many “ah-ha” moments that were really fun to see.

2. Several problem sets involved unique patterns that middle/high school students are not often exposed to in the general curriculum. One professor commented to me that a lot of students were trying to find the slope between the numbers but he had to stray them away from that and help them to look for a different type of pattern…I told him we focus so much on linear and geometric sequences and that students were not used to thinking there could be another type of pattern. The exposure to problems that were so different and complex required them to think creatively and again enabled them to have some exciting “ah-ha” moments. One student stated towards the end of the event that they felt like a lot of the problems were interconnected…a really interesting comment that proved they were finding patterns within the patterns.

3. The hands on activities of the Tower of Hanoi and the Space Chips were a hit. Kids loved creating physical things and I think they didn’t even realize they were using math especially in the Space Chips problem set. I am excited to use these when we get to 3D area and volume!

4. When the time was winding down at the event and parents were arriving to pick up their students, I made a quick announcement thanking the students for coming and putting in so much hard work into the morning. Not one student got up…I had to remind them several times that their parents were there to take them home, but they all wanted to finish up the problem set they were working on!

5. We had a very diverse group of students in attendance (G/T students, pre-AP and non pre-AP students, middle school, and high school students) but every kid found success at the event by finding patterns, creating something, or solving a puzzle without the direct help of a teacher telling them what to do. One girl who often struggles in my Geometry class told me at the end of the event (without me asking) that she had fun, she’s looking forward to next year, and can’t wait to come back!

6. Finally, I didn’t see a single cell phone out the entire morning…no need to say anything else about the level of engagement! 🙂

Thank you to all the table leaders (high school and middle school teachers, university professors, and undergrad students), the two university professors I coordinated the event with, my Twitter colleague, and those who work for the Julia Robinson organization…it was a truly successful morning of learning!

House Reno and Geometry

My husband and I have been renovating our house (HGTV/DIYnetwork style, sadly without the help of Chip and Jo from Fixer Upper or Yard Crashers) and I realized it was the perfect opportunity for some real world geometry. The inside is almost completely done with a new kitchen and new flooring, so next we will move on to the outside. I put together an assignment for my students to help us calculate how much our renovations would cost using area and perimeter of polygons and presented them the idea of helping us be sure our calculations were correct as well as deciding a best option for an additional dog run area we have been designing. My kids totally bought into it the relevance of this assignment and the meaning behind it as I could tell they truly wanted to help us make our house the best it could be. After class, I even had a student tell me they were building a new house and asked if we could make a math problem out of her house plans! 


Side note: Our patio and deck plans are not actually a rhombus and a perfect parallelogram, but it made for more challenging and relevant math. Everything else was real data, decisions we are trying to make, and plans we want to do! 


Several years ago someone introduced me to this TED talk called “A Performance of ‘Mathemagic.'” I want to leave it here for any teachers who may need a time filler after testing, an opener/closure to a lesson, or just the general public who want to be amazed. I could watch this over and over again…and teaching 6 classes a day for five years, I definitely have.

Side note- Arthur Benjamin came to Trinity a few years ago and knowing that he asks members of the audience to come up on stage and participate, I decided to bring my calculator and see if I got picked…I did!! That was a pretty awesome day! 🙂

Day 1 of Blogging

After seeing such inspiring math teaching blogs out there, I have decided to try my own. I want to post interesting things that my students accomplish, that I accomplish, and that I aspire to do. I must admit, this is my first time blogging, so this will be a new adventure for me. But essentially, I want to bring excitement to the math classroom by hopefully being inspiring as well as becoming inspired.

Thank you to Tracy Clark for all your help in getting me started in the blogging world!