Started with adding and subtracting integers,
And had students begging for harder problems.
Brought in fractions,
And NO ONE BATTED AN EYE.
What?
No groans?
No freak outs when I mentioned the "f" word????
Who are these people????
Moved on to algebraic equations.
Thin-slicing for writing algebraic equations.
Thin-slicing for solving algebraic equations with like terms.
Thin-slicing for solving algebraic equations with variables on both sides.
Thin-slicing for solving algebraic equations with the distributive property.
It's amazing the material we can cover and master in a much shorter time!
My only dilemma?
All. The. Talking.
The extra talking.
The non-task talking.
I've tried various approaches.
One problem at a time announced verbally for all the groups works until I find myself having to talk over them.
Handing out problems has me running around the room like Hammie from over the Hedge.
What seems to work the best is posting the problems (listed from easy to more complex) along with the answers.
Students can answer at their own pace.
Check their work.
And move on.
I can work the room.
Correcting misconceptions as I see them.
In my books, this seems to be a win-win situation for all.
But with variety being the spice of life,
I will try to mix it up a bit
So we don't get bored with the same ol' routine.
My thoughts for today.
It's Friday.
We made it through another week.
And I am tired.
But not as tired as I could be if I weren't using the BTC approach in my classroom! :)
