Pre-Calculus

How I Did Trig Review in Adv. Precalculus this year

The Problem: Wasting Class Time Reviewing Trigonometry

Last year the Advanced Algebra II kids did a boatload of trigonometry, and this year I had to make sure my kids had a strong grasp of the basics (it’s been ages since they’d seen it) before we delved into trigonometry this year in Advanced Precalculus. In previous years, I always did a “trig review unit” which I always felt like wasted time. I like to use classtime to give kids things where they have to rely on each other — but during the review unit, kids didn’t need each other much. Different kids needed to review different things. I found ways around it, but overall, it felt like wasted time.

The Solution: Mix Review A Little Each Night During the Prior Unit (Which Posed Another Problem…)

So the other teacher and I decided that while we were working on sequences and series, we would also give kids some basic trig questions each night, maybe 10-15 minutes worth. Although I can’t see myself using this curriculum in my classroom the teach the material for the first time, I really love eMathInstruction’s packets. They are well-thought-out, and their problems highlight drawing connections among tables, graphs, and equations, and they often give forwards and backwards problems.

So each night I gave a selection of problems from one or two of these lessons — all topics they had worked on last year — and had kids do them. I chose the problems and lessons based on the specific things I needed kids to remember for what we were doing this year. And then the next day, I gave the answers and let kids resolve any difficulties.

But I wanted to be thoughtful about this. It was review, but I needed to make sure that kids really had these basics down before we jumped with both feet into the depths of trigonometry. And remember, all of this was happening during a unit on sequences and series. And I was afraid without some sort of feedback mechanism, I was going to finish this review and find that kids didn’t interalize any of it, or regain the fluency with trig basics that they had last year. So I worked with another teacher (who has been acting as my “teacher coach” this year) to circumvent this problem.

The Solution To The Problem My Solution Generated: Short Daily Feedback Quizzes

This is how it worked…

Let’s say on Friday students were asked to complete review problems from Lessons #1 and #2 from the review packet. Then on Monday, I give each group the answers, have them check their own work and talk with their group to resolve any difficulties (and if that doesn’t work, ask me!), and then the rest of the lesson is continuing on with sequences and series.

Then on Tuesday, we’d start class with a short 3-5 minute check-in super basic quiz on the trig review that was due on Monday and we had already gone over. It might look like this:

quiz1.png

The back of the quiz would look like this (kids flip to the back when they’re done):

quiz1back.pngThen we have the rest of the class on Tuesday, consisting of going over the new trig review answers for a few minutes, and then working on sequences and series.

Tuesday night, I’ll mark up the quizzes. They are worth a whopping total of 1 assessment point (most of my assessments are 30-40 points). But here’s the catch: the score is either a 0 or a 1. To get the point, you need to get all parts correct. I’m okay with that because this is an advanced class and these questions are super basic. This is feedback for the student: do they really know the basic material, or do they merely think they know the basic material? [1]

On Wednesday, we’d start class with a short basic quiz on the review trig material we went over on Tuesday, kids would get their quizzes from Monday, and we’d go over the review trig material due today (before continuing on with sequences and series).

A note about timing… Most of our classes are 50 minutes. So about 4 minutes were spent taking the brief quiz, about 5-8 minutes were spent going over the trig review work and resolving any difficulties, and the remaining time was spent on the current unit of sequences and series.

At the very end of all the trig review, I had a mini-assessment on all the trig review material.

Framing The Quizzes

When presenting the daily quizzes to students, I expected a lot of groans. Thankfully I didn’t get any audible ones, which I attitribute to taking my time framing the plan for them. I wanted them to understand the thinking and impetus behind this approach to the review material. I wanted to be transparent.

First, I acknowledged that it was a long time ago (last year!) that they had worked on trig. So it would be unfair of me to expect them to know things like \sin(225^o) or how to graph y=-2\sin(0.5x)+3 immediately. I wanted us to build up to it, slowly, so they had time to practice and get feedback. It was my job to make sure that before we resumed trig that they had refreshed themselves with the basics.

Second, I talked them through the idea behind the daily quizzes. I made sure that kids understood they would be short and only on material they had reviewed and had time to practice first. I highlighted that the quizzes served three purposes.

  1. That they were low-stakes feedback for you on what you truly know and what you don’t know.
  2. They will provide specific places for additional help if you find you don’t know something.
  3. They were feedback for me on what y’all are good with and what you need work with — so I know to talk publicly about anything I’m noticing the whole class needs help with.

I did mention the grading, but I didn’t put much emphasis on that. The score wasn’t super important, except as feedback.

You might have noticed that the back of the quizzes gave specific places for students to get help with the concepts/ideas on the quiz. This was an idea my teacher coach and I generated together. The conversation we had was about feedback in general. We teachers can be good about giving feedback, but we never teach students explicitly how to use that feedback. What do they do with it? By providing specific resources/places for kids to go to get additional help (along with their teacher and classmates, of course), we thought this might highlight that we really do want these quizzes to be part of a feedback loop.

The Feedback

I took data on the quizzes. You’ll note that before each 1 or 0 are a few columns. Those are the concepts being asked. An “x” means that the student got that part incorrect. That data helped me look for trends, and what was more challenging for students, so I knew if I had to explicitly talk about any concept/idea in class.

data.png

I was planning on also using this feedback later. I was going to look at the assessment kids took at the end of the review, and see if there was any relationship between kids’ performance on the assessment and these feedback quizzes. I didn’t get a chance to do this, and truth be told, the average was so high for the review assessment (89%) I suspect it would have been a waste of time.

I also wanted to know how students felt about this process. This was an experiment for me, but to know if it succeeded, I needed feedback from students. I wanted to know (a) if they found the feedback quizzes were helpful, (b) if the feedback quizzes changed their practice in any way, and (c) if they used the feedback from the quizzes in any way. So my teacher coach and I wrote this short and pointed set of questions for them:

feedback.png

The results were interesting.

q1.png

When asked if their preparation changed or not, it was interesting. Most kids said their preparation did change a bit, but even kids who said that it didn’t would then go on to say something that indicated that their preparation did change (highlighted in red)!

responses1responses2

This is what kids did with the feedback (see list above from survey to see what each bar corresponds with):

whatdid.png

And finally, here’s what kids wrote in the “anything else” box:

anything1anything2

Overall, a success! Not only because kids found them useful on the whole, and because their practice changed because of them (for the better), but also because they did quite well on the trig review assessment (as I noted above, earning an 89% average).

More than figuring out how to deal with the annoying “how to review trig from the previous year before starting on trig in the following year” problem, this whole enterprise was an interesting excursion into feedback for me. I was hoping to find a way to create a feedback loop that was doable (and this was! it only took 10 minutes each day to mark up the simple quizzes) and created a change in student practice (which it did, because knowing there was something small students were accountable for each day changed how most kids prepared just a little bit).

To me this post and this experiment isn’t really about trig, but about now having another tool (daily feedback quizzes) in my teacher toolbelt to pull out at appropriate times.

 

[1] I debated whether I wanted to put a grade on these at all, or just let them be feedback with no score attached. I went back and forth about this for a long while. But ultimately, I knew that attaching a score, no matter how minimal, to the quizzes would effect more change than if I didn’t. But after introducing it, I didn’t mention the grade/score once when talking about them. I would mention common mistakes I noted and talked about ways to get extra practice with something or another. I kept my focus on the notion of feedback, and doing something with that feedback.

Getting familiar with the Unit Circle

In our standard precalculus class, we’ve spent 4 days “getting ready” for trigonometry. Which sounds crazy, until you see what awesome thing we’ve done. But I’ll blog about that later. Right now I want to share what I created to help kids start learning the unit circle.

Here were the hurdles:

  1. We are introducing radians for the first time this year. So they’re super unfamiliar.
  2. The unit circle feels overwhelming.
  3. Although I am familiar with the special angles in degrees and radians, kids aren’t. So I know when I hear 210 degrees that’s “special” but kids don’t know that yet.

Here is what we have done:

  1. Filled in a “blank unit circle” using knowledge of 30-60-90 degree triangles, 45-45-90 degree triangles, and reflections of 1st quadrant points to get the points in the other quadrants.

In this post, I’m going to do here is to share what I’m going to be doing to help kids learn the unit circle.

Phase I: Get confident with angles

angles

I am going to talk about these like pizza. And to start, focus on radians.

I’m going to remind kids that \pi radians is a half rotation about the circle. Then we can see that each pizza pie slice is \frac{\pi}{2},\frac{\pi}{4}, \frac{\pi}{3}, and\frac{\pi}{6} radians. [The “top” half of the pizza is divided into two, four, three, or six pieces! And the top half is \pi radians!]

Then I’m going to work on the “easy-ish” angles by pointing at various places on the unit circle and have kids figure out the angle. I am going to have kids not only state the angle in radians, but also explain how they found it. For each angle, I will ask for a few different ways one could determine the angle measure. Then I’m going to repeat the same thing with the “easy-ish” angles, except I am going to do it in degrees.

And then… you guessed it… I’m going to do the same exercise but with the “harder-ish” angles. Start with radians. Then again with degrees. Always justifying/explaining their thinking.

Finally, I am going to let them practice for 5-8 minutes using this Geogebra applet I made. The goal here? To focus on getting kids familiar with the important special angles. Not only what the values are of these angles, but also to get them to start finding good ways to “see” where these angles are.

ggb1.png

Phase II: Start Visualizing Side Lengths — utilizing short/long

Next comes getting kids to quickly figure out the coordinates of these special angles.

shortlong

We’ve already been working on special right triangles, so I think this should be fine. And then…

angles2.png

Kids are asked to visualize the side lengths/coordinates based on the drawing. So, for example, for the first problem, kids will see that the angle is \frac{4}{3}\pi. They hopefully would have mastered that from the previous exercise. They also will see that if they would draw the reference triangle, the x-leg is shorter than the y-leg, so they know the x-coordinate must be \frac{1}{2} (but negative), and the y-coordinate must be \frac{\sqrt{3}}{2} (but negative).

After practicing with this for these four problems, kids are going to practice some more using this second geogebra applet I created.

GGB2.png

 

Phase III: Putting It All Together

It’s now time to take the training wheels off. No longer do I give the picture to help visualize things. Now, I give the angle. This is more like what kids are going to be seeing. They need to know \sin(315^o) and \cos(3\pi/4). No one is going to be giving them nice pictures!

So this is what they’re tasked with:

1.png

2.png

I have a strong feeling that breaking down the unit circle in this way is going to make all the difference in the world. Fingers crossed!

If you want the file I created for my kids, here you go (.docx2017-02-xx Basic Trigonometry #2.docx:  , PDF: 2017-02-08-basic-trigonometry-2)!

Sequences and Series

A few days ago I posted a card sort I did to start my unit on Sequences. I figured I’d share my entire packet for Sequences (2016-10-31-sequences [doc] 2016-10-31-sequences [pdf]) in case it’s any help for you. This was designed for our standard precalculus classes, and I have to say it worked pretty well.

  1. It allows for kids playing with math at the start (card sort, some visual patterns, a 3-act)
  2. It doesn’t “tell” kids anything. They discover everything. And sometimes asks for a couple different ways to do things.
  3. Kids messing up notation is always an issue with sequences. So I introduced notation way after kids started playing around with sequences — and got a handle on them. I did still see some kids confuse n and a_n (the term number and the value of the term), but it wasn’t a huge number. I actually was pretty proud of that.

Note: Problem #17 on page 23 is actually ill-posed. So I didn’t have my kids work on it. I have a replacement warm-up question (included at the bottom of this post) which worked wonders!

Also in the packet, there is a blank page (on page 4) which simply says “A Pixel Puzzle.” For that, I used Dan Meyer’s 3-Act.

pixel.png

For me, the 3-Act was a mixed bag. Mainly because I thought it would be easier than it ended up being for my kids, so I didn’t plan much about how to help groups get started. At the beginning of the 3-Act, kids asked great questions, but not the one I was hoping for (when does the pixel hit the border). So I didn’t have a smooth way to deal with that. And I anticipated it would take less time than it actually did, so the 3-Act got split up between multiple classes. And when kids were working, I don’t think I was strong at facilitating them working. I should have added in a wee bit more structure to help kids out. Even if it’s something as simple as coming up with ways to get kids to think about making a table or a graph — and what would be useful/important to include in the table/graph. And I didn’t have a good way for kids to share their findings. So I’d need to think about the close to the 3-Act better. I’d give myself a “C.” Would I do it again? Yes. I saw the potential in it. It got kids thinking about sequences visually. It had kids thinking temporally. And had them relate tables/graphs/equations. All good things!

One last thing I want to include in this post… This is related to the ill-posed Problem #17 on page 23 I made note of before. There is one type of question which tends to flummox kids when it comes to geometric sequences. It reads something like “The third term in a geometric sequence is 6 and the seventh term is 96. Come up with a formula for the nth term in this sequence.”

The reason this is tricky is because there are two possible sequences! (The common ratio could be 2 or -2.)

Thus, I created this warm-up (.docx) for my kids to check if they truly understood what we were doing. The conversations were incredible. Some groups were done in 7 minutes… Others had a solid 15 minutes of discussion.

sequence.png

 

 

2, 4, 6, 8, what do we appreciate? A Card Sort!

This year I’m teaching both Advanced Precalculus and Standard Precalculus. (Totally confusing on a daily basis? Yup.) And I’m working with two other teachers to write the Standard Precalculus curriculum from scratch. Of course this is something that is daunting, but I love to do when I have the time and like-minded colleagues.

I was in charge of spearheading our sequences and series unit. In this post, I want to briefly share how we started the unit. Instead of diving right in, or doing something intense, I wanted to gently get some good conversations percolating. So I handed out this set of cards:

cardsort

and gave them this set of instructions:

sequences.png

I debated having kids use Desmos for the card sort, but since I have kids work in groups (mostly groups of 3), and I wanted the entire group to be working together, and I wanted them to actually physically move and shuffle cards, I decided to use physical cards. I also had all kids stand up while doing the card sort. I had a feeling that would be magical, in terms of getting kids talking, moving, and engaging with each other (even thought they were all at the same table), and it was! So I highly recommend that.

These cards end up having three different types: arithmetic, geometric, and recursive.

Most kids got the arithmetic sequences quickly, but it was interesting to watch them struggle with the geometric and recursive. There were great conversations, and because I demanded the next number for each of the sequences, kids had to really think through what the pattern was (and in geometric sequences, how to find the common ratio). I had thought that kids would finish this really quickly, but I was totally wrong. It took about 20 minutes. So plan accordingly. (A few groups needed to do a little bit more at the end of class, so I had them take a photo of their card sort and use that photo to finish things up!)

One note: Card H which has the sequence 0,0,0,0,0,0 fits all three categories. So it’s great fun to watch kids try to place it.

I wanted to share this activity because I haven’t really done many card sorts before —  and I was so pleased that this particular one generated productive conversations. So I need to keep this teaching tool in my arsenal for generating conversations about something new. (Example: I just thought of giving a bunch of graphs of rational functions to kids on cards, before we start that unit, and say “find different ways to sort these!” There are so many features, so that could lead to so many different ways to sort the cards. I suspect that Desmos would be good for that particular card sort, since there would be many different ways to sort those pictures, and I’d want to project the different ways kids did it to the entire class. I bet through that sort, we could actually recognize vertical asymptotes, horizontal asymptotes, oblique asymptotes, and holes!)

Here is the .docx (2016-10-31-card-sort-for-sequences) and .pdf (2016-10-31-card-sort-for-sequences) for the cards.

I will try to write up some more about my sequences and series unit soon!

Binomial Expansion

This is going to be a super short blogpost. But I’m excited about a visualization I came up with today — as I was working on a lesson — for showing why Pascal’s Triangle works the way it does with binomial expansions.

pascal

I’m sure that someone has come up with this visualization before. It feels so obvious to me now. That that didn’t make me any less excited about coming up with it! I immediately showed it to two other teachers because I was so enthralled by it. #GEEKOUT

I am thinking how powerful a gif this would be. Start out with 1. Have two arrows emanate from that 1 (one arrow saying times x and one arrow saying times y) and then it generates the next row: 1x    1y. And again, two arrows emanate out of both 1x and the 1y (arrows saying times x and times y). And generating 1x^2    1xy     1xy     1y^2. Then then a “bloop” noise as the like terms combine so we see 1x^2     2xy     1y^2.

And this continues for 5 or so rows, as this sinks in.

Then at the very end, some light wind chime twinkling music comes up and all the variables disappear (while the coefficients stay the same).

Of course good color choices have to be made.

Who’s up for the challenge?

Okay, I’m guessing something similar to this already exists. So feel free to just pass that along to me. Now feel free to go back to your regularly scheduled program.

Visualizing Standard Deviation

A few days I got an email from someone (Jeremy Jones) who wanted me to look at their video on standard deviation. And then today, I was working with Mattie Baker at a coffeeshop. He was thinking about exactly the same thing — how to get standard deviation to make some sort of conceptual sense to his kids. He said they get that it’s a measure of spread, but he was wondering how to get them to see how it differs from the range of a data set (which also is a measure of spread).

Of course I was hitting a wall with my own work, so I started thinking about this. While watching Jeremy Jones’s video, I started thinking of what was happening graphically/visually with standard deviation.And I had an insight I never really had before.

So I made an applet to show others this insight! I link to the applet below, but first, the idea…

Let’s say we had the numbers 6, 7, 7, 7, 11. What is the standard deviation?

First I calculate the mean and plot/graph all five numbers. Then I create “squares” from the numbers to the mean:

pic1

The area of those squares is a visual representation of how far each point is from the mean.[1] So the total areas of all those five rainbow squares is a measure of how far the entire data set is from the mean.

Let’s add the area of all those squares together to create a massive square.

pic2

As I said, this total area is a measure of how far the entire data set is from the mean. How spread out the data is from the mean.

Now we are going to equalize this. We’re going to create five equal smaller squares which have an area that matches the big square.

pic3

We’re, in essence, “equalizing” the five rainbow colored squares so they are all equal. The side length of one of these small, blue, equal squares is the standard deviation of the data set. So instead of having five small rainbow colored squares with different measures from the mean, the five equal blue squares are like the average square distance from the mean. Instead of having five different numbers to represent how spread out the data is from the mean, this equalizing process lets us have a single average number. That’s the standard deviation.

pic4.PNG

 

I’m not totally clear on everything, but this visualization and typing this out has really help me grok standard deviation better than I had before.

I created a geogebra applet. You can either drag the red points up and down (for the five points in the data set), or manually enter the five numbers.

https://www.geogebra.org/m/EatncEg2

My recommendation is something like this:

  1. {4, 4, 4, 4, 4}. Make a prediction for what the standard deviation will be. Then set the five numbers and look at what you see. What is the standard deviation? Were you right?
  2. {8, 8, 8, 8, 8}. Make a prediction for what the standard deviation will be. Then set the five numbers and look at what you see. What is the standard deviation? Were you right?
  3. Set the five numbers to {2, 4, 4, 4, 6} and look at what you see. What is the standard deviation?
  4. Consider the number {5, 7, 7, 7, 9}. Make a prediction if the standard deviation will be higher or lower or the same as the standard deviation in #3. Then set the five numbers to {5, 7, 7, 7, 9} and look what you see. What is the standard deviation? Were you right?
  5. Consider the numbers {3, 7, 7, 7, 11}. Make a prediction if the standard deviation will be higher or lower or the same as the standard deviation in #4. Explain your thinking. Then set the five numbers to {3, 7, 7, 7, 11} and look at what you see. What is the standard deviation? Were you right?
  6. Consider the numbers {3, 6, 7, 8, 11}. Make a prediction if the standard deviation will be higher or lower or the same as the standard deviation in #5. Explain your thinking. Then set the five numbers to {3, 6, 7, 8, 11} and look at what you see. What is the standard deviation? Were you right?
  7. What do you think the standard deviation of {4, 8, 8, 8, 12} be? Why? Check your answer with the applet.
  8. Can you come up with a different data set which matches the standard deviation in #6? Explain how you know it will work.
  9. Set the five numbers to {4, 4, 4, 4, 4}. Initially there are no squares visible. The standard deviation is 0. Now drag one of the numbers (red dots in the applet) up. Describe what the squares look like when they appear? Eventually drag that number to 15. What do you notice about the standard deviation? Use your understanding of what happened to describe how a single outlier in a data set can affect the standard deviation

Okay, I literally just whipped the applet up in 35 minutes, and only spent the last 15 minutes coming up with these scaffolded questions. I’m sure it could be better. But I enjoyed thinking through this! It has helped me get a geometric/visual sense of standard deviation.

 

Now time to eat dinner!!!

 Update: a few people have pointed out that the n in the denominator of the standard deviation formula should be n-1. However that would be for the standard deviation formula if you’re taking a sample of a population. This post is if you have an entire population and you’re figuring out the standard deviation for it. 

[1] One might ask why square the distance to the mean, instead of taking the straight up distance to the mean (so the absolute value of each number minus the mean). The answer gets a bit involved I think, but the short answer to my understanding is: the square function is “nice” and easy to work with, while an absolute value function is “not nice” because of the cusp.

Good Conversations and Nominations, Part II

This is a short continuation of the last blogpost.

In Advanced Precalculus, I start the year with kids working on a packet with a bunch of combinatorics/counting problems. There is no teaching. The kids discuss. You can hear me asking why a lot. Kids have procedures down, and they have intuition, but they can’t explain why they’re doing what they’re doing. For example, in the following questions…

multiply.png

…students pretty quickly write (4)(3)=12 and (4)(3)(5)=60 for the answers. But they just sort of know to multiply. And great conversations, and multiple visual representations pop up, when kids are asked “why multiply? why not add? why not do something else? convince me multiplication works.”

Now, similar to my standard Precalculus class (blogged in Nominations, Part I, inspired by Kathryn Belmonte), I had my kids critique each others’s writings. And I collected a writeup they did and gave them feedback.

But what I want to share today is a different way to use the “Nomination” structure. Last night I had kids work on the following question:

councils.png

Today I had kids in a group exchange their notebooks clockwise. They read someone else’s explanations. They didn’t return the notebooks. Instead, I threw this slide up:

nominations.png

I was nervous. Would anyone want to give a shoutout to someone else’s work? Was this going to be a failed experiment? Instead, it was awesome. About a third of the class’s hands went in the air. These people wanted to share someone else’s work they found commendable. And so I threw four different writeups under the document projector, and had the nominator explain what they appreciated about the writeup. As we were talking through the problem, we saw similarities and differences in the solutions. And there were a-ha moments! I thought it was pretty awesome.

(Thought: I need to get candy for the classroom, and give some to the nominator and nominee!)

The best part — something Kathryn Belmonte noted when presenting this idea to math teachers — is that kids now see what makes a good writeup, and what their colleagues are doing. Their colleagues are setting the bar.

***

I also wanted to quickly share one of my favorite combinatorics problems, because of all the great discussion it promotes. Especially with someone I did this year. This is a problem kids get before learning about combinations and permutations.

applebees.png

Working in groups, almost all finish part (a). The different approaches kids take, and different ways they represent/codify/record information in part (a), is great fodder for discussion. Almost inevitably, kids work on part (b). They think they get the right answer. And then I shoot them down and have them continue to think.

This year was no different.

But I did do something slightly different this year, after each group attempted part (b). I gave them three wrong solutions to part (b).

pic3pic4

The three wrong approaches were:

And it was awesome. Kids weren’t allowed to say “you’re wrong, let me show you know to do it.” The whole goal was to really take the different wrong approaches on their own terms. And though many students immediately saw the error in part (a), many struggled to find the errors in (b) and (c) and I loved watching them grapple and come through victorious.

And with that, time to zzz.