Today I will read your future minds...

A few weeks ago my math class started algebra concepts.   I have a fantastic lesson that I spiced up thanks from some advice from Dave Burgess and his excellent seminar on how to Teach Like a Pirate.    Students sit down, get out their notebook, look up and read the board.  However, instead of the usual warm up or friendly message, they see :  "Today I will read your future mind!"

They giggle as usual, and taunt my talents.  I play along - "Oh, doubters... just wait.  You don't even know what you are thinking yet... but I do...."

With that I take out an index card and turn my back to the class.  I look over my shoulder a few times, making sure to have direct eye contact with a few of them.   As I'm turned I write a message on the index card.  I put this index card into an envelope, seal it, walk up to one student very deliberately, and put it into the student's binder, folder, or book, warning all of them not to even touch the envelope.  I then explain how soon they will all write what I have just written on this card.

Hook?  Check.

I then lead them through the typical pick-a-number scheme where you add, multiply, and do all this magic to the number.   I encourage them to choose a lower number as there is some arithmetic to do to this number, but really any number will work.  No calculators are allowed and students must show their work for each step.

Here is the algorithm I lead them through.  I haven't tried reading minds over the realm of the internet, but I'm willing to have a go.  All of you readers, math geeks and non, should play along.  I'm curious if I can use my psychic powers through wifi.  Here are the steps I give my students:

• No talking from here out - it disrupts the psychic energy.
  
• pick a number 
• double that number
• add 4 to the result
• triple that result 
• subtract 6 
• divide by 6 
• add 4 
• subtract the original number from this result (this step usually takes some clarifying)
• circle this final answer

Now I want you to look at this chart.  Find the letter that corresponds to the final answer circled on your paper and write that letter on your paper.

For instance, if you got a 8, you'd choose 'h'

I always make sure to walk around the room to see what number is circled and to clarify this step.  I also help students that may have made a mistake in arithmetic.

Once everyone has their letter I stop and build the drama a bit more.  I close my eyes - pretend to meditate... whatever. Get a good psychic vibe in that room!

When I continue I ask them to think of an animal that starts with the letter they have written down and have them write this animal in their notebook (telling them specifically that spelling doesn't count.)  For example, a student that gets an 8 could write 'hyena'.

I then ask them to think of a color that animal can be, and to write that as well.  For instance, if they got an 8 they might choose a brown hyena, but can't pick a pink hyena.

At this point I walk back to the student that has the envelope.  I look at the answer in their notebook and smile.  I ask them if they think I have the same thing written on the card in the envelope.  They always hesitate.  The anticipation is thrilling.  I ask that student to open the envelope and to read out loud what is written.

Most of the time they don't even read it out loud.  Most of the time they shout out "NO WAY!"  Generally what happens from there is the rest of the class reacts with shock and awe with a hint of fear.  Eventually the card gets read.  Students are in disbelief.  How is this possible?  Will you teach me?  PLEASE? TELL ME YOUR SECRET (seriously - students begging to be taught?)  Nobody can believe that I have done the impossible.  Same color. Same animal... well, 95% of the time.

If you are playing along you might wonder what is on in that envelope and if I've read your mind through the world of cyberspace.

You may wonder, if in fact, I will end this post with the words grey elephant.  

I think I will.

Next time I'm using one of these as a prop.

Getting in Shape One Math Problem at a Time

In my first of (hopefully) weekly installments, I will be introducing protocols that I have used in the classroom to help build authentic student engagement.  

A bit of background: I currently work in a the middle division of a school that specializes in students that have one or more learning difficulties.  These students often have high energy levels and low social skills.  As a result, many of my lessons involve movement and student interaction.  They also involve a high level of fun because, seriously, if you are going to be somewhere 40-60 hours a week you better be enjoying it! :)

So with that, here is my first installment of authentic student engagement strategies - in which someone from your class may become the next Richard Simmons!

(showing a sweating to the oldies video is a moral imperative)

Title: Math Squats and Jumps

Quick Summary : This activity will have students use body actions to help one student guess the mystery answer from a math problem.

Materials needed: none

Procedure:

1. One student is placed in the ‘hot seat’.  This seat is placed in the front of the room, facing towards the class and facing away from the board.
2. The teacher writes a problem on the board.  This problem should have an integer number as an answer.  The hot seat student is instructed directly NOT to turn around.
3. Students at their desk solve the problem.  Student in the hot seat waits.
4. When a desk student solves the problem, the student stands up. 
5. After all students are standing, the teacher tells the hot seat student a range that the answer is between (such as 50 – 500).
6. The hot seat student guesses a number in the range.
7. The students give a clue if the guess is too high or two low:
• If the answer is too high, the students jump (large jumps = much higher!)
• If the answer is too low, the students squat (lying on the floor could mean MUCH lower.)
• If the answer is correct, the students clap.
8. The hot seat student continues to guess until the answer is reached
9. If a guess is made and students do conflicting actions (jump and squat, squat and clap, etc.) students that don’t agree must conference to find any errors.

Example:

Linda sits in the hot seat and faces the class.  Students (except for Linda) solve the problem on the board (424 ÷ 4).  All students except Linda solve the problem and then stand behind their space.  The teacher gives Linda a range of 30-400.  Linda starts by guessing 350.  Students squat down (a few even lie on the floor to let her know she needs to guess way lower).  She then guesses 100.  The students do a small jump.   Eventually Linda guesses 106 and the crowd cheers!