So many good small moments…

The other geometry is a day ahead of me… and so today he got to use the activity I wrote last week (while I’m doing it tomorrow). He came bounding into the classroom afterwards — saying how amazingly it went. “Perfection.” I’m so excited for it. He even gave me two “prize packets” for the winners! Candy — that he put into right triangles!



I had a great meeting with a student who has struggled with test taking for many years. So we talked explicitly last week about how to do an error analysis from her math tests from the year. And we started it off together — and she was to finish it on her own. When we met, I asked her how it went, and she responded “Interestingly.” Which I loved! We looked through it, and saw definite patterns, and came up with some specific strategies to try out. Fingers crossed they work!



I met with a multivariable student who wanted to show me what he has done for his project. And when we met, I saw this grin on his face. I said “Are you grinning because you’re proud of what you’ve made and are excited for me to see it? He said yes. I was psyched by what he showed me, because the program he has been writing has created graphs that he was hoping to see.


In precalculus, I don’t have time to talk about Euler’s formula this year. So I scrapped it. But I did a 5-10 minute passionate “OMG LOOK AT THESE MATHS!!!” in class so they at least could have some wonderment. A few did.


I met with a kid after school, and she asked why “pi” was such a big deal to mathematicians. So we had a good conversation about that, and then I showed her a fun math video that a former student sent me yesterday. About cutting cake. Because: yum.


One thought on “So many good small moments…

  1. Error analysis: that’s what I do with my kids to help them think about math strategies; I haven’t ever done that across a series of tests. What a great idea! I am teaching 9th grade Alg 1 and 10th Geom next year, so I really want to start these kids off on a strong path to owning their learning, evaluating their mistakes and building knowledge, and really discovering the connections and patterns that make math so cool. Thank you for giving me a new way to use error assessment with my students.

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