...it would be brussel sprouts because they are gross

...bananas because they are long and boring

...strawberries because some are sweet and some are tart

...sushi because you really like it or you don't

...broccoli because it takes on the flavor of what it is cooked in

...artichokes because they are work to get but so good once you do

...spaghetti because there is a never-ending mound of it

...milk because I hate milk

...abalone because it is difficult to get but so good once you do

...salt because it is in everything (that was the DH)

...broccoli because it is an acquired taste

My exit ticket and High 5 today

Added November 8, 2016 by my Geometry Students:

...Creme Brulee because it is complex

...Stale bread because it is hard

...Cactus because it is hard to choke down

...Candy because it is sweet

...Any vegetable because it's rewards are in the future

...Lime because it adds flavor to everything

No one would vote for me for best lesson close, which is my true #1TMCthing to work on.

That being said, I do make a conscientious effort to check in with every student I teach every single day.

My go to close is a mash up among  a true close, a Restorative Practices close, and Glenn Waddell's inspiration on High 5's.

Anyone of the following can happen:

I ask the students a mathy question from the day's lesson, they think for a minute and then file out with a response and then I give them a High 5: T: "If the point I give you on your way out is rotated 180 degrees about the origin, what is the image coordinate?" Student gives me correct answer, out the door they go, with a High 5!

T: "What is i to the power I give you?" out the door with correct answer and High 5!

T: (Image on board): "Which one doesn't belong and why." High 5!

T: "I am going to give you set, you will tell me, whether it is Categorical or Quantitative? High 5!

But sometimes, I got nothing mathy at all, so out the door they go with these questions, always with eye contact, a huge smile and a High 5! (some students prefer a fist bump btw)

T:"If you could snap your fingers and end up anywhere you want, where would that be?"

T:"What is your spirit animal?"

T: "What is making you happy today?"

T: "What food can you not live without?"

Today's took the cake, thanks to listening to City Arts and Lectures the previous night on KQED fm, with an interview of Jonathan Safran Foer.

T: "If Secretary of the Future was a cabinet position in the US government, like Sectary of the Interior, Secretary of Education or Sectary of Defense, what would he or she be in charge of doing?"

Will report back on after Monday's classes...Friday I didn't do a good enough job explaining what I meant, and got a few, "make America great agains," and a "Clean up the environment."

At least I apologized.

I am totally in love with this "distance" calculator that uses the Pythagorean Theorem to make its point.
(From PBS Learning)

We started the morning in Geometry with a warm-up of "I notice, I wonder" on the the animations from the above distance calculator. I love that it starts with two points and when you release the left click, it makes a right triangle whose leg lengths are given. It is good to warm up, gets your mind going. Yes we have a test today, and believe me, it won't take 95 minutes to complete.

Part of the test is on the distance between two points and the midpoint of the segment between them. This graphic is just lovely for that. I pull up the screen and pretend I have I Smartboard (LOL), and ask, " what else can the lengths of the sides tell us?" Two things come up. How far the midpoint is from either of the x-coordinates  and same from either y-coordinate (especially if we know the coordinates of point C.
The second most popular idea is slope. How cool, right? So...

This one boy raises his hand and says, "Ms Zimmer, if we have a test why are you teaching us new stuff?"

Well, I unproudly lost my cool. AND, I did explain my reasoning, (that's the better part, cause I read Make it Stick, and well, because I am the teacher, that's why).


"If you have enduring understanding, like I have been coaching and preparing you to have, you won't lose what you know, you will enrich what you know. And if you don't have that kind of understanding of the material, I would have hoped to see you today at lunch (before the class), yesterday, the day before or the day before, and ..."

Then I lost it.

"Um, AND this is actually review from Algebra, right, or 8th grade, right?"

I did apologize to all the tables for losing my cool, except for that one kid. At that moment, I was channeling Fawn. Maybe I will have a one on one chat with him next time.

Happy Fall ya'all!
Why I need access to Facebook and Twitter at School

Dear Esteemed Colleagues,

My PLC's live on Twitter and Facebook. I travel once per year to meet my MATH and EDUCATION colleagues , at mostly my expense to meet with some of the top people in my field. WE connect regularly through social media (that is why we are the Math Twitter Blog O Sphere).

You can't get something to what you want on Desmos. 2 team answers and 5 colleague answers in two minutes via Twitter. You need a lesson tweak for stats, 4 responses in under 5 minutes, you want to get another Geometry Class' opinion, send word on FB. You need to know if you are on the right track? Tweet. You want to share the BEST thing you've ever done so that 500 other teachers can try it, Tweet it. 

Who's on? Well, there is Jo Boaler, Dan Meyers, Eli Lubevich (founder of Desmos), Sara Vanderwerf, Jose Vilson, Hedge, Ilana Horn, Christopher Danielson, Rafranz, Mathy Meg, Fawn, Sam, Glenn, Jim, Alex, and...If you don't know who Tracy Johnston Zager is, get on it, and 300-400 of the smartest, kindest, wisest, most supportive K-12 +++ teachers you have ever, ever known. 

That is why I need access to Twitter and Facebook, NOW.

With warm regards, 

Amy Zimmer
Closing the Lesson
Tracy Zager emphasized, "Close the lesson," at TMC 2016. Although my
#1TMCthing is to be a math evangelist, I am focused on CLOSING every lesson because, well, I got the message.

My goals for the first week are twofold. We do mathy things in here from day ONE and our classroom culture supports everyone's success. Fast forward to Friday, the end of the first week of school. I was introducing the idea of precision when generating definitions in Geometry. Fondly called, the "unbreakable" definition. Can one draw what you write, meet the criteria, AND not draw what you meant? Time to revise your definition then. We started with Widgets and a lesson Lisa Bajerano wrote about two years ago:

I had the students make a list of the characteristics of a Widget and then write a definition. I told them we would put all of thoughts together to build the most precise definition. My brain did a silent little leap and went to, "like when we used to play Monster with the girls." Monster went like this:

Everyone (usually four) of us started with a blank piece of paper folded from portrait direction in quarters. 

Hiding their drawing from everyone else, we each drew a head, neck and shoulders on the first quarter of our paper. We each drew the connecting lines about a quarter of an inch onto the next quarter, and then folded the first quarter back, so the next illustrator could not see what we had drawn. 

The next person adds on (again without seeing what the first person drew) the arms and torso in the second quarter and the connecting lines 1/4" into the third. 
Arms and Torso
The paper gets folded back again, so that the next illustrator cannot see what drawer 1 and 2 have drawn. The third drawer makes the waist and the legs to the knee and the 1/4' connector lines into the fourth quarter and again folds the paper back so the next person cannot see anything but the connector lines that have been drawn so far. 
Waist and To Knees (ignore yellow for now)
The fourth person finishes the drawing with by adding the rest of the leg and the feet. The paper is then handed back to the original person to admire, laugh
Okay, so waist to knee was open to interpretation. 
at, and give the creature a name. SO. MUCH. FUN!

The activity takes a full ten minutes.