Numbers About Me


In preparing for school to start, I am planning to have my students complete the Numbers About Me activity that I’ve seen floating around the internet. I think I first found it at Everybody is a Genius and then I saw something similar on Math = Love. I once did a very watered down version of the activity that was essentially a template/worksheet. That version was not as successful as I had hoped. I ended up with generic answers to questions and random drawings (mostly multicolored scribbles).

It’s a new year so a new opportunity for me to try something new. I made a presentation about numbers about Ms. Schley. I used it as a quiz of sorts. We then practiced names while students guessed the answers. I would tell them higher or lower and other students would guess. Once we had guessed the correct number, I used it as an opportunity to tell them a little bit about myself. Even the 8th graders that I had last year enjoyed guessing and remained engaged in the activity.


Once we had talked about the numbers about me, I gave the students the assignment of creating numbers about them. They will then use these numbers to decorate the outside of their interactive notebooks. This activity will probably take place at the end of the week so look for an update then.


Desmos Card Sorts


While at Twitter Math Camp this summer, I learned that Desmos launched a new card sort feature on the site. I love Desmos! If you have ever heard Sara Vanderwerf talk about Desmos, you will also love Desmos! Check out her blog at I took this card sort activity idea back to my school and my mentor thought that it would be awesome for all of the teachers to see and experience. I thought that I would write a blog post to show them how to create their own card sorts.

First, go to the site. We need to make sure that you have a Desmos account. Choose Create an account from the upper right corner.

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You will then either need to create an account or log in with your google account. If you do not use google, choose a user name and password and enter your email address.Screen Shot 2016-08-23 at 10.56.07 PM

Once you are in, you will need to make sure that your account has access to the card sort activities. In the upper right corner, click on your name and choose Desmos Labs.

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Once in, check the box to enable card sorts. (While you’re here you can also choose to enable marble slides, more on that another time!)

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Now it’s time to start making our first card sort. On the left side of the screen under ‘Your Activities’ you want to choose custom.

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Then in the upper right corner choose New Activity.

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Start by adding a title and click “Start Building.”

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You will end up at a screen like this one.

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From here choose Labs and then choose Card Sort.

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You are now ready to create your card sort. To help expedite this posting, I have created a video of me actually creating my card sort so that you can follow along.

After you create each of your cards, you will need to make sure that you add an answer key for each card sort you create. You can see the “Add an answer key” button in blue. Once you create it, you click the done button in the upper right corner.

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Once you have created your card sorts, you will need to create a class code. Students will go to to log into the card sort and sign in to participate. (There is an option to have students skip log-in and just enter their name.) Students will need a class code. It looks like this:

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Once students are in, it’s pretty simple to follow along. If you have any questions, feel free to leave a comment below or get it touch with the people at Desmos. They are awesome at answering questions!!



Following Twitter Math Camp, I have been spending a significant amount of time reflecting on what I was going to bring back into my classroom for the coming school year. I have a lot of things that I am excited to use and narrowing it down to one thing is impossible. Therefore, I have decided that I am going to choose my top 5 things that I plan to implement.

Warm-Ups – Following Jessica Bogie’s (@algebrainiac1’s) model. I had seen Jessica’s post on her blog before TMC16 and had marked it as something that I wanted to explore. Hearing her presentation about her method for creating warm-ups and her success for warm-ups convinced me that it was something that I could make work for the upcoming school year. While I appreciate the ready made page for the week, I’m also wondering about the flexibility of using different things on different days. Would there be weeks that I want to change the order or use the same type of problem a couple of times in one week? Would it be better to have standard pages for thinks like Visual Patterns, WODB, or Estimation 180 that I put out as needed?

Nominations – Kathryn Belmonte (@iisanumber) gave a “My Favorite” presentation about using nominations in the classroom. She explained that after a series of lessons that are related or at the end of a unit, she asks the students to complete a review assignment. She has given them a list of choices and the students complete one of these choices and bring it into class on the due date. Then students open their notebooks to the assignment and complete a gallery walk. Students are given two post-it notes and are asked to give two compliments to their classmates as they walk around. Once students are back in their seats, the teacher asks for nominations. Students can nominate other students and students may decline the nomination. The nominated student shows their work on the document camera. It sounds like a great way to get students to think about and summarize their understandings.

The Mathematicians Project – I didn’t go to, but I heard about the Mathematicians Project that Annie Perkins (@Anniekperkins) presented. I had heard about this project before and I thought it was a fantastic idea. My school is predominately minority students. (Check out my nifty graph!)

From Minnesota School Report Card (as of July 25, 2016)

 We did a project a couple years ago where they researched a mathematician but most of those were “old-dead-white-dudes.” I think that spending some time talking about the mathematicians in this format would make allow my students to connect with the mathematician better. It will be a bit of work on my part to begin with, but once I get going and I collect some of this information it will be easy to use on several occasions. 

Partner Quizzes – Sarah Martin (@sarah3martin) and Meg Craig (@mathymeg07) had an an afternoon session about partner quizzes and assessment questions. Sarah talked about how she uses partner quizzes as an opportunity for students to work together on an assessment (more challenging than a traditional assessment). She then takes the assessment home and marks if something is wrong. Student then spend about 20 minutes the following day working through corrections. This sounds like a fantastic idea to get students engaged in discussion around the mathematics. My students typically work as islands and I know that as a teacher, I learn so much from talking to other teachers and discussing students with them. Why shouldn’t I provide my students with similar opportunities. We also spent some time thinking about and crafting our own questions for tests and quizzes to use during the upcoming school year. I plan to implement the partner quizzes during the school year. I’m thinking once every month.

Continued Blogging – Once every two weeks. This one is on me. I have a renewed energy for creating blogging. I started mid-year last year (following the NCTM regional conference) and I posted a few times. I was a little nervous about posting things and my administrator not appreciating the fact that I blogged. This nervousness disappeared when during my end of year review I mentioned my blog and she was impressed. She wanted to know how many people come to my blog and how many times I posted. I was a little embarrassed that the answer was not many visitors and not many posts, but hopefully that will change a little over the coming school year. I am planning to post once every two weeks and then toward the end of the school year to change to every week. I’m even putting a reminder in my school calendar to help me remember. I also believe that the blogging will help to serve as a reflection opportunity for myself to think about things that have worked and things that I would like to change for the future.

#TMC16 – I made it!


Months ago, I was following a couple people on Twitter and they started talking about this thing called TMC. I did a simple google search to try and figure out what they were talking about and it led me to discovering Twitter Math Camp. Low and behold, this coming year it was in Minneapolis. I read several people’s blogs about Twitter Math Camp and watched some youtube videos that were submitted. I discovered the wiki and watched some of the “My Favorites” sessions. I used some of the things that I found in my classroom and had wonderful success with them. I knew I wanted to go to #TMC16!

Knowing I wanted to go and actually going were two different things. I had to figure out registration and accidentally missed registration due to being exceptionally sick during the month of February. I made the wait list and then waited. Fortunately I was in Minneapolis so they could call me the day before and I would jump on the opportunity to show up. I waited and waited and actually forgot about it until I got the happy email from Lisa telling me that I had made the cut! I was so excited that I told several of the administrators at my school about it and they were actually jealous! (It was a weird situation for me to be in.) This was May.

As we got closer and closer to the date, my excitement stayed. However, my anxiety climbed. I was terrified that I would make a fool of myself. That people would realize that I was a fake and did not know as much as I thought. I actually stopped blogging because I was afraid it would show. June came and school was out so I started working on some professional development and summer school planning. This helped my anxiety drop some because I was not as focused on it.

Then Friday night came. It was the day of the Desmos pre-workshop. (I really wanted to gate crash the workshop and I probably should have but oh well.) I was attending the twins game and had to go pick up my ticket at the dorms. I had delibrately chosen to go to the game to force me to socialize with some people and see what it wouuld be like to attend TMC for real if it was in another city. The fact that I had paid $30 was pretty much the only reason why I dragged myself out of my apartment that day and went to get my ticket. There had been some emailing about timing regarding the twins game and then there was very little twitter chatter (or at least very little that I could see)! I showed up at about 5:30 and picked up my ticket and waited in the dorms. While I waited, there were very few people in the area and none of them talked to me. I was terrified that I would be the wallflower and would stay that way. No one showed up for a ride to the game (they all must have gone earlier… but I was okay with that since it gave me the time alone in the car.) I got to the game and comtemplated just  hanging out in the standing room on the lower deck instead of going upstairs. Eventually I made it to the group of math teachers and sat with them while we watched the game. I am not talented at starting conversations with people so I really just sat and watched the game and I was alright with that.

Eventually, Meg Craig (@mathymeg07) started talking to me. She introduced me to several people that were at the game and I started feeling more comfortable just being there. That was half my battle. I survived that first evening with TMC people!

The next day it was easier to get out of bed knowing that I would at least know someone there. I missed the newbie session (thanks to the alarm that hates me!). I went to my first morning session and met people for lunch. I eventually became more and more comfortable talking to the people that were around me and slowly got over my anxiety.

People did talk to me! People did sit with me at the Newbie dinner! People came up and said hello in the large group session! People let me be a part of their trivia team! People sat with me at lunch! And people said goodbye on the last day! Overall, I consider it a success. I made it to TMC. I enjoyed TMC. And I feel renewed and reenergized and ready to start the school year!

Then Tuesday came and Glenn Waddell (@gwaddellvhs) got up and told his story about the first TMC. Check it out here! It resonnated so much with me and what I was feeling that I was  starting to tear up! It described what it was like everyday for me at TMC this year. I would get out of bed and think “You don’t have to go, no one will know if you don’t” and I just kept going anyways!

No guaratees that next year I will be able to afford it but I know that I will do everything in my power to make it to TMC in Atlanta! Thank you all for helping me feel successful with my first year at TMC!

Testing… again…


We all know the struggle for testing. It feels like an epic uphill battle every year!

When students return in the fall there are placement tests and diagnostic tests that we complete as a school followed by the first round of NWEA testing. In the winter we take the OLPA in both Math and Reading and many of our language learners take WIDA tests. There is also the mid-year diagnostic test. (As a school we do not take the winter NWEA test.) We then hit cram time where we attempt to make sure all of our students are ready for both the reading, math, and science MCA. We start MCA testing in March continue all the way through April. May hits and it is time for our spring NWEA test followed closely by any final diagnostic test required by the school and any final assessments I choose to give them in the spring…

Was that confusing enough??

It’s confusing to me and it is the reality that I live in. I spend hours and hours testing students trying to keep myself engaged and brain functioning. Some teachers at my school test in their classrooms. However, due to the wifi in my classroom being very spotty, I get to test in the library. This has two advantages for me!

  1. I am not tempted to sit at my desk and correct papers when I should be actively monitoring the room.
  2. I do not have to go through the hassle of taking down all of my posters and math stuff. I also don’t have to worry about covering it with paper.

Testing in a room outside of my classroom has some disadvantages too. My students can’t look around the room and try to remember what had been on the wall in a specific location. They are forced to look around a room that they typically associate with reading and are required to take a math test.

Because I teach at a small charter school, the difference of only a couple of questions could make a large impact for the assessment of the quality of my teaching and my school (by some people’s standards). Testing always puts me on edge and I want everything to run very smoothly!

I was one of those kids that struggled anytime that a testing period did not run smoothly. I remember at least one occasion where something happened at home the morning of a large test and I had to go to school and perform the best that I could on the PSAT. It was nothing my parents or I could control but I know I did not perform to my potential on that test.

I want every child to perform to the best of their abilities because I want success for each of them! They are rockstars in my book! They come to school and they work hard every day to help make sure that they are ready for those standardized tests when they do come. They know what their individual goals are and they know where they should be in order to match up with other 7th and 8th graders across the state and county.

Even though testing days are some of the most stressful days of teaching, they are some of my favorites because I get to see my students practice their flexibility and versatility with the standardized test questions put in front of them! I know that testing is a way of life and it is here to stay, but I hope that I can continue to work with students and help them develop the mental stamina to continue performing well on these assessments.



We are wrapping up our unit on data analysis and probability. I’ll be honest, unless it is pretty straight forward, probability is not my strongest area. I had to do some relearning!

Earlier in the year we touched very briefly on probability and we talked about probability trees. My students kinda understood these tree diagrams, but it still confused many most of them.

We worked on understanding probability through the use of area models. This made a lot more sense to them than trying to use a probability tree. Here is a model.

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A area model representing rolling a dice and flipping a coin.

This was more visual for my students and made a lot more sense. The problem was that it only works for a two event situation. It will not work for three or four events. That means that when students get to a more complicated situation where they have to calculate the probability this strategy will not work. However, since two events falls within the scope of our standards, I have chosen to continue with this model. This also made it easy to highlight areas where the desired outcome occurred and then count the squares of the total number of outcomes possible.

Since my students need to see examples similar to those that they will be expected to complete during the assessment, I created a foldable for them to fill out. In my room, I am fortunate enough to have a document camera that I used to fill the foldable out on the board. We then added these to our interactive notebooks. Here is the foldable that I created.


For many of my students this helped to organize our thoughts and strategies. There are some things that I would like to tweak about it, but it was a decent place to start. Here is the pdf for the foldable.




The 8th graders have recently been spending time learning to work with scatterplots. We reviewed scatterplots and what they looked like. The students are very competent in graphing points on the scatterplots. They had seen lines of best fit before but were struggling with the purpose of these lines.

We started with a review of some definitions. We talked about how the line of best fit could help us make a prediction of what to expect from the data. We then practiced drawing lines of best fit and creating equations for those lines.

I found an activity in the MTB0S about celebrity age guessing and making lines of best fit. I started by explaining to my students that I used to work at Valleyfair (a family amusement park in Shakopee, Minnesota.) I told them about my distaste of the guy that stood by the scale and tried to guess peoples age or weight. Basically he was/is annoying because he is constantly talking! I told them that I wanted to see if any of them could be the better guessers of age than he was. We went through a powerpoint of celebrities and students guessed the celebrities ages. They LOVED this! They also got into the idea of competing to see who would be the better guesser.

Once they had made all of their guesses, they spent some time entering their data into a table on Desmos. I they taught them how to create a line of best fit in slope-intercept form using sliders for m and b. We then exported their pictures to a padlet page where we could look at all the lines of best fit together. This was about all the time that we had, so we didn’t get to voting on who was the best guesser, but they still enjoyed working with Desmos and guessing peoples ages. It also made it so that they all had different answers to the problems and couldn’t copy what their friends answered.

I moved on to an activity from Math=Love about Best Line of Best Fit. We started with a desmos file that had a scatterplot already created on it. I printed this off for my students and they wrote directly on the paper to create lines of best fit. There was a five minute individual work time followed by some table time where they worked. The students had to create the equation for their line of best fit and since I only had one computer, I entered everyone’s equation in. This was a little time consuming since once I wrote the equation in and they saw it on the screen they thought they could make it better. I gave them some more time at their table to perfect their line of best fit and adjusted the equation in Desmos according to their specifications.

I was the only adult in the classroom so we did not have an unbiased judge, but some of the students got into the competitive nature of this activity. We displayed two lines of best fit and then had a discussion as a class about which line was better and why. We got very picky about which line we preferred. I also threw in some lines that were poor choices to see how they responded. (They rocked these problems!)

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Our Best Lines of Best Fit Contest (there were a couple more, but I forgot to click save.)

Our scatterplot unit ended with using some of the worksheets that I got off of teachers pay teachers that guided the students through creating equations of lines of best fit. These were nice because the students had to graph the points and then had to draw the line of best fit before deciding on the slope. Once they created their line of best fit, they had to use the line to determine what the data would yield for an unknown quantity. Here’s a link to the product by Mathink.

Thought for next year… my students tend to believe that the line of best fit has to have at least one or two dots on the line. This does make it easier for when they have to pick points that are on the line of best fit they can easily calculate slope. This is a challenge though since lines of best fit do not always have a point from the data set that lands directly on them.