Ages, Coins, Rectangles, and Word Problems

 I sat in two classes of Algebra I today, both of which were doing the same homework and review packet. The first period class, although had more questions, taught me easier ways to approach the next class. Actually, one of the sixth graders (this year, there’s two sixth grade boys taking the eighth grade level Algebra II) pointed out some really simple substitution that would make the rest of the class understand what Mr. Griffin was talking about. Good job sixth graders.

So the next class, the class saw the way the sixth graders figured out the problem and it was so much simpler to explain, less messy to write, all of that.

This course is ending its lessons on age, coin, and rectangle word problems, so the kids just started a review packet on everything. But not everything in this class is serious. There was a bonus problem, where the last question asked each person his or her favorite candy. The popular favorite: Reese’s Pieces. Although the class wasn’t completely focused on doing math, that kind of setting doesn’t make kids want to do math. Having light conversation during class makes a student really get to know his or her teacher as a person and not an authority (Even though it might still be awkward if they saw their teachers at the grocery store). This actually really helped me seem less “scary and old” too. They learn better when they take their responsibilities seriously and don’t take themselves seriously. And I think setting a certain classroom atmosphere really helps that kind of mindset.

So...Questions? Comments? Suggestions?