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About My Classroom

I teach at Corunna High School. Last year, I taught Pre-Algebra, Trigonometry, Pre-Calculus, and Math Skill Builder for 9th graders. My students therefore range from 9th to 12th graders. In my math classes, I want to engage students in learning, encourage them to think about why mathematical processes work, promote communication about their learning with one another, develop their confidence to apply their understanding individually, and make our learning process an enjoyable experience. Depending on the course level that I am teaching, that structure can look quite different. Read more about how I setup my classroom to promote learning, teach freshman verses upper level courses, as well as provide context when students lack background knowledge, below. Words underlined in the descriptions link to sample assignments. Buttons will take you directly to a section.

Freshman Courses

 

Pre-Algebra and Skill Builder courses are for students who need support before and/or during Algebra I, respectively. However, this group of students find math class challenging for a variety of reasons. Some of them are lacking foundational mathematics skills. In that case, we do work on understanding and applying basic math facts (addition, subtraction, multiplication, and division). Then, we ramp up to understanding fractions and algebraic concepts to prepare them for Algebra I. In other cases, students struggle in math because they are lacking “soft skills”, or employable skills to manage themselves.  Thus in these courses, we also work on organization, maintaining a personal planner, checking progress in all courses, turning in assignments on time, and discussing mathematics with peers and me.

 

To mix up the pace of the class and avoid the “drill and kill” feel of basic math facts, I motivate the group with games and group activities. During a game like fraction BINGO  (with questions), I walk around to help students, and I allow them to chat with their partner, too. My goal is not about who wins (even though they love prizes!); it is about understanding and applying math concepts. Another activity to encourage both group work and making mathematical decisions (rather than whom your best friend is!) is an activity about managing a basketball team, and deciding who gets to play based on statistics (Put Me In Coach). I integrate Algebra I concepts as well to help them transition to the next class. 

Upper Level Courses

 

Trigonometry and Pre-Calculus are upper-level elective mathematics courses. In those classes, communication and expressing mathematical ideas are still crucial parts of being a learner. Whether students have found previous math classes easy or challenging, students are often unaware of their approach. This presents a need for discussing how to learn mathematics, and even more specifically, how to learn as an individual. One way that I encourage individual learning is through reading guides for new material (example Trigonometry Reading Guide). Students first go through the reading guide individually, and then we discuss content and their questions. I want students to learn to read mathematical text and utilize it as a resource in their learning. In addition to reading for comprehension, we also discuss study, problem-solving, and test-taking strategies. Moreover, we discuss and utilize different learning styles throughout the semester to increase students’ self-awareness of strategies that help them learn best.

 

In the advanced classes, motivation is a little different. They still enjoy playing games to reinforce learning that requires practice, such as evaluating trigonometric functions. We play Battleship once students can apply their understanding of this concept (Battleship Board, Player Boards with Questions).However, in the advanced courses, students need problem-solving activities to apply math concepts, problem-solving strategies, and communication skills in ways that model activities they would use in formal education or careers. For instance, in learning about angles of elevation and depression, we go outside to find objects to measure their heights with trigonometry (Angles of Elevation and Depression). Another concept is parametric equations, or equations that model something projected into the air. To bring this concept to life, we launch water balloons outside and cotton balls with catapults inside (see the photos on the left!).

Freshman Courses
Upper Level Courses
Classroom

Give a Context

 

At times in the math courses that I teach, students may not have a context to understand why we are learning something. I also use these as opportunities for group work, so that students can build upon the class’ knowledge of a context.  Learning about angular and linear speed is a great example of this. Students witness circular motion every day, but often only think of the linear speed (your car drives in miles per hour – a distance measured in a line over time). Thinking about the distance as a circular motion over time is a new concept. Thus, we use one of our cross country measuring wheels to determine both the familiar linear (meters per second) and angular (degrees per second) speeds on a smaller scale.

Context
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Learning Space

 

The structure and flow of my classroom create a safe, supportive, warm, and student-centered environment that promotes learning. Layout and placement of items promote safety and structure. My classroom phone is by the door along with a phone numbers sheet, as time is of the essence in each class period. I cannot be fumbling to find a list in the case of an emergency. Awareness of where students are while in my class is crucial; therefore, I utilize a building-wide strategy of a student sign-out/in sheet by the door for leaving during class. Spacing among furniture allow for movement without disrupting the learning process. Student supplies are located along the wall by the door, facilitating students to pick up tools as they enter the room and throughout the class as needed. The agenda board at the back of the room displays the daily learning objectives, class activities, and assignments for students to know what to expect.

 

In addition to safe and structured, my classroom is also supportive. On the supplies table, I provide a variety of paper, art supplies, math tools, and golf pencils (yes the ones you get at mini-golf as they deter unpreparedness!). Student desks are in pairs (their “neighbor”) to encourage students to build a relationship for asking questions and discussing mathematics. Paired desks also establish “front-to-back” neighbors for group work and “pair-to-pair” discussions. In the front of the room to the side of the white board is an area for absent students. This promotes responsibility on the student’s part to check the calendar for their class learning objectives, the hanging absent folders sorted by class and date for handouts, and their partner for any notes. Furthermore, I leave the table at the back of my classroom available to work with students one-on-one outside of or during class. The space by my computer also has an open layout to discuss student grades on my computer and use the Illuminate scanner to collect and analyze data. Chairs around the room allow me to pull up a seat to dedicate time to an individual or group.

 

Finally, my classroom is warm and student-centered. The “Math in Action” bulletin board displays student photos of activities throughout the semester, as well as group work expectations. Setting expectations is important, but referring to them often keeps communication focused on learning with classmates at the forefront. Highlighting visuals of what good communication looks like (that they actually participated in!) reinforces good citizenship and group work. Along the opposite wall by the window, I have hanging paper clips for students to post their work. Final products deserve display when possible, rather than just graded and passed back. Lastly, I decorate my room to create a pleasant atmosphere. Student photos are by my desk (senior photos, sports photos, art show pictures, etc.), stickers and cutouts are on the windows for various seasons, a Corunna “Cavalier” (made an art student) stands tall by the student supplies, a desk skirt hides computer cords, and a door wreath welcomes all.

Scroll through the slideshow below to check out Math with Mrs. Lemecha! Hover your mouse over the image for the title.

Thank you for “visiting” my classroom!

Students playing Like Terms Uno

Students launching water balloons to study projectile motion

Students playing Battleship

Students experimenting with linear and angular speed

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