# Random Ideas

1. While starting to teach solving equations bring in a scale and have marbles on both sides of the scale. Have one special colored marble possibly slightly larger and say to the students that you want to find out how much that special marble weighs. If you want to get to that one marble you’ll have to take away the other marbles but you will also have to do that to the other side of the scale. The big idea is what you do to one side of an equation you have to do to the other.

2. If I ever have to teach a lesson on imaginary numbers as a way to get them hooked talked about some other things that are imaginary like Santa or the Easter Bunny or the Tooth Fairy

3. In the classroom I’m observing there is one student that has done absolutely nothing all year and his father doesn’t really mind, which is honestly a shame and it breaks my heart to see him just waste good education. But apparently he is a great football player and the one lesson I observed was learning the Fundamental Counting Principal used mostly in probability. I thought maybe he would be engaged in the class little if I could relate it to something he gets, like football. Maybe ask all the different possible ways to line up a defense if you can only have 7 guys. I am certainly not an expert on football regulations but I’m sure this young man knows some of them and he could teach me and I could teach him. Now because I’m only observing I didn’t say anything and I didn’t help him but if I ever encounter this type of student or a similar situation I hope I would be able to help whoever it is.

4. This is one my fiancĂ© actually used in his class room when he was introducing graphing inequalities of circles and ellipses. He wanted the students to form a circle with their desks and he was going to walk around and they would tell him whether he was “less than” “greater than” or “equal” to the circle I suggested he have them move around. Have some students stand in the circle and then have every other student move to the different inequalities around the circle. It would only be to get them hooked and then show with an actually graph which is hardly as much fun.

5. Finally if there was ever a time I was having to compare and review the different types of graphs and their variations such as x2 or x3 and then what happens of you add or subtract a number to the x2 or what happens if you add/subtract a number to the x and then square it. I considered bringing in playdoh and have them form a “snake”(if we are using playdoh terms) and form the different graphs and move them around on the graph paper.

These are only ideas but just wanted to get them down so I don’t forget!

~Happy Teaching~

BA