When solving equations with variables on both sides, I always have my students move/cancel out the smallest variable that way they always end up dividing by a positive number in the end. To help them remember which one to move, I ask them to think about them and their sibling wanting to watch tv. The younger sibling was already there, laying on the couch and watching their show when the older sibling arrived. I ask them, who’s going to get to get their way and get the couch? Most of them say instantly that the younger sibling will get booted so the older sibling can now lay down and watch what they want. A few students over the years have added that their younger sibling will always get what they want in their household and if they would try to boot them off the couch they’d get in a lot of trouble 😂 Almost always, though, most say the younger sibling has gotta go. I use this as a launching pad for solving equations. If ones got to move, who’s the one that’s going to have to go? The younger sibling (or the smaller variable). ❓What do you tell your students?
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Students get so excited to write on their desks. Have you tried it?! We played a game of risk on Wednesday in precalc and students begged me yesterday if they could play again. It’s a super easy game to play (virtually zero teacher prep) but has crazy high engagement from students.
Here’s how you play:
0️⃣ teacher comes prepared with review problems (pick them from a Kuta worksheet, a section from your textbook’s homework exercises, task cards, wherever)
1️⃣ all students start with 50 points (I have them write on their desks with expo markers, but you could easily use whiteboards or plain old regular paper and pencil)
2️⃣ teacher picks a problem for the class to do. Before students can try to solve it, they must write how many points they are willing to risk on their answer. They must risk one, but cannot risk all points. If they feel confident, risk a lot, of they don’t feel confident, risk a few. This is a game of knowing their own skills. Once they write their risk, they can begin solving!
3️⃣ teacher sets a timer for the problem (optional). During this time, the teacher quickly solves it themselves then circulated the room with the remaining time. At the end of the timer the solution is revealed. If a student is right, they increase their score by their risk. If they’re wrong, they decrease their score by their risk. Use this as an opportunity to discuss questions your students may have.
4️⃣ Repeat with different problems. If a student gets down to only 1 point, roll a dice. The number you roll is how many points they get for free to get back into the game.
5️⃣ Keep playing until students have racked up quite a few points. Then, it’s time to add more rules! Start by adding that rolling a 6 means instant death for everyone’s score and the whole class starts back over at 50 points. Add that rolling a 5 means something good, like bonus time for the next round. Let the class help pick the remaining 4 dice roll outcomes, half good, half bad.
6️⃣ keep playing as time allows. When students need a “redemption roll” because they’re out of points, the stakes are MUCH higher now. What are they willing to risk?! 7️⃣ winner gets a piece of candy!
