We have finished our Function unit but there are students that still need some practice and have a few misconceptions I need to clear up. I could completely tell this when the students did a formative assessment on Quizizz.com over the basics from the unit. The picture to the left says it all! Too much red! (Shameless plug for Quizizz. I do like it because it has the question and the answer choices on the student device. I also like it because I can turn the timer off for my students that have too much anxiety when time is involved. Oh, and, the results are real time so I can see what students know and don't know right now!)

Back to my review idea ... I knew from this data that students still were struggling with evaluating functions, finding equations from written situations, deciding between independent and dependent variables and many more of the basic pieces of functions.

I decided to do the following for class, and overall, it went very well. I think the reason it went so well was that it was broken up into chunks. I don't know about other 8th graders, but mine don't have the patience, attention span, determination, etc. to stay with one task for too long. Here is what a 55 minute class looked like today. Images of each chunk are displayed in the pictures of the bottom of this post.

**Chunk 1: (10 minutes) **

Students corrected the test review handout using an answer key posted on Edmodo. When they finsihed correcting the ones they had done (I had only asked students to work for 20 minutes which meant some finished and some didn't), I asked them to work on problems they still needed to finish (or fix). I walked around and helped answer questions until everyone was done correcting.

**Chunk 2: (15 minutes)**

Students met with their 30 degree partner (explanation of degree partners on p. 8 of this document), and they decided between 4 activities.

__#1: Around the Room__ (activity linked here)

Problems are the bottom half of the paper and answers are on the top of another sheet. The papers are hung up around the room, not in order. Students walk around and match problems and answers. They should end up back where they started if all goes well!

__#2: Grid Game__ (activity linked here)

Student A rolls 2 dice. One goes with the numbers on top of the grid, one goes with the numbers on the side. Student A solves the problem and student B checks the answer with the answer key. If student A has the problem correct, they put their initials in the box. Then they switch roles. If a student doesn't get a problem correct, they can't put their initials in the box. They continue playing until time is up. (You can always give the winners a prize. I usually consider the winner the student who has the most initials on the grid.)

__#3: Task Cards__ (activity linked here)

I just made 20 problems, printed 2 copies on cardstock, cut them out and put them on my "task cards" bulletin board. I put the questions into categories and posted the kind of question in each group above the cards. This helped students pick which kind of problem they needed to work on! I also posted the answer key so students could check as they went along.

__#4: Graphing review__ (linked here)

This was just an old-fashion worksheet. They needed practice plugging in x-values and getting out y-values. #4 really stumped most of them.

**Chunk 3: (7 minutes)**

I displayed the results from their quizizz.com assessment from the day before and went over questions that as a class were below 70%. I turned off one bank of lights, had students put everything away, and swivel to the front. They were very attentive and asked great questions.

**Chunk 4: (15 minutes)**

Students met with their 220 degree partner and selected a new activity to do from the list above. A couple wanted to do the same one and since there were many questions in most of the activities, I asked them to try and do different ones if possible. I didn't have anyone just try and use their "work" from the first activity during the second one. They were very focused.

**Chunk 5: (5 minutes)**

The last few minutes of class I brought them all together and in each hour mentioned one thing I still saw students doing incorrectly. I then re-explained their homework and warned them that I would be collecting ther test review tomorrow before the test.

One thing I liked about this chunking review activity was that students had the chance to work closely with two different people during the hour. Every student understands things a bit differently so they explain things differently too. A struggling student may hear something said just a bit different from how I say it and it may finally click. (That is at least my hope!)

Please let me know if you have any questions or ideas to make this better by adding to the comment section! Enjoy!

Back to my review idea ... I knew from this data that students still were struggling with evaluating functions, finding equations from written situations, deciding between independent and dependent variables and many more of the basic pieces of functions.

I decided to do the following for class, and overall, it went very well. I think the reason it went so well was that it was broken up into chunks. I don't know about other 8th graders, but mine don't have the patience, attention span, determination, etc. to stay with one task for too long. Here is what a 55 minute class looked like today. Images of each chunk are displayed in the pictures of the bottom of this post.

Students corrected the test review handout using an answer key posted on Edmodo. When they finsihed correcting the ones they had done (I had only asked students to work for 20 minutes which meant some finished and some didn't), I asked them to work on problems they still needed to finish (or fix). I walked around and helped answer questions until everyone was done correcting.

Students met with their 30 degree partner (explanation of degree partners on p. 8 of this document), and they decided between 4 activities.

Problems are the bottom half of the paper and answers are on the top of another sheet. The papers are hung up around the room, not in order. Students walk around and match problems and answers. They should end up back where they started if all goes well!

Student A rolls 2 dice. One goes with the numbers on top of the grid, one goes with the numbers on the side. Student A solves the problem and student B checks the answer with the answer key. If student A has the problem correct, they put their initials in the box. Then they switch roles. If a student doesn't get a problem correct, they can't put their initials in the box. They continue playing until time is up. (You can always give the winners a prize. I usually consider the winner the student who has the most initials on the grid.)

I just made 20 problems, printed 2 copies on cardstock, cut them out and put them on my "task cards" bulletin board. I put the questions into categories and posted the kind of question in each group above the cards. This helped students pick which kind of problem they needed to work on! I also posted the answer key so students could check as they went along.

This was just an old-fashion worksheet. They needed practice plugging in x-values and getting out y-values. #4 really stumped most of them.

I displayed the results from their quizizz.com assessment from the day before and went over questions that as a class were below 70%. I turned off one bank of lights, had students put everything away, and swivel to the front. They were very attentive and asked great questions.

Students met with their 220 degree partner and selected a new activity to do from the list above. A couple wanted to do the same one and since there were many questions in most of the activities, I asked them to try and do different ones if possible. I didn't have anyone just try and use their "work" from the first activity during the second one. They were very focused.

The last few minutes of class I brought them all together and in each hour mentioned one thing I still saw students doing incorrectly. I then re-explained their homework and warned them that I would be collecting ther test review tomorrow before the test.

One thing I liked about this chunking review activity was that students had the chance to work closely with two different people during the hour. Every student understands things a bit differently so they explain things differently too. A struggling student may hear something said just a bit different from how I say it and it may finally click. (That is at least my hope!)

Please let me know if you have any questions or ideas to make this better by adding to the comment section! Enjoy!

Below is a short video of what class looked like first hour. Different students, doing different things, but ALL working on math!

Today in class our student teacher (Ms. Jenkins) introduced an activity from the MARS website that involves having students match graphs, tables and stories. (Activity linked here.) We are in the middle of our function unit in 8th grade and the students are struggling a bit. Taking a day (or two) to let them process some of the new things from last week, as well as how the different representations of a function go together, is a great idea!

Students were paired up with a degree partner. Each student was given a half-sheet of paper with a grid to help them keep track of their pairings. Each pair was given a set of graphs, tables & stories. The focus of day one is to match the stories and graphs.

Students were asked to come check with a teacher after every couple pairings. She highlighted the matches that were correct and sent them back to keep going until all matches were made between the stories and graphs. There is one graph that has a blank story. The students then needed to write a story that goes with a graph that had a "missing story". This was a place where we really caught misconceptions! The graphed increased and then decreased (y axis was distance from home) and many students wrote that the person was going up and hill and then back down.

At the end of day 1, or if pairs of students finished early, Ms. Jenkins had students write a detailed description about a single graph. This is in the activity from the MARS website. She chose to use the handout titled, Journey Home. She made a rubric (printed on labels that were 2 in by 4 in) that she plans to use to grade their stories about the Journey Home.

**DAY 2:**

After pairs of students had the graphs and stories matched from day 1, they were asked to add in the tables. We choose to switch up partners for day 2. (They were a bit rowdy on day 1.) Most partners got right to work and choose to look at the graphs to match the tables. Very few actually looked at the stories again. In years past the tables have taken a bit longer but this year, students seemed to match the tables fairly quickly. There were a few common errors, but overall, they did it with a higher success rate than they did matching the stories and graphs on day 1.

]]>After pairs of students had the graphs and stories matched from day 1, they were asked to add in the tables. We choose to switch up partners for day 2. (They were a bit rowdy on day 1.) Most partners got right to work and choose to look at the graphs to match the tables. Very few actually looked at the stories again. In years past the tables have taken a bit longer but this year, students seemed to match the tables fairly quickly. There were a few common errors, but overall, they did it with a higher success rate than they did matching the stories and graphs on day 1.

When hosting a student teacher, I feel it's important to get them involved right away. The first part of class I get them involved in is our Mathstarter. This is our warm-up problem or activity at the start of class. I will start with coming up with the problem and having the student teacher then go over it with students. After a week or so, I'll have the student teacher find the problem to do as the Mathstarter.

The next step I do with a student teacher is have them watch me teach/navigate through 1st hour and then they will do the subsequent hours of that same course. They can take notes on how I give directions, how I talk to groups of students, etc. and then they get a chance to do it in the hour(s) after that that are the same course. I typically have two preps so I usually just have them do one to start. For example, this fall I had Ms. Jenkins (student teacher from GVSU) teach 2nd and 6th hours for 8th grade math after I led 1st hour. After a few successful days of this method, I then switch it up and have the student teacher teach first. I'll then teach after them so they can compare how things went in both situations. We then discuss what parts they liked about their hour and parts they liked about my hour. This allows them to try things on their own but then see how clearer directions given by me and/or different pacing could make the lesson go smoother.

Once the first unit is done as described above, I usually have the student teacher use my materials to plan a unit. I give them the backbone (if needed) and have them change what they want. I usually share with them the notes packet and schedule I used the previous year and have them change up the in-class practice and activities as much as they want. This gives them pieces to plan but doesn't overwhelm them with too much. I also try and add in my second prep at this time. It depends on how much the student teacher wants to take on, but I like to have them feel the workload of two preps. I feel this is realistic for a secondary teacher.

The final unit that they are responsible for is one that I have them build from the ground up. I give them our district curriculum map and pacing guide as well as the materials (currently using Holt textbooks) and have them do it all. This is a great experience for them as this is more realistic as to what they may see in their first year of teaching. I am there to help trouble shoot and listen to their ideas, but I want them to feel what happens if they over plan or under plan. I think it is important for them to feel the emotions of things going right or wrong that they have planned and as long as no children are harmed, I let the student teacher have free reign. I may warn them that something might not go well, but I want them to try any of their ideas.

Throughout the semester, I try and have the student teacher experience many different aspects of teaching. I've created a checklist for myself so that I can keep giving the student teacher ideas. Some things I want them to try and other things are discussions I want to be sure have with them. Please feel free to use this checklist and add, change, delete, etc. to make it work for you.

If you are an educator who hasn't opened your doors to a student teacher yet, please consider it in the near future. Contact a university near you and see what the steps are to obtain a student teacher. It will open your world to new ideas and help the future of teaching too!

On the first day of school, I send the students home with the syllabus and ask them to write 3 questions they have about class. The next day groups (students sit on groups of 3 or 4) read their questions aloud and if students can answer the questions asked, they do. (Students are instructed to point to where in the syllabus the answer is found ... use evidence!) Then, one person compiles a list of all the questions that aren't answered. I collect these lists and then rearrange them into categories. Over the next 4-5 days, I answer the questions, one category at a time.

I didn't like how this went this year. I'm thinking I should have collected the questions electronically. I think I could have organized them better and then answered some of them electronically too. I could have posted this, as well as went over it in class, so students could refer to answers throughout the year.

In other years, I had students fill out their degree partner sheet during week two. (See page 8 of this document, explaining what degree partners are used for.) This year I waited until week 3 and honestly, regret it. It was nice because they were more comfortable with their classmates, but this was a big downfall too. They knew who they didn't want to work with and it was hard for some students to find enough partners to fill their sheet. I will go back to week 2 next year for this activity.

With my advanced class, I didn't need to do as much "training" for a flipped class because they had a flipped class environment the year before. I didn't realize how ready they would be to "go". I had to re-do a bit of my unit 1 material, but it was for the better. Now I know for next year! ... My 8th grade class on the other hand needed me to guide them more. I showed two videos in front of class and modeled how to watch them. I paused and gave instruction, paused to let them try problems, etc. I discussed the power of pause, rewind and fast-forward. I then had them watch a video in class by themselves, with headphones, and complete their notes

Here is a presentation I did with a group of teachers about how my set-up went for the fall of 2016 and how I will try and sustain a collaborative culture in my classroom. Presentation of photos & videos with explanations. ]]>

Jon and I decided that his students would focus on the standard, 8.SP.A.4, which has students look at bivariate data and then construct and interpret a two-way table. He broke his students into three groups, giving each group one of my hours of 8th grade math (1st, 2nd & 6th). I would then need to teach my fourth section of 8th grade math during 5th hour. I would piece together the things I liked from 1st and 2nd hour for my lesson. This is both wonderful and extremely stressful all in one package. It's nice to not have to worry about lesson plans but it is not fun walking into work having no idea what plans look like and what materials I'll need to have prepared for the hour. (Good thing I had plan 4th hour that year!)

Each group had the overall same structure but used different examples and twists on activities in class. Here was the overall structure.

Below are several images from the week. My favorite was the gallery walk that students did to see what other small groups found with their data. Ms. Zilewski, a GVSU student, set up this structure and I loved it! Each team selected two students to stay at their poster and describe their findings to other students from different teams. We rotated 2-3 times so that students we able to hear from a few different groups. We then had team members exchange jobs so that there were new students describing their poster. I really like this because it gave the responsibility of verbally communicating their findings to all group members.

I loved sitting back and watching the younger teachers gain confidence throughout the hour with the content and working with the students. The students were so flexible and willing to participate that I walked away from that week realizing what great kids we have at Creekside. I've always known that in the back of my mind, but the daily grind sometimes makes me forget how awesome the kids are that I get to see everyday!

Click on the images below and read the caption to see different ways we work through stations. Some of them have links to a more detailed explanation so watch for those!

Tuesday, Jan. 12, 2016

5:05 ... Alarm goes off. Snooze.

5:14 ... Alarm tries again. This time I reach for my phone to jump on twitter and see if anyone in the area has called school off. The weather forecasters sure predicted lots of snow & blowing! ... There's a part of me that wants a snowday and then there is the part of me what has things planned day-to-day through exams next week and doesn't want to tweak that!

5:35 ... Zeeland posts on Twitter, NO SCHOOL due to inclement weather. Gotta say, Yippee! Now, will the girls' school be cancelled too?

5:40 ... Girls' school cancelled too. ... Hate to say it, but back to bed!

Let's try this again. Friday, Jan. 15, 2016

5:25 ... Wake up, shower, get ready, pack lunches ( my most dreaded job of the day), fee the dog.

6:00 ... Wake girls up. Guilty mom feeling every morning. Hate doing it, but I have to. I love teaching and working too much to not do it.

6:15 ... Back downstairs to make sure bags are packed, breakfast has been grabbed or eaten, and find my essential start of the day, coffee. Can't leave home without it!

6:35 ... Head to work with Vinnie in the car. (Our 9th mo. old chocolate lab.) It's a daycare day for him and he is SO excited!

6:45 ... Drop Vinnie off at "school". (With 2 educators & 2 kids in the house, it's school for the dog too!)

7:10 ... Arrive at school. Kids are waiting outside my door for extra help due it being a test day in Geometry. First hour kiddos trickle in, dropping their things off, and heading back out to hang out with friends.

7:30 ... Those lovely morning announcements.

7:35 ... 1st hour, 8th grade math. 28 lovely children, still asleep. A very productive day. We did a couple application problems together, they did their in-class work and then worked on various things they needed to finish from throughout the week. They were sent home with a take-home quiz. Haven't done that all year. Trying something different with this group. We'll see come Monday.

8:35 ... 2nd hour, 8th grade math. 27 more kiddos, a little more awake & a little more off task. Same scenario as 1st hour.

9:30 ... 3rd hour, HS geometry (advanced 8th graders). 43 smiling beings, ready to tackle their Centers of Triangles test. They walk in to see a mathstarter (warm up) that was a commonly missed question from the quizizz.com review that was posted the night before. Only 20% got the question right. There was a lot of really good discussion from the few that understood it, trying to get the others to see how to solve it. ... Being that they were taking a test, I swapped out materials in my binder for the next chapter. I also uploaded all my iBooks from the year to Drive as a second back up to the thumb drives they are on. I would lose my mind if I lost those files. Hours, days, weeks of time has been put into making those iBooks.

10:30 ... DEAR (Drop Everything And Read) I have half of my geometry class and today it's a reading day. Everyone finished their test in the time given which is a first this year! We are getting better at being more confident!

11:00 ... LUNCH! Yippee! .... Lunch in my room due to offering a retake on the last quiz from our linear unit. Some really struggled finding the rate of change & slope given all the different representations.

11:30 ... Plan ... Things ready for moms to copy on Monday, looking to next week for final exam review materials for geometry, chatting with a teacher about test modifications for her sped students for the chapter test next week.

12:30 ... 5th hour, 8th grade math. 27 happy kiddos waltz into class. (10 have IEP's or 504 plans) ... Same as 1st & 2nd but they work so much harder. An odd bunch, but a great bunch. Such different personalities but they all understand each other so well. Love this hour! (most days)

1:30 ... 6th hour, 8th grade math. 24 crazy beings fly into class. The smallest class of the day, but the loudest class of the day. (8 have IEP's or 504 plans) ... They didn't have the best start. A little too rowdy, a lot too social. After a few, they buckled down and actually got a lot of work done.

2:35 .. School's out! ... Head out in the hall. Chat with the Spanish teacher across the hall. Such a great guy!

3:00 ... Errands. Pick up contacts at the eye doctor, return something to Sam's Club and grab a couple things, head towards home.

4:30 ... Grab Vinnie from doggie daycare. The owner worked with him on jumping today and she then helped me with the things she did with him. She is amazing! He is tuckered out!

5:15 ... Finally home. Check in with the girls and look through Friday folders. Color a bit with the youngest daughter. (I think I'm addicted to coloring lately. It's so calming!)

6:00 ... Head to a local restaurant for pizza with the family. Nice being with just the four of us. There's not a lot of time during the week that we are all together, sitting and talking, laughing, playing tic-tac-toe and just being silly.

7:15 ... Back home. More coloring.

8:00 ... Girls to bed. Check email and take care of a few student ones. Finish typing this blog post. I'll probably do a little planning tonight for next week's test review and spend some time on Twitter.

Meant to take pictures today, completely forgot. Here are a few from the week.

5:05 ... Alarm goes off. Snooze.

5:14 ... Alarm tries again. This time I reach for my phone to jump on twitter and see if anyone in the area has called school off. The weather forecasters sure predicted lots of snow & blowing! ... There's a part of me that wants a snowday and then there is the part of me what has things planned day-to-day through exams next week and doesn't want to tweak that!

5:35 ... Zeeland posts on Twitter, NO SCHOOL due to inclement weather. Gotta say, Yippee! Now, will the girls' school be cancelled too?

5:40 ... Girls' school cancelled too. ... Hate to say it, but back to bed!

Let's try this again. Friday, Jan. 15, 2016

5:25 ... Wake up, shower, get ready, pack lunches ( my most dreaded job of the day), fee the dog.

6:00 ... Wake girls up. Guilty mom feeling every morning. Hate doing it, but I have to. I love teaching and working too much to not do it.

6:15 ... Back downstairs to make sure bags are packed, breakfast has been grabbed or eaten, and find my essential start of the day, coffee. Can't leave home without it!

6:35 ... Head to work with Vinnie in the car. (Our 9th mo. old chocolate lab.) It's a daycare day for him and he is SO excited!

6:45 ... Drop Vinnie off at "school". (With 2 educators & 2 kids in the house, it's school for the dog too!)

7:10 ... Arrive at school. Kids are waiting outside my door for extra help due it being a test day in Geometry. First hour kiddos trickle in, dropping their things off, and heading back out to hang out with friends.

7:30 ... Those lovely morning announcements.

7:35 ... 1st hour, 8th grade math. 28 lovely children, still asleep. A very productive day. We did a couple application problems together, they did their in-class work and then worked on various things they needed to finish from throughout the week. They were sent home with a take-home quiz. Haven't done that all year. Trying something different with this group. We'll see come Monday.

8:35 ... 2nd hour, 8th grade math. 27 more kiddos, a little more awake & a little more off task. Same scenario as 1st hour.

9:30 ... 3rd hour, HS geometry (advanced 8th graders). 43 smiling beings, ready to tackle their Centers of Triangles test. They walk in to see a mathstarter (warm up) that was a commonly missed question from the quizizz.com review that was posted the night before. Only 20% got the question right. There was a lot of really good discussion from the few that understood it, trying to get the others to see how to solve it. ... Being that they were taking a test, I swapped out materials in my binder for the next chapter. I also uploaded all my iBooks from the year to Drive as a second back up to the thumb drives they are on. I would lose my mind if I lost those files. Hours, days, weeks of time has been put into making those iBooks.

10:30 ... DEAR (Drop Everything And Read) I have half of my geometry class and today it's a reading day. Everyone finished their test in the time given which is a first this year! We are getting better at being more confident!

11:00 ... LUNCH! Yippee! .... Lunch in my room due to offering a retake on the last quiz from our linear unit. Some really struggled finding the rate of change & slope given all the different representations.

11:30 ... Plan ... Things ready for moms to copy on Monday, looking to next week for final exam review materials for geometry, chatting with a teacher about test modifications for her sped students for the chapter test next week.

12:30 ... 5th hour, 8th grade math. 27 happy kiddos waltz into class. (10 have IEP's or 504 plans) ... Same as 1st & 2nd but they work so much harder. An odd bunch, but a great bunch. Such different personalities but they all understand each other so well. Love this hour! (most days)

1:30 ... 6th hour, 8th grade math. 24 crazy beings fly into class. The smallest class of the day, but the loudest class of the day. (8 have IEP's or 504 plans) ... They didn't have the best start. A little too rowdy, a lot too social. After a few, they buckled down and actually got a lot of work done.

2:35 .. School's out! ... Head out in the hall. Chat with the Spanish teacher across the hall. Such a great guy!

3:00 ... Errands. Pick up contacts at the eye doctor, return something to Sam's Club and grab a couple things, head towards home.

4:30 ... Grab Vinnie from doggie daycare. The owner worked with him on jumping today and she then helped me with the things she did with him. She is amazing! He is tuckered out!

5:15 ... Finally home. Check in with the girls and look through Friday folders. Color a bit with the youngest daughter. (I think I'm addicted to coloring lately. It's so calming!)

6:00 ... Head to a local restaurant for pizza with the family. Nice being with just the four of us. There's not a lot of time during the week that we are all together, sitting and talking, laughing, playing tic-tac-toe and just being silly.

7:15 ... Back home. More coloring.

8:00 ... Girls to bed. Check email and take care of a few student ones. Finish typing this blog post. I'll probably do a little planning tonight for next week's test review and spend some time on Twitter.

Meant to take pictures today, completely forgot. Here are a few from the week.

The past two years I have asked students to create a sketch, using a blank sheet of computer paper and color, to showcase the things they are passionate about or to tell a story of what happened over their summer break. I have been blown away by the creativity the students show as well as the detail they put into the sketch. I have learned a great deal about them through the images and figures they create.

Here are a few of my favorites over the last 2 years.

The college students stopped by the first couple weeks in October to meet me and see what the classroom environment and set us was like. I had them jump right in and help students, interact with them via technology (Classkick app) and work in small groups. The last week of October they would all be teaching four lessons and the topic they picked was transformations. They concentrated on 8.GA.1 which deals with properties of translations, reflections and rotations. The college students were in groups of four and two of them would show up each day to teach the lesson. One would do the instructing while the other was observing and taking notes. Paul had some magnificent schedule set up behind the scenes and they incorporated the lesson study approach to teaching all four lessons. They would meet back up for their scheduled college class, debrief and be sure the other group members knew what went well and what needed to be changed going into the next day's lessons. I had my students split into small groups so that each group of GVSU students had a smaller group (6-10) of 8th graders to work with all week. It actually ran much better than I expected.

One of the hardest parts of the whole experience was figuring out what I was going to teach to my afternoon classes of 8th grade math. Th GVSU students only taught 1st and 2nd hours and I wanted to keep my 4th and 6th hours on the same page. Luckily I have a 30 minute DEAR (drop everything and read) period, which I wan't a good model for that week) and lunch before my afternoon classes. I didn't like being "unprepared" but yet it allowed me to see the lessons in action, take the best pieces and mesh them together for one lesson taught by me. I didn't do much "flipped" teaching like I normally do but my students said later that it was a nice break from our normal routine.

The lessons the GVSU students taught all involved investigation both with and without technology. They used geogebra a ton, which I was thankful for because I learned a lot too! They used mirras for reflections and half circles of cardstock to do rotations.

Having pre-service teachers in my classroom is a passion and something and I feel I need to do to give back. I enjoyed this experience and would do it again!

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1) Make a set of cards for each team. (4 students is ideal) I make them on cardstock so they are a bit more durable and then students can't see through the paper when playing the game.

2) Have teams write 3 words on each card that best describe the term that is typed on the card. For example, if the card has right triangle typed on it, three possible words that I would write are 90 degrees, corner, hypotenuse. These words will NOT be able to be said verbally later in the game so emphasize that they need to be the words that students would want to use to describe or define the typed vocabulary word. ... Side note: There usually is a great discussion between students when they were "arguing" about which words to write on the cards. They were trying to prove to each other why certain words describe the term better. Love it!

3) After the team has all the cards filled out, they need to cut the cards out so they have a deck of cards to play the game with.

3) After the team has all the cards filled out, they need to cut the cards out so they have a deck of cards to play the game with.

4) The team of 4 now needs to split into 2 smaller teams of 2. (Team A & Team B). Looking at the picture to the right, you can see that the boys in blue are on one team and the girls (you can only see the backs of their heads) are on the other team. The girls hold up a card and person A from the boys team describes the term WITHOUT saying the three words on the card. If he says any of the words, they do not get a point for that card. The girls keep putting up cards for him to describe until time is up. I've found that one minute is a good time for 8th graders. After time is up, now it is the girls turn. So one of them stands up and goes to the other side of the table while the boys show her the cards. The teams keep switching back and forth until your overall time limit is up.

5) If you are a reward person, go ahead and give a prize to the team who has the most points throughout the total time. I encourage students to keep shuffling the deck so that they get words more than one time. They usually get much better at their descriptions as time goes by.

]]>5) If you are a reward person, go ahead and give a prize to the team who has the most points throughout the total time. I encourage students to keep shuffling the deck so that they get words more than one time. They usually get much better at their descriptions as time goes by.