I’ve talked about my Algebra 2 class at length on this blog over the last 2 months, and as the trimester comes to a close, I want to celebrate the positives in this class as much as possible. They frustrate me sometimes, but the bottom line is I’m willing to fight and fight hard to make their experience with math more positive. Ultimately, they’ve been dealt an unfair hand: crammed into giant classes and labeled incapable of high-level mathematics. They are capable of more than they give, but they also deserve much more than they’ve been given.
The perpetual optimist in me wants to continue to celebrate their achievements and play the hand they’ve been dealt as best we can. Today we took on Robert Kaplinsky’s Cheeseburger Lesson. I’m not sure why I’m constantly drawn to this lesson, since the picture of the 100×100 makes me a little ill. Perhaps it’s the constant student engagement I get from it, time after time. The intriguing thought that someone actually purchased this godzilla-burger hooks students every time.
What I liked most about my class’s efforts toward this task was the multiple revisions they had before arriving at the correct answer. I had many students assume that a 3×3 cost the same as three cheeseburgers, only to find that their burger only needed one bun.
Below is a student’s work that I really appreciated. At the end of the activity, he said,
“Mrs. Schmidt, I’m sweating. I thought so hard on this problem that I’m sweating. But I believe I have the right answer.”
If I’m being completely honest overall, this class has tested me, day in and day out. I’ve worked very hard, but in the end, I’m not sure I taught them much of anything worthwhile. I hope I have, but I’m not sure I did. A class size of 36 seemed insurmountable, and perhaps in some ways, I never really overcame it. Unfortunately, next year’s class size projections promise more of the same. The silver lining, however, is that I get another crack at teaching this same course, and I’m 100% sure I can do it better the next time around.