Football Fun with Equivalent Rational Numbers

The Super Bowl is coming! The Super Bowl is coming! I wanted to plan a review lesson that incorporated football with one of our more challenging concepts. While browsing through Walmart, I  noticed some football-themed napkins and plates on clearance. I looked at the football laces on the napkin images and a number line came to mind. At that moment, I knew how I could use the napkins for an enrichment lesson on rational numbers.

Students needed a label, a napkin, and a notecard for the project.

First, I purchased enough napkins for all of my students. With clearance prices, I spent nearly $4.00 on the napkins. The plates were more expensive, so I only purchased 1 set of 8 plates. I already had white circle labels, and I remember paying about $2.00 for those labels. Each page of labels contained 15 stickers. It did take some time to write equivalent rational numbers on the labels. Without the labels, I would have created a document with sheets of the numbers, printed them, and allowed students to cut and paste them along the football laces.

We worked on the first lace together. Students later worked in pairs.

 
After setting up the plates, I spread out the napkins. Due to the design, each napkin yielded two football images. After distributing the napkins and labels, I instructed students to identify the equivalent rational numbers and order them from least to greatest along the laces. We briefly discussed the similarities between the laces and a number line. I allowed them to work in pairs. The conversations about how to position the labels were interesting, and all students were engaged (which made me very happy!)

Image of completed napkin.

After completing the footballs, there was one label remaining. Students were required to write an equivalent decimal (we are working on repeating decimals, so it was a great quick review). They also had to make a model.

Students used a notecard to write equivalent rational numbers for the last label.

The lesson took 20 minutes to complete, and I truly believe it was a success.

The plates are more expensive, but I love them!

Is it Possible to Re-invent Homework?

Okay. I'll admit it. There are times I just want to give up. Not my teaching position, of course, but on homework! Let's face it, many kids just don't like homework. I've often found some of my students trying to complete it before the bell rings. Don't get me started on incomplete or messy homework. I've tried to find ways to make it more meaningful, but I still have a percentage of students who can't seem to get it done.

For 2015, I've made it a mission to "re-invent" homework. I want as many students as possible to complete their work. I've heard the arguments for and against homework, but I believe work outside of the classroom is important to developing study skills needed for college.

So, how am I re-inventing homework? I'm doing it in "three-two-one." I challenged my students to complete six problems a day, four days a week. I'm distributing one page of homework (front and back) a week. Students complete the assignments and parents (or other adults) sign them before students submit them for grading. All of the concepts covered on the homework pages are review. For example, the first week of "Three-Two-One" focuses on basic calculations and rational numbers (the first concept covered this school year). I think students are less likely to get stuck when reviewing concepts as opposed to completing problems on new concepts.

I've also decided to place more emphasis on flipping the classroom. Sometimes students fall behind when taking notes in the classroom. Flipping can help with that issue. It will also give me an opportunity to focus on problem-solving during class.

I don't know if my "re-invention" will work, but I'm hopeful. I told students will keep the new format until Spring Break. I'll keep everyone updated on the results.