The post End of Year Review Escape Room Activities appeared first on kidCourses.com.

]]>I’ve been there! My choices have usually been the traditional poster project or teaching an additional unit. Poster projects scream “I DON’T KNOW WHAT TO DO, SO WE WILL PLAY WITH MARKERS!” It is too much unstructured time for me and students can tell it’s a waste of time and don’t put in much effort. And then, you’re stuck with a stack of mediocre posters to end your school year. I’ve taught extra units after the final and that has worked well, but just seems like torture for all, like the nail on the coffin. What I do enjoy is engaging activities that contain content learned throughout the year but delivered in a fun, interesting, and creative way. If you’re looking to switch up your end of year routine, these **End of Year Escape Room Activities **might be exactly what you need!

Each Escape Room activity comes with 8 challenges that cover specific topics taught throughout the year. Each challenge includes a puzzle of some sort and reveals a unique code. What makes this activity work well is that the challenges are not linked to each other so you can pick certain ones if you are short on time. If doing all 8 challenges, plan on using several class periods to complete the activity. The challenges are individually short enough to hold your students’ attention. Simply print out the materials, set up the envelopes, put your students in groups, and GO!

**Currently available:**

Pre-Algebra End of Year Escape Room

Algebra 1 End of Year Escape Room

Geometry End of Year Escape Room

Algebra 2 End of Year Escape Room Activity

Looking for End of Year Escape Room Activities for the middle grades? My friend **Lindsay Perro** has created end of year escape room activities for Math 5, Math 6, Math 7, and Math 8. You can find those here:

Here is a photo of Lindsay’s activities in action:

Lindsay has gone even further with this and opened up Math Escapes Membership Site where you can gain access to her end of year Math Escapes, plus all of her future math escape activities. This also includes access to templates and a support forum to share ideas of how to use these activities in your classroom. **You can find more information about that here!**

Try one out and see how it works with your kiddos! Please feel free to share photos on social media using the hashtag #allthingsalgebra or #lindsayperro so we can see how it turned out!

Gina Wilson

All Things Algebra

The post End of Year Review Escape Room Activities appeared first on kidCourses.com.

]]>The post Connecting with Purpose appeared first on kidCourses.com.

]]>During our Emanant Wellness, workshop *Start on Purpose*, we encourage attendees to “explore purpose.” It struck me that most of the exploration is hindsight. We are chiefly uncovering clues (or “data,” as I dorkily like to say), from out past, and then adding context and insight to see where “how we are wired” and “how we are inspired” intersect. (To watch a video made for grown-ups, click here.)

I decided it would be *SO COOL*, if we connected to purpose as kids. If we really tapped into what mattered to us throughout our whole lives, we wouldn’t be sitting around at 40 reflecting on who we were and all the “clues from our pasts.”

Without over-complicating the activity, I took the idea of “how we are wired” and “how we are inspired” into a 6 quadrant grid. Kids can visit this activity every season. Save all the old ones too! This will let you see connections.

**VALUES –**Use this handout. Feel free to add values to the list.Connecting with Purpose – Values for Kids**QUOTE –**After looking at the answers for #1, you may have an idea where to look for quotes that may resonate with your younger buddy. Explore famous quotes to see which one she/he likes. We’ve posted some here, and are constantly sharing quotes over our RistRoller Pinterest and Instagram accounts. Google, as always, will likely be your BFF. You can Google, for example “famous quotes on compassion.”**BE THE CHANGE –**Based on what we care about, would like to fix, would like to change, etc, this box on the grid is a place to jot down ideas on how to “be the change we wish to see in the world.”**WHAT MAKES ME PROUD –**Here is a spot to write down the times we felt proud.**WHAT MAKES ME HAPPY –**Here is a spot to write down the times we felt happy.**WHAT MAKES ME SAY WOW –**The things that strike awe in us are very important too! Try to keep track of all those moments!

Connecting with Purpose for Kids

The Gratitude and Happiness Connection

Pieces of My Heart

Summer Projects for Kids Who Want to Make a Difference

Spread Some Hugs: Song, “Good Wish” Handout, and Coloring Page

The post Connecting with Purpose appeared first on kidCourses.com.

]]>The post Principles of Design: Dominance and Emphasis appeared first on kidCourses.com.

]]>In many dynamic designs and artworks, one dominant aspect is the first to claim your attention. Known as a focal point, it provides you with a way to access the page or the canvas. Once you are “in,” you can look around, making instinctual connections between pieces to get a sense of the unified whole. The artist puts greater emphasis on one part of the overall design to communicate a specific intent or a primary reason for creating the work.

A focal point is the center of the action. The three primary tools the designer uses to emphasize dominance are:

• Contrast

• Placement

• Isolation

**Aspects of Contrast**

Contrast is a design property that defines elements by making them look different from other elements. The more items contrast, the more visible they become. Artists employ different design features in creating contrast.

Color is one tool for showing contrast. The designer might set a vivid color against a dull background. In “Sower at Sunset” (below), Vincent Van Gogh gives dominance to the sun, which is a brighter yellow than the corn stalks and poses a stark contrast to the cool blues of the figure and the landscape.

Another aspect of contrast is size. In general, larger objects are more noticeable than smaller ones. In Van Gogh’s painting, because the sun is larger than the man’s head and the farmhouse, it dominates the scene.

Shape also creates emphasis by contrast. The sun in this painting is the only fully round object while the pathway, the stalks and the building are angular. The man’s hat is curved, indicating that, like the sun, he is important in the scene.

Texture is also a way to create dominance. In “Sower at Sunset,” the sun is the only relatively smooth object. It draws your eye away from all of the highly textured elements in the picture by virtue of its difference. By giving the setting sun dominance in this painting, the artist illustrates its power over the earth and its inhabitants.

**Placement Considerations**

The placement of elements in a design is another way to denote the dominance of one particular component. Typically, the center of the design is the first place you look. As elements move away from the center, they become less and less dominant. The rose window at the Notre Dame cathedral in Paris illustrates this central dominance in design.

At the middle of this stained glass window is the Madonna and Child, central figures of the Christian religion. Prophets and saints occupy the concentric outer rings, illustrating their lesser importance.

**Isolation for Emphasis**

Something that stands apart from other objects in a design has more emphasis. Besides using tools like color, shape and placement to show dominance, the designer may choose to further isolate the dominant part of the design. For example, in “A Room of Illusions III, artist Alan King places the dominant aspect, the white sphere, in the center of the scene. He isolates it by giving it a unique color and shape, and also by placing it on a pedestal by itself.

By positioning the second most important components near the dominant one, the designer tells you where to look next. Sometimes, the shape of the object points the direction your eye should follow. In this painting, the geometric shapes in the foreground seem to point toward the sphere.

Identify the dominant component in each of the works below. What does dominance indicate about the artist’s intent?

“Artichoke,” a wallpaper design by John Henry Dearle

“Painting #576” by David Reed

“Dorothy Meets the Cowardly Lion” by W.W. Denslow

Dominance in a design or painting is both a portal for the viewer and a way the artist communicates meaning. Contrasts put emphasis on particular parts of the design. Placement indicates the dominance of a component, and isolation sets it apart.

**Supplies:**

Magazines with photos to cut out

Large flat background sheet

Glue

1. Locate a dominant image for your design. Choose a photo of an object that has a vivid color and a distinctive shape, and cut it out along its outline.

2. Cut out several secondary images that are less vivid than the dominant image and contrast with it in terms of shape or texture.

3. Find some background photos. They should not be as bright in color as your dominant or secondary images, and they should contrast in tone. They should not have a shape that is similar to the dominant or secondary images.

4. Arrange your background so that it covers the flat sheet of paper. Then, place your dominant image near the center to emphasize its importance. Experiment with various placements of the secondary images to best direct your viewers around the design.

The post Principles of Design: Dominance and Emphasis appeared first on kidCourses.com.

]]>The post Pi Day Fun! appeared first on kidCourses.com.

]]>**Area and Circumference Pi Day Coloring Activity:**In this activity, students will practice finding the area and circumference of circles given either the diameter or radius. They color this super cute pop art pi symbol, which makes for a great display in your classroom!**Area and Circumference of Circles Math Lib Bundle:**This is a bundle of two products from my store. In each activity, students rotate through 10 stations and practice finding the area or circumference of the circle using the given diameter or radius. The answer they get at each station will create a silly story about a teacher in their building. The story is editable, so you can change the names of the teachers and other elements to make it customized for your students, and even make it all about pi day! If you don’t have time for students to complete these activities separately, you can combine them by using 5 stations from the area activity and 5 stations from the circumference activity.

**Pi Day Pennants:**This activity comes from my friend Shana from Scaffolded Math and Science. Students celebrate Pi Day while working with the circle formulas to find area, circumference, radius and diameter. Each pennant also includes a Fun Fact that students can read as they complete their circle problems. Once a pennant is complete, it can be hung along a string in your classroom to celebrate Pi Day!**Pi Day Collaboration Poster:**This activity comes from my friend Jenny from Art with Jenny K. Jenny designed the pi-symbol for my coloring activity above. She is crazy talented! This fun, collaborative activity allows your students to each participate in creating a classroom poster for Pi Day (or any time of the year). When printed at full size the final poster is approximately 28 inches by 42 inches. There are 30 pieces and each piece fits on a regular 8.5 inch by 11 inch piece of paper.

**Pi Day Circle and Cylinder Project:**This activity comes from my friend Clint from Clark Creative Math. This project includes three parts: (1) “Discovering Pi”: Students practice measuring, diameters, radius and circumference on five round objects. (2) “A Slice of Pi”: Students use drawings of pies and slices and their knowledge of pi to calculate the volume of the slice and estimate the volume of the entire whole pie. (3) “Pi Day”: Students sketch and measure a slice of real pie to calculate its volume and estimate the volume of the entire pie.**Pi Day Sentence Scramble Team Building Activity:**This fun team-building activity comes from my friend Lisa Tilmon. Working in groups of 3-4 students, each group will each receive an envelope with 8 words. Teammates must work together to exchange words and unscramble four 8-word sentences all about Pi Day. What makes this an extra challenge is that they can not talk while they complete the activity.**Pi Day Task Cards:**This activity comes from my friend Amanda from Free to Discover. These task cards facilitate practice with 2D and 3D measurement. Two-dimensional tasks: find area and circumference given radius or diameter; find radius, diameter, circumference, or area given circumference or area; solve word problems; determine area and perimeter of irregular shapes; solve literal equations. Three dimensional tasks: find volume and surface area of cylinders, cones, and spheres; solve real world applications; solve literal equations; solve problems involving Pythagorean Theorem and cones; determine volume and surface area of composite figure; compare volumes after doubling or tripling radius; select dimensions that meet requirements for volume or surface area; explain how formulas are related.**Pi Day (Area and Circumference) Solve and Snip:**This activity comes from my friend Jennifer from Smith Curriculum and Consulting. Students will read a word problem and then solve the problem by showing work in the show work area. Then once they have solved their problem, they will find the correct answer in the solutions bank and glue it in the answer column for the correct problem.**Pi Day Webquest and Word Search:**This activity comes from my friend Jennifer from Teaching High School Math. Students will complete a 20 question web quest that they can use to learn some things about the number pi – including a little bit of history and some fun facts. Two word searches related to pi are also included.**Pi Day Earrings:**Okay so this not an activity, but these earrings from my friend Jamie at Miss Math Dork are just too cute not to share! While your students are busy working on their fun pi day activities, you will look absolutely adorable in your pi day earrings. Honestly, they are worthy of wearing year-round, including date nights**Discovering Pi Activity:**This activity comes from my friend Lindsay Perro. This activity includes some fun pi facts and a look at the first few hundred digits of pi! Teachers will need to provide six cylindrical objects (soda cans, jars, etc) for students to measure. They will discover the diameter, radius, area of the base, circumference of the base, and volume of the object. If the objects are unavailable, a supplemental sheet has been provided for students to measure the bases of a few different objects.

If you try one of these activities, I hope it works well and your students have an awesome Pi Day

Gina

All Things Algebra

The post Pi Day Fun! appeared first on kidCourses.com.

]]>The post Monkey Fitness- Nygel’s Walk appeared first on kidCourses.com.

]]>The post Monkey Fitness- Nygel’s Walk appeared first on kidCourses.com.

]]>The post Fun activities for SLOPE! appeared first on kidCourses.com.

]]>1- Slope Formula Pyramid Sum Puzzle

In this activity, students find the slope between the given ordered pairs, then arrange them on the pyramid so that each slope is the sum of the two slopes directly above it. What makes this cool and an extra challenge is that it reviews adding fractions! And that’s a win-win.

2- Slope Formula Coloring Activity

In this activity, students find the slope between the given ordered pairs in each of the two columns. Then, they look for matching answers between the columns which will reveal the colors for the holiday lights below. I always taught slope around the holidays, so this was perfect!

Students find the slope given the graph, ordered pairs, a table, or the equation with these mazes. The solutions will navigate them through the maze. There are six versions included! Students love mazes!

4- Slope Formula Cut and Paste Puzzle (Digital Version)

I’ve posted about this activity before, but it’s worthy of mentioning again! In this digital activity, students find the slope of the ordered pairs, then slide the boxes around so the edges meet. I also have a non-digital version here where they can simply cut and paste the boxes on the template.

**5- “Picturing Slope”**

I don’t have a link to this activity, because it’s more of an idea. It’s quite simple, all students need is some graph paper! They must graph a picture and identify the slopes of at least 20 lines within the picture. My students wrote the slopes directly on the picture so they could be easily identified. This was one of my favorite projects and I was thrilled to find some old examples to share. Here are my favorites:

If you try one of these out, I hope it works well in your classroom!

**~Gina~**

All Things Algebra

The post Fun activities for SLOPE! appeared first on kidCourses.com.

]]>The post Sneaky, Sneaky What Did You Just Say to Me? appeared first on kidCourses.com.

]]>In logical arguments, claims come in neutral forms – without the “bells and whistles” that evoke our emotions. When persuasive strategies are used to mix in language containing emotive force, language which suggests something without outright saying it, or language that is vague, we are no longer considering a logical argument, but rather witnessing *rhetorical devices* in action. These devices can be used as tricks to evoke beliefs in people’s minds, or they can be used less maliciously. We have four examples below.

*The first two rely on using suggestion* to persuade.

**1.** **Innuendo**

Innuendo is a way of saying something negative or insulting in a roundabout way. When you want to point out that someone is dishonest, for example, saying it directly is likely to cause an instant, angry reaction. Instead, when you imply the same thing by innuendo, you have time to run before the individual in question realizes the actual meaning of your statement.

Let’s say that you witness a scary classmate, Pat, pocketing someone else’s smartphone. The owner asks whether you have seen it. You could risk your life by acknowledging that you saw your classmate take it, or you could make an innuendo instead, like:

“It was right there on the desk before Pat and I left for recess.”

You should be careful, however, not to implicate yourself in your innuendo. Instead, you might reply:

“Pat might know; he was looking at it earlier.”

Innuendo also comes in handy when you don’t want to hurt someone’s feelings. This is also known as condemning with faint praise. For example, when commenting on a friend’s sloppy bedroom, you could say, “It looks lived-in,” rather than “What a pit!” By making a tactful criticism about the state of the bedroom, you may give your friend the nudge she needs to straighten it up.

**2. Loaded Questions Have No Good Answers**

Loaded questions are another verbal tool that people use when they don’t want to say something directly. The following are examples of loaded questions:

- Does your horse still have that nasty disposition?
- How is that anti-lice treatment working for you?
- Hey Pat, do you still have that stolen smartphone?
- So were you always getting in trouble in school or is it just this year?

The first question implies that your horse has a troublesome personality. If you answer “yes,” you are affirming that implication. If you answer “no,” you are still affirming it. Loaded questions make someone look bad no matter the answer.

In example two, the question relies on the supposition that you have head lice. Unless that is an established fact, the question is loaded and probably intended to embarrass you.

Example three implies that Pat is a smartphone thief. While you may know that this supposition is true, others may not. This is a clever way to expose Pat’s crime since either a “yes” or a “no” response is an admission of guilt.

Example four (from April Fool’s News) implies that the person is a troublemaker, leaving two answers:* I was always a troublemaker* or *I was a troublemaker starting this year*.

*The next two rely on obfuscatory techniques.* When you obfuscate something you say, you make it unclear, ambiguous, hard to interpret or confusing.

**3. Weaslers Create Wiggle Room**

A weasel is a wild animal known for its cunning. Weaslers are words that cleverly weaken a statement with uncertainty. This is useful if you are unsure whether what you are saying is completely true and wish to leave yourself room for backpedaling. Some common words and phrases that qualify as weaslers include:

• Perhaps

• May/maybe

• Possibly

• Within reason

• Sometimes

• As far as I know

Note the difference in meaning between the following two statements:

- This is the best birthday bash I’ve ever had.
- This is quite possibly one of the best birthday bashes I can remember.

While the first statement is clear and straightforward, the second is vague and weak. “Quite possibly,” “one of the” and “I can remember” imply that the bash wasn’t actually that fantastic.

You can use weaslers for a positive purpose by softening a harsh statement. Instead of blurting out, “That house is ugly,” add a weasler or two to make the sentiment more polite: “That house may be quite possibly one of the least attractive buildings in the neighborhood.”

**4. Reduce on a Downplayers Diet**

A downplayer is a word or phrase meant to reduce the importance of a topic. This verbal tool makes use of word choices and punctuation to do its work. Words like “merely” and “so-called” are verbal markers that indicate the speaker is downplaying. Also, when an author puts quotation marks around a word or phrase, he or she may be downplaying its validity. See if you can pick out the downplayers in the sentences below:

- According to the mining corporation, grizzly bears are merely one of many barriers to mineral extraction.
- Your “extensive” experience does not impress me.

Now it’s Your Turn to Get Your Sneak On

By mastering the use of innuendo, loaded questions, weaslers and downplay, you gain new verbal tools and a better understanding of others’ intentions. These 4 are all examples of rhetorical devices that rely less on the emotive force of words, and more on suggestion or obfuscation.

Practice your techniques by revising the sentences below using the verbal devices in parentheses.

1. That salesperson is a liar. (Innuendo)

2. Your cat looks starved. (Loaded question)

3. This is the best book I have ever read. (Weaslers)

4. Carbon emissions cause global warming. (Downplayer)

You might also want to find out more about argument mapping and rhetoric.

The post Sneaky, Sneaky What Did You Just Say to Me? appeared first on kidCourses.com.

]]>The post Factoring Polynomials Brochure Project appeared first on kidCourses.com.

]]>All students need is a piece of paper folded into thirds and some markers! I required my students to make a cover, then designate these sections inside: (1) factoring a greatest common factor (GCF), (2) Factoring a difference of squares (3) Factoring a trinomial where a = 1 (4) factoring a trinomial where a > 1, and (4) factoring four terms.

Here is a photo of some of my favorite covers:

For the inside, they had to describe HOW to factor the polynomial, then provide 2-3 examples with varying levels of difficulty. Here are some photos of the inside:

They usually used their notes to help them with the inside. I think this is great because they are taking information from class and summarizing it. I allowed my students to use these guides on their quizzes leading up to our unit test. By the time we got to the unit test, they didn’t need them anymore.

For Algebra 2, you can easily combine the trinomials section and then add a section for sum and difference of cubes!

Not only is this an easy project, it’s purposeful too!

~Gina~

**All Things Algebra**

The post Factoring Polynomials Brochure Project appeared first on kidCourses.com.

]]>