Woody's Raise

We decided to get Netflix recently and I was excited to see that Cheers episodes are available. I occasionally put an episode on in the background while I get work done. I came across this episode that literally snuck in some math (money, raises, time, rate) right before the end of the episode. Sam Malone, the owner of the bar in the tie (played by Ted Danson), is talking with Woody Boyd, a bartender (played by Woody Harrelson), about a raise. Roll Act 1:

After consulting with my man, Nathan Kraft, I bleeped out a part of Woody's last line. The two of us discussed the tendency a bleep can have in implying some profanity was removed. So if this lesson goes horribly wrong, blame Nathan! All those toothpicks finally caught up with him. Here's how the exchange goes between Sam and Woody:

Sam: We were talking about your 50 dollar a month raise.

Woody: Sam, it was a hundred a month.

Sam is caught for trying to pull a fast one on Woody. Woody appears to let it slide, but something occurred to Woody. He turns to Sam and the exchange continues:

Woody: I think a hundred a month is too steep. I'll settle for [BLEEP] a week. 

Sam (without blinking): You got it!

I anticipate students noticing that the amount was bleeped out and wondering what was bleeped. I anticipate students not sure if Woody said, "[BLEEP] a week" or something inaudible? I anticipate students noticing that the studio crowd laughs while wondering if Sam was just made a fool by Woody. I would love to first have a leisurely conversation with students about who they think just got the better deal in this exchange, Sam or Woody? Or was there even a better deal to be had? If you've ever watched an episode of Cheers, you know that neither character has a strong IQ. If anything, Woody is portrayed as a real naive, gullible, and takes-you-at-face-value type of character. Sam is about a handful of points above Woody. So what about Act 2 after you take some guesses from the class on who just got the better deal from this exchange?

This might be the first 3 Act lesson in which I don't have any additional information for Act 2. In all fairness, this might not fit my previous rant on measurable acts, but I think the 8 Standards for Mathematical Practice are rubbing off on me (in a good way), especially Practice 4: Model with Mathematics.

I posted the Woody's Raise lesson on 101qs.com with very little in Act 2 because I'd love to know where the teacher would take this with his/her class. This type of teacher discretion can't be packaged in an online portal or catalog of video instruction. Here's what I threw out there for Act 2 (the first edition):

At what "raise" amount per week would Woody "settle" for the:

1. Better deal
2. Equivalent deal
3. Worse deal

I have many questions when thinking about Act 2. Here's a few:
Over time, when does Sam or Woody begin to benefit or suffer from this deal, compared to the $100 raise per month?
Do all months have exactly four weeks? Does that matter or should we use 52 weeks in a year?
How would you anticipate students representing Woody's better deal versus the worse deal?
What would this look like graphically?
What would this look like organized in a table?
What equations could you anticipate students writing? If any?
How does this deal apply to Woody's hourly rate?
In what classroom could you talk about the tips Woody might make? Remember this takes place in a bar. Middle school students? High school students? College? A workshop with teachers? I think there's a lot of fun to be had with this video clip. Let's Roll Act 3 and see what Woody would "settle" for instead of the $100 a month raise:

I'm posting this lesson because I'm thinking out loud. More importantly, I'm curious what you would do in between Act 1 and Act 3 with your students. How would it be different in an elementary classroom? Middle school classroom? High school classroom? Teacher workshop? What would your Act 2 be? Where would you take this lesson with your students? I believe this is a multi-dimensional lesson that can take on some great mathematics. Bleeping out that weekly rate in Act 1 really opens up Act 2 for some rich mathematical discussions and modeling. Toss your Act 2 in the comments. Thanks!

Cheers,
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Back to School Ignite Talk

Man, I love a good Ignite talk.
5 minutes.  15 seconds per slide.  20 slides.
Concise.  Succinct.  Compelling.

Why not do my own version of an Ignite talk at Back to School Night next year? I get 10 minutes with parents and would love to change it up a little this coming year. Trust me, after surviving last year, I think the parents deserve a better, improved, and more reassuring version of Mr. Stadel. I'll explain that last sentence in some upcoming blog posts that I'll use to debrief about the 2012-2013 school year. If you're not sure what an Ignite talk is, let me introduce you to my man, Steve Leinwand.

If you like that, check out more Ignite talks by Annie Fetter, Dan Meyer, Max Ray, and Phil Daro. These are my go-to talks when I need a math pick-me-up. Do the math, that will be a little over 20 minutes well spent, being inspired by some key people in our math community. Seriously, check out those four talks.

I'm brainstorming in this space, so feel free to share some input please. At Back to School Night, I'll start by giving a brief 30-60 second introduction of what an Ignite talk is and how they work. I'll give an Ignite talk for 5 minutes, covering any of the following things:

• Standards Based Grading (SBG)
• Noticing and Wondering
• Common Core State Standards (CCSS)
• 8 Standards for Mathematical Practice (8 MPs)
• Problem Solving
• Homework (or No Homework)
• Find my Mistake
• High School Placement Tests
• Desmos
• A healthy balance of mathematical application with procedural and conceptual understanding
• Problems of the Week (PoWs)
• Quotes of the Week (QOTW)
• 3 Act lessons
• Reassessments
• Estimation (Number Sense)
• Tangram Tuesdays
• Whiteboarding

This leaves approximately 4 minutes for parents to ask questions or something else... Have any suggestions for those last 240 seconds?

Who's with me? Does anyone else want to do a Back to School Ignite talk? There's already been some interest generated on Twitter and I started a Back to School Ignite list. Shout at me if you're in. Or is this a really foolish idea? Seth Leavitt, my new online colleague and EnCoMPASS Fellow asked if I'll post it online. I don't see why not. Maybe we can create a space for Back to School Ignite talks.

*UPDATE: Each item listed above does not correspond to its own slide. I simply listed ideas that could possibly work their way into the presentation. Some support each other. For example, when talking about the importance of problem solving, I would mention resources such as 3 Act lessons and The Math Forum's PoWs. Feel free to add to or subtract from the list.

Ignite,
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#MTBoS is a Math Warehouse

This morning, I read Dan's post and Kate's post and listened to a few minutes of last night's Global Math. The following are my initial thoughts; raw, unedited, and mostly incoherent.

I picture a store opening in my town. All I know is its title. Let's call it Math Warehouse. I drive by it, maybe a friend told me the warehouse has been open for some time now. They suggest I should check it out. I did a little window shopping. One day, I was at a store nearby and found myself with a few minutes to spare. I ventured into the Math Warehouse without any expectations. I see that there's no membership to be a part of the Math Warehouse. Just like any other store, I can come and go as I please. I can talk to those that are in the store. I can browse all the items available to me. I can get recommendations. I can go to certain aisles that have resources and tools I might need for my classroom, students, and teaching craft. I have no expectations. All I know is that the Math Warehouse is a place I can go as a math teacher to find resources from people who are willing to share. I can't use it all. Not all of it applies to me. Not all of it can be consumed in a lifetime. This Math Warehouse became the greatest thing. It instantly became my favorite store. It is the MTBoS or place we refer to as Math Twitter Blogosphere.

I entered this online community of educators with no expectations. All I know is that I feel I owe this math community a large greeting card of gratitude.  The kind of greeting card that makes you feel all good inside. My students, my classroom, my craft of teaching has grown immensely because of you and everyone else that has given me feedback on math education. I've had opportunities to meet like-minded teachers, both online and in person. This is a cool experience. Honestly, I've never given it any thought as to how it should be run or what direction it needs to go, because I am just a small rain drop in the beautiful rain that this online community showers us with. I'm a little saddened that so much thought is going into these discussions. Granted, I don't know everything, but I don't like hearing where this place needs to go. This online community will do what it needs to do. There are things I wish I was better at and ways I could give those greeting cards to more people.

I'd love to follow more people, but following and paying attention are two different things. I'll admit, I limit my follow group mainly so that I can pay attention to those I have filtered to provide my students, teaching, and classroom with growth. If someone is doing something, I'm confident I will eventually hear of it and consider its application. I'd love to comment more on people's posts, even if it's a "thanks for posting." I'd love to know all the great things that are happening in my twitter feed or blogs I don't know about... but I can't. It's beyond my human capacity. I heard some stat once that sticks in my head. Take all the hotel rooms in Las Vegas. If one were to spend a night in each hotel room, it would take multiple lifetimes. All the content available to us at our fingertips, mouse-clicks, and eyeballs is beyond what our brains, classrooms, lesson plans, curriculum, and pedagogies can handle. It's a warehouse.

I'm not interested in shaping where this online community goes. I'm happy to be a part of it. Let me rephrase that. I'm extremely grateful to be a part of it. Maybe I'm blowing this out of proportion. I'm happy for you all. I'm thankful. And I'm one to just let this be a good shopping experience at our Math Warehouse, if you will. Come and go as you please. Take what you need. Leave some ideas behind. Share, share, share!

Lastly, I'm at Drexel University working with some other great teachers on assessments and rubrics. One of The Math Forum leads, Wesley Shumar, shared this with us this morning:

Community is the result of the process.

The process he was referring to was the sharing of ideas, resources, strategies, and other educational components. We have a community here that is the result of the process. We share, we provide feedback, we listen, we retweet, we blog, we share, we favorite, we comment, we create, we borrow, we improve, we share, and as a result we create a community that will define and direct itself through the process.

Best,
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