Posted in Humor, Math, Mnemonic devices, STEM, Whimsy

Chapter 64: Wakanda Forever!

Every now and then, I come up with something ridiculous that works far better than it has any right to. Such was the case a few months ago, when I was teaching my seventh-graders how to use cross-multiplication to find equivalent ratios. I asked a kid to tell me the first step in a problem similar to the one I’d just shown the students, and the response was a blank stare. (Seventh-graders, as it turns out, have the memory of a goldfish and the attention span of a fruit fly. I am still learning workarounds for this.)

“You cross-multiply by multiplying the bottom of one fraction by the top of the other,” I said, making a sort of “X” gesture with my arms and pointing to show which numbers should be multiplied. As I spoke, the gesture reminded me of something, so I closed my hands and added, “Looks kind of like the Wakanda forever salute. That’s how we’re going to remember it.”

The kids rolled their eyes and laughed at their hopelessly white, middle-aged math teacher mimicking T’Challa’s famous salute, and then we tried some more problems. Whenever somebody got stuck, I said, “You need the strength of the Black Panther to solve this one.”

About half the kids now mutter, “Wakanda forever!” while they’re working out equivalent-ratio problems.

I imagine Shuri would approve.

Posted in Kinesthetic, Learning styles, Math, STEM, Tactile

Chapter 36: Positive or negative?

When I taught math in Tulsa, one concept my freshmen really struggled to understand was the difference between positive and negative integers. They simply could not get their heads around the idea that -5 was not the same thing as 5, and I despaired of ever making them understand it.

We added and subtracted. We graphed inequalities on number lines made from yardsticks and chalkboard paint. I constructed a walkable number line and had them wander back and forth to solve problems. We wrangled with those integers every day, in every way I could dream up, to no avail: Some kids caught on, but some still would get to the end of a lesson and say, “Isn’t minus three the same thing as three?” until I was ready to pull my hair out.

I decided the lesson would be more memorable if they were emotionally invested in it, so I brought in a bag of Starbursts and started handing them out, a few at a time, with instructions to wait until the end of class to eat them.

Continue reading “Chapter 36: Positive or negative?”