I finally finished Act 3 for my Deodorant lesson. I hope you check it out and can give me some feedback; I think it could be much better with your help. If nothing else, check out how long it took to use 5 sticks of deodorant. Mathematical Modeling should really be at the forefront of this task. It might appear linear, but I would bet a year's supply of deodorant that an adolescent's deodorant use will be far different than mine. I also guarantee students will think of variables ranging from climate to age to geographical location to genetics to more. I think you'll have some excellent conversations with the deodorant task. My favorite part is the sequel: How many sticks of deodorant would one use in a lifetime?
Way back when this task first started, I opened up a little estimation competition in the comments at 101qs. Don't listen to a word Nathan Kraft says. The person with the closest guess would win an Estimation 180 prize. With so many close estimates, the following gentlemen will be the first to receive the new Estimation 180 stickers, hot off the press!
1st place: Chris Robinson (May 14, 2014)
2nd place: Robert Kaplinsky (May 5, 2014)
2nd place: Michael Fenton (May 15, 2014)
3rd place: James Cleveland (May 3, 2014)
Estimation 180 will be getting a facelift and other updates over the summer. Here are a few things to look out for:
- New logo
- New fields for entering student estimates
- Clean spreadsheets containing "other estimates"
- Updated Lessons
- Search by Categories
- Sentence frames for student reasoning
The new logo was done by my niece. I love her simple design, the two 180 degree arrows, the metric reference, and her idea to transform me into a stick man. That reminds me, I still owe her a pizza!
I hope to get a few t-shirts made too. You can sport them at your next PLC, department meeting, casual Friday, or math conference. Any takers?
I've accepted a Teacher On Special Assignment (TOSA) position with my district for next year. It's a bittersweet feeling at this point. On one hand, I'm very excited because I'll be working at various secondary sites throughout my district, collaborating with other math teachers, helping design lessons and implementing various technology. My official title will be a Digital Learning Coach. I hope to seek advice from people like John Stevens, who have been doing this for some time now. As I pack up my room, I already miss my own classroom and students. However, I look forward to learning a great deal from the teachers I will be fortunate to work with and the students I'll be able to interact with at each site.