Create Your Own Birthday Party in Math Class!

Our classroom was loud today, full of excited students sharing ideas during math. Some students were laughing while others were expressing comments of shock and awe. Sometimes my best teaching happens in the moment, like most of our best experiences in life. Lessons need to be tailored to the students, and math should be engaging and authentic.

A few years back I remember sitting in a math professional development listening to the speaker share a Webb’s Depth of Knowledge level 5 problem I would be doing with my students. When I questioned him about the level 5 and explained most people sitting with me had never heard of Webb’s Depth of Knowledge, he responded that this was another professional development for another day. This experience led to one of my favorite blog posts from Alice Keeler. I was the one who messaged her a screenshot of the problem featured in her post. Who the Heck is Brad reminds us that we have to shift our math thinking in how we teach students.

Today was one of those days where I was reminded of Alice’s post and exemplified for students what math can and should be- FUN! Students were going to do work in a math workbook, answering questions that required them to make a table and plot points. They were using meaningless information in a rote way. This was when I hit the pause button, and students watched as I designed an activity where they create two of their own birthday parties to decide which one is more cost effective. They will make graphs and tables of the data they collect after researching potential birthday party ideas in our state.

Armed with a device and a notebook, students got to work. Some decided to have parties at their house. Therefore they had to use division to figure out the cost per person. Others went to venues that required ticket purchases. Regardless of the party created, students were planning something personal using their math skills. They were doing more than the book expected. Students collaborated with classmates, seeking help and ideas for purchases. Today I took a risk. My students are not feeling disconnected from their math work. Instead they are proud of their work, and they love what they are doing. Try to make math problems more exciting and engaging. Your students will reap the benefits of that choice!