Laura Las Heras Ruiz
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In my region of Spain we have to evaluate in 4 “dimensions” Solving problems, connecting math with math and math with live, prove and reasoning, represent and communicate math. Then we have all the contents that we should teach which can be related to big ideas that you talk about. So that is what I think I have to mix. I use to plan a lot of group work and I have to do an assessment feedback for me and for the students, I plane also a big statistic project that it last all the cours, in which they have an assessment feedback also. It is difficult for me to think of how I will assess all of that and the individual test.
I haven’t spiralled yet, but I do mix big ideas in the different units because I have to work with connections and reasoning. For now, if the students work a learning goal in different activities I put a grade for that in all the activities they were working and then I make an average, for me it is difficult to understand how do you assess this learning goals if you work on it in different test or assessment activities.

Teacher I don’t remember how to convert m to mm or I don’t remember Pythagoras, or I can’t remember what I have to do with this “x” 2x 3 =9, can I mixt number 2 with number 3?, or Teacher can I do percents with the calculator?
I will definitely try to spiral my classes next year. 
ORIGINAL PLANNED LESSON. STEP 1
Linear and affine functions
Solving proportional problems
representing in a chart
making a table of values.
ORIGINAL PLANNED LESSON. STEP 2
Linear and affine functions
Solving proportional problems
representing in a chart
making a table of values
finding the algebraic formula
POSSIBLE PIVOT LESSON
POSSIBILITY 1: it has happened this year. Some of them had problems putting the coordinates in a plot.
Plotting coordinates
We play how to sink the float. With coordinates, first the numbers should be integers and then decimals.
POSSIBILITY 2: They have problems to understand how they have to proceed to make the table of values and they have very few strategies to solve proportional problems.
The pivot lesson will be a lesson with a friendlier numbers and that the deduction of a unit reduction strategy is more obvious than in the normal lesson.

Last wednesday I introduced my functions lesson doing a kind of performance. I told them that we will infect us with coronavirus. We settle the velocity of infection at 1 and then I give a piece of paper to the first infected that he had to give an infection paper to one student, this new infected did the same, and so one. One student secretary was counting and writing on the board the number of the new infections and the accumulation of them.
Then we did the same with velociti 1,5 so the first infected gave one paper to one student and a half of paper to another one. The students who had one paper or half and half could infect the others. And finally we did the same with a velocity of 0,5. We take the data and we make the plots.
Now I think that to make this activity more interesting, and with more curiosity I could make them stand up and take datas without saying that we are making an experiment about coronavirus infections. And after that use the notice and wonder strategy. I think they could have more curiosity.