The Trail Time and Resting Time Calculator can be found through the Idita-Type 2016 article in the Musher section. It is a simple Google Sheets page that the Mushers use to find out important information for the Trail Log.
Mushers enter the number of miles their team traveled in a day. The spreadsheet divides that number by an average rate of 5 mph to determine the number of running hours. The resting time is the difference between a 24 hour day and the number of running hours on the trail.
The “second-ever in the history of the world” Iditarod typing race took place today at Eagle Academy Charter School. Today’s contestants were two teams of 6th graders.
The similarities between the racers’ positions and a real dog team were amazing.
The Musher has to keep track of all of the team members, making sure that they are completing their tasks.
The Wheel dogs are responsible for getting the team going on each new day’s run.
The Team dogs keep track of all of the sights along the trail.
The Swing dogs back up and assist the Leader
The Lead dogs have to figure out where the trail is and how far the team is getting.
The Race Marshal makes sure all of the rules are being followed and verifying official team positions.
The refinements I discussed yesterday made the process much smoother today. I made a new document for the Team Dogs: every one of them had their own Trail Log to keep track of the pins they created on the shared map.
We still had the issue of one person losing the trail map, and it didn’t reappear even with a different browser. Don’t know what to think about that.
Other changes: have the Swing Dogs be in charge of providing pictures and text to each day’s position pin. Make the text a journal entry of how their team performed.
Last week my advanced math students completed another unit assessment. These kids are amazing, but every one of them got some answers incorrect because of brain glitches. There’s no reason why just about every one of the students couldn’t have gotten all of the answers correct.
I’m going to ask for their tests back, scan their answer sheets, and snip out the ones they missed. I’ll upload them here and show you what I mean. Should be pretty interesting.
While I was excited with this first Khan Academy mission I longed for a specific grade level mission that I could assign to my students. Khan heard my request (and I’m sure the request of many other teachers) and has recently introduced their grade level missions. Now my advanced 6th graders can take the 7th grade math mission and my regular classes can take the 6th grade math mission.
These individual grade level missions focus specifically on the grade level math standards (as well as the important pre-requisite standards from previous grade levels) that our students will need to excel in math. (Note: I recommend that all math teachers select and begin their own mission, in a grade level that they teach, so that they can experience and understand Khan Academy from the students’ perspective.)
This is what I did; I became a student in my own Khan Academy class. In addition, I’ve been publishing Khan Academy standings on our Math 7 web site, as well as work completion standings of our Saxon Math program.
Anytime something new is developed and used with students, it takes awhile to assess the impact. So far, the combination of standard math instruction with supplemental online individualized instruction has been extremely useful in finding where student gaps in learning and study skills are revealing themselves.