Gearing up for the final!

Today we chucked all the geometry that's been sitting on our shoulders to get ready for the final. The final will be next Tuesday & Wednesday during class time (and there will be more coming on the final in a day or so).

To get some perspective, I handed out a copy of the Math 6 curriculum. I then handed out a skills assessment -- which the kids filled out for themselves in class. I then distributed half of an old Math 6 exam to use as practice. They are not required to work on these problems, but as always, it wouldn't be a bad idea!

Tomorrow and Monday we will continue to review... onward!

Cube notes

Cube for HW

Geometry Smorgasboard!

We have been up to our eyeballs in geometry for the past two days! We've worked on the area and circumference of circles, we've labeled lines, line segments, angles, rays and the like, we've found the area and perimeter of variety of shapes, and today we talked about the final piece of our geometry puzzle: surface area and volume of a cube. We took notes on these two new pieces of information today during class and I'd like them to try one cube for homework - find the surface area and volume of a cube with edge 7.

Finding Pi

Today in class we used the circles that everyone brought in to literally find pi (finding the measure around a circle and then dividing by the measure across). While we were measuring, the kids were also completing some practice problems for finding the area and perimeter of the shapes we've studied. Some will need to finish this for homework. Others have the "checking" sheet and should check their answers at home tonight.

Sir Cumference and the Diameter of Pi

Today (after checking our circles homework), I read the story Sir Cumference and the Diameter of Pi to the kids. It's a funny story that explains (metaphorically) how pi was discovered. You should check it out if you've never heard of it before.

For homework, over the long weekend, I'd like the kids to bring in a circle for Monday's class. I bet you can guess what we're going to do!

On circles, rays, lines, and angles

We spent a great chunk of our time in first period today working on the four homework circle problems. I hope the kids feel more comfortable finding areas and circumferences now.

Afterwards, we moved into a review of rays, lines, line segments and all that other good stuff. (Look at the pictures below.) As a way to test if they remember and can pull information out of a picture, I've given them the assignment posted below of finding rays, lines, etc. from within the picture. This should be done for tomorrow.

Labeling HW

HW part 2

Lines and rays

Angles

Working with circles...

Today we took some more reminder notes on finding the area and circumference of circles. I'd like the kids to solve the A & C of the four circle I drew on the board today in class for homework. (See picture below.)

HW - Circles

The Area PPT we've been using...

Area Formulas

View more presentations from matthewross.

#s 1, 2, 4

#s 3-5

Geometry!

It's the final unit of the year! Geometry!! Ahh!!

Yesterday and today we basically got our feet wet again in the study of shapes and figures and areas and perimeters.

No homework as of yet. We can't seem to get to a good stopping place for some homework!

Almost forgot! The kiddos also got their tests back! There was some very good work done on the percents test - ask your child.

Test Tomorrow!

Tomorrow is our percents test! Whoohoo! Today we checked our homework answers and played a mini-review game in preparation for tomorrow's test. Onward!

The End of Percents

Today we had our extended block time -- and we use it to continue our forward motion towards the end of the Percent Unit. We started with some journaling/reflective questions about what we've done thus far in Math 6 this year, took a stretch break, and then began practicing some percent work that will get us ready for our test on Friday.

We worked together on a Percent Practice Test (see class docs) - problem by problem, explaining each as we went along. I'm thinking the actual test will look very similar to the practice test. We weren't able to complete all of it together, however, and I would like them to complete #s 17-20 on their own. We'll pick back up on Thursday with these problems (no class tomorrow because of block schedule week), answer any questions they may have, and then test-test on Friday.

Answers for Saturday, April 4 to Wednesday, April 8

Saturday, April 4
504,686

Sunday, April 5
4.6 or 4 3/5 or 4 R27

Monday, April 6
92/15 or 6 2/15

Tuesday, April 7
12

Wednesday, April 8
11/24

The Math Brain Munching Bugs! AHH!

Hello all! It has been over a week since I posted last. The week before Spring Break, well, you could tell that there wasn't a lot of time to blog about what was going on in Math 6.

Anyways, I am enjoying my Spring Break immensely and I must not pander any longer -- there is serious work to be done. Your children may have mentioned the MBMB's, and now you must hear about them too. The note your children received prior to Spring Break:

Dear Math 6 Students & Parents—

To keep the Math Brain Munching Bugs away, one problem and one problem only must be done a day.

Think of a doctor’s orders to take a certain amount of medicine at certain times of the day. The Munching Bugs are just as severe.

Children have been known to return from Spring Break with only an empty frame of what their minds used to be!

These problems, done once a day, with their work and steps totally and completely shown and written down should significantly diminish the Munching Bugs’ effect.

Yours in the fight against MBMB ( or MB2 ) – matthew

Just in case (I know that nothing has happened to the MBMB sheet at your house), I have posted the sheets for Math 6 on our Class Docs here.

Look later this evening for answers up until today!

Happy de-bugging! :)

Answers to Friday/Weekend HW

Go here for answers to this weekend's homework:

http://cfsmatthew.wikispaces.com/Math+6+Docs

(scroll down to the bottom, it's the last one!)

A new way of thinking about percent equations

Today we checked our homework from last night, and then moved into a new way of thinking about these percent equations... as a chart! I'll post up the notes on class docs soon. Tonight's homework is to finish the chart from the homework yesterday. (any additional practice you'd like them to do, however... :))

Percent Equations

Today we worked on percent equations. You'll want to take a look at the sheets we're working, especially as #s 1-16 are homework for tonight!

We started by "decoding" the problems into math language, and the kids should be working to solve 1-16. (If they get stumped, they can check the "Percent Notes" page... it will help!)

(Here's a blank copy, here's the decoded copy, here's the answers...)

The different ways of working with a percent...

Today we talked more about the different ways to work with a percent (equation style) -- but didn't get to a place where homework was appropriate. We'll pick up tomorrow where we left off!

Using the 10% Shortcut

We worked with finding percent of a number, in particular we talked again today about using the 10% shortcut to help in finding percent of a number. The problems we focused on today were discount problems!

The kids got this during class - here's a copy of it and here's a copy of the answers. They SHOULD finish this for homework... and they should read the instructions carefully! (no rounding... doing it by hand first before checking with a calculator...)

% of a # and the 10% Shortcut

Today we played around more with decimals, practicing finding the percent of a number and learning to use the 10% shortcut to move things along even faster. Check the class docs for a copy of the notes we took.

% of a number

Today we took notes on how to find the percent of a number. The most obvious application of this skill is the finding of discounts and tax in money! You'll see these notes below.

No homework this evening.

% of a number

Working in percents

Been awhile since I've posted!

We've been steadily working in a review of percents, in particular, the FDP chart (conversions between fractions, decimals, and percents). I posted yesterday about the homework that will be due for the kids tomorrow (we didn't see each other today due to block schedule).

Here are the answers to the homework... click here

Practicing the FDP Chart

Today we spent our extended block time working on fleshing out our understanding of fractions, decimals, and percents using the FDP Chart. The kids do have homework, and they can access it here (thanks Raquel!!).

I'll blog more soon, and post answers tomorrow. (Homework isn't due until Thursday since I won't get to see the kids tomorrow due to block schedule.)

Warm up

Percent notes

Make it your own

Today in class the kids got the opportunity to choose how they worked on their graphing... they could re-do some of the graphs they've done, pick a new cartesian cartoon, or they could make their own! And yes, whatever they chose, they will want to work on that over the weekend for homework. :)

For homework...

More graphing

Today after our warm up we checked our homework (see previous blog post) and started work on another cartesian cartoon. They will need to finish this for tomorrow (homework!).

We've had lots of kids in and out this week and I want to remind them and parents that class docs (look over on the left of this page for Class Docs) is where I post all assignments, notes, homework, etc. if I don't put a link directly to it in the blog post. Enjoy!

Jam-packed day!

Today we (after our warm up) checked our homework graphs and previewed the video from the practice versions of our integer songs. Once I investigate our release form info, I'll get some of the video out to you to see!

We spent most of the rest of our time working on some integer word problems that I want the kids to finish for homework. Click here to see that document.

More Graphing!

Today we checked the homework from over the weekend, AND we recorded some of the integer songs they've been working on! I'll send out a post once I get those videos on my computer. Finally, they got to pick another coordinate/cartesian cartoon to work on and they WILL need to finish this for homework.

Warm up

Where's Matthew?

I'm here! I promise! And my headache is gone! Hallelujah!

Yesterday I ended up leaving school early -- and that didn't affect first period that much, but just thought I'd let you know!

Yesterday we worked on "Ben Franklin's Folly" - a cartoon that the kids drew by plotting points on a coordinate graph. I did want them to finish that for homework, so I'm hoping that you saw it come home last night!

Today, we checked it (you can find it on class docs) and began another "cartesian cartoon" (that's what they're called. And yes, I'd like them to finish it for homework! I'll post that soon on class docs.

This is how we'll be learning how to graph for awhile, so be prepared for some pretty pictures!

Surfing the Coordinate Plane!

Today we began our new unit on coordinate graphing. Check out the notes from the class docs webpage! No homework, but they seem to be getting it pretty well!

(Some kids are still retaking their Integers Quiz... I'll be emailing folks this pm.)

Warm up!

Processing the computer quiz

Today, after completing a snowy warm-up :), the kids got a chance to see how they did on the integers computer quiz. Most did quite well, and others are going to be doing a retake this afternoon/evening. (This is the only homework, and not everyone is in the boat.) That's the wonderfully easy thing about doing it online!

I really urged the kids to disassociate how they did on the quiz with what they thought of doing it online/on a computer. Generally, I think it was a good experience and they agreed that we should try it again and see how we can improve upon it.

Yay!

We're down for the count for the year, folks! After integers, we've got percentages, coordinate graphing, and geometry. And that's about it!

Warm up

On Trimester 2 Evaluations

I wanted to send out a note about how to read your child's second trimester math evaluation which you will be getting in the mail (along with your child's other reports) in the coming days.

You may have heard through the grapevine (in fact, you might have even heard through me!) that the Middle School Staff has been engaged in an Action Research Project on assessment and evaluation this year. (For more information on what exactly Action Research is, see this Wikipedia article.)

We've been asking ourselves many, many questions over the past few months. Among those are questions like:

    * Who are evaluations for? Students? Parents? Future teachers (of the students)?

    * What is the best way to convey how a child is "doing" in a class?

    * How can we improve our process to meet the needs of all parties involved in the assessment/evaluation experience?

(Note: These are a summary of the questions that my brain has latched on to and mulls over before I fall asleep each night--not necessarily representative of the entire Middle School Staff's questions.)

And, as you can imagine, many of us have taken on the task of actively experimenting with how our evaluations look, what they say, and how they say it. Some of us have added rubrics. Some of us have focused more on project assessment.

For my second trimester evaluation, I decided to focus on truly involving the students in the assessment/evaluation process.

There are many overarching goals that teachers have. These are the goals, dreams, and visions for what students will take from their time spent with us beyond how to add fractions and diagram a sentence.

As you probably guessed, I have a whole slew of these. :) But the one that got tapped these past few weeks was this: Students (and successful human beings) should be able to accurately evaluate themselves on how they are doing according to a specific standard--whether internal or external. Put plainly, people should know whether they're good at something or bad at something and how to process that.

When you open up your child's second trimester evaluation packet and turn to their math evaluation, you're going to see what I'm talking about.

The week before evaluations were due in advisor's boxes, each one of my math classes took an online form/survey of their performance and experience in my class. On that day, we rolled out the Mobile Mac lab and I made a BIG deal about all that I've written to you so far. I explained myself, and walked them step-by-step through the survey, answering questions along the way.

Basically, the kids had to answer the following sentences with the choices of Never... Sometimes... Most of the time... Always. And they could only choose one of the four.

Take a look at the actual evaluation the kids filled out. (This is just a PDF copy, you can't make any more submissions--don't forget to scroll down!)

I explained to the kids that they were to fill out the evaluation and that they were essentially writing their own evaluations. I, of course, reserved the right to adjust and tweak where I saw fit, and I would make my own comments on their reports as always. But you would be surprised how little I actually had to go back and change.

As the kids filled out the evaluations, many questions arose that sounded like, "Matthew... What if I'm more towards Sometimes... or maybe Most of the time?... I don't know... Can I say in between?"

I encouraged them to think these things through, for it's in that conversation that I think the magic of this evaluation and assessment experiment lie. And this is what I want to encourage you to do as you sit down and process your child's evaluation.

For example, "My child put down 'Most of the time' for 'helps to create a productive learning environment.' That sounds pretty good to me. Good job!"

Or... "My child put down 'Most of the time' for 'helps to create a productive learning environment.' That sounds interesting. What was it that kept you from putting down 'Always' on that one?"

To add another layer to the process, I decided at the last minute to let the kids see their final evaluations before they were delivered to advisors. In this way, I hoped kids would be able to continue to be part of the conversation about how they were evaluated and assessed in math. This created the space for kids to ask me, "Matthew? Why did you move me from 'Most of the time' to 'Sometimes' on this one?" And what a great conversation we had then!

Take a look at what the second trimester evaluations look like.

So, Matthew. Why this long blog post/email?

There are a couple of reasons. One is to keep you in the loop. Another is to try and prepare you and go ahead and answer some of your questions about how to read your child's evaluation.

And finally, I want your feedback. :) Be on the lookout for a post or an email asking for your feedback soon!

Thanks for all that you do--I hope all of this makes sense and that it was an easy and straight-forward read. I appreciate your patience and kindness as well in this wonderful dance we're doing called education your children. :) Have a great day!

Online Quiz!

Today we took our Integers Quiz! Online!!!

That was the big new thing we were going to try out with this quiz/unit. What would it be like to take a quiz on a computer? So far, so good. We took it this morning, everyone finished, and it seemed that everyone enjoyed the experience. They could use a scratch sheet of paper to make notes and show their work, but their answers were submitted online through an online form. In fact, along with this post, you'll get to see the actual quiz come through! (But you won't be able to complete it, I've turned it off for now. :))

I'll check these quizzes over the weekend and on Monday we'll process what it was like to complete a quiz online. Have a great weekend!

Integer Quiz

Test Tomorrow!

Today we checked our homework from last night and then I gave the kids an opportunity to practice their skills a bit more. I'll post the PDFs of these practice sheets on the class docs in a minute.

Tonight's homework is do whatever you need to do to be ready for the quiz/test tomorrow! :)

Warm up

Getting ready for the quiz/test

We decided to move the Integers test/quiz to Friday!

We spent today practicing and practicing those integers. I really want to you to connect with your kids and those integer rules that I posted yesterday and see how they're feeling.

In fact, they've got some homework! There are a certain number of problems that I want them to complete: #s 1-14, 26-37, 45-54 on a sheet called Operations with Integers. (see class docs)

Longer Integers

Heads up - Integers Test is THIS Thursday. Although, considering things, I might bump it back to Friday. I want to wait and see how the kids are doing tomorrow.

I'm also going to downgrade it from a "TEST" to a quiz. It's a quick check-in. I want to know if they know, simply, how to add/subtract/multiply/divide integers. That's all.

We talked about longer integer expressions today. So, it's no longer just -4 + 10. It's now -4 + 10 - 5 + -11. We also did the same with multiplying.

They left with five problems for homework. (See the picture below.) AND, if they are itching to check their answers, check out the Pre-Algebra blog... their warm up was Math 6's homework! (See http://preal2nd.blogspot.com)

Warm up

Adding integers

Steps for adding long integers

Multiplying long integers

HW

Answers to Integers Quiz

Integers! Integers!

It feels like it has been so long since I've sat down to write to you... :)

Last week was just a week! Evals and Conferences and... and...

We continued our study of integers last week and that continued over to until today. I cannot express how important it is that everyone nail down these concepts. Let me just be clear in the language so you'll know what I'm expecting of them.

Adding Integers:

• If the signs are the same, add the numbers and keep the sign
• If the signs are different, subtract the smaller from the bigger, keep the sign of the bigger

Subtracting Integers:

• ADD THE OPPOSITE
• Follow the rules for addition

Multiplying/Dividing Integers

• + * + = +
• - * + = -
• + * - = -
• - * - = +

We'll be looking at a test/quiz coming up soon. Check the class docs for a copy of the integer packet that your children have completed for ideas on what kinds of problems we're talking about.

There was no homework tonight.

Evaluations!

Today after our warm up, we used the mobile Mac Lab to literally <> our evaluations. I've been experimenting with GoogleDocs, and Forms in particular, and the kids used a form that I had created to help in the writing of their evaluations!

You'll here more about this later, when evals come home, but if you want to see what it looked like, click here for a pdf version. (Look under All Class Docs)

Warm up

Warm up

Practice makes perfect!

Today we practiced... and practiced some more! The kids got a packet of integer problems and started work on them today during class. Since they were hard at work, no need to work on them at home tonight. That's NO homework.

I'll see if I can get the packet posted... soon...

Picking back up where we left off...

We didn't have integers as solid as we thought we did! (Subtracting integers in particular...) So after we completed our warm up, we worked through (some of us, multiple times!) a sheet on subtracting integers. I'll get that posted soon!

As soon as they got finished, I let them work on their songs. It's coming along!

Getting creative!

Today we decided that it would be a good idea to make our own song celebrating integers! The kids used the class time after our warm up today to start planning and mapping out their song. We'll see where this takes us next week! :)

Adding the Opposite

Today, to practice adding the opposite, we took turns using the table (they had to add the opposite and solve the problem + get used to writing on a computer!). Check out the class docs to see how they did!

More on subtracting integers

I vowed to the kids that they will get subtracting integers... and I will use just about any means possible to do so! Today it was through YouTube videos... and you'll see some of those posted below.

No homework (in honor of the play) -- but check out the class docs. Tomorrow? A work day. :)

The Integer Poem

SI This way?

Starting to subtract integers

Check on the class docs, but in case you don't get to, we got to subtracting integers today. We only scratching the surface--there isn't really anything to "get" right now... we've only looked at one way.

No homework tonight, though! --matthew

Class Docs Link - NEW!

Check out the LINKS section of our blog over there on the left. There's a new addition! A direct link to the docs for Math 6! Check it regularly... for notes and copies of stuff from class.

So here we are with integers!

Hello and I hope this post finds you all well!

To sum up briefly, we've been working hard at integers since my last post almost a week ago. We're mainly focusing on adding, multiplying, and dividing right now... and we'll come back to subtracting later on. As the kids master the basics, I've started throwing curve balls at them--for example, negatives and fractions! (They weren't all that happy to realize that fractions don't just go away... :))

There are a few class docs that have been added to the wikispace, so you'll definitely want to check those out. Plus, I've reorganized the wikispace because we started to get so many documents up there! Check it out!

http://cfsmatthew.wikispaces.com/classdocs

Today we focused on comparing and ordering integers, plus dividing integers. Onward!

Reminder about Class Docs!

Remember that you can now watch play-by-play with what happened during your child's math class when I use the tablet @ http://cfsmatthew.wikispaces.com/classdocs!

Multiplying integers?!

Why in the world did Matthew skip over subtracting integers?

Well, we're trying something a bit new this year. Every year I teach integers I do the same order... +, -, *, and /. So this year I'm trying to mix it up a bit. We've done Adding (still practicing it though!) and today we walked through the rules for Multiplying. The pictures you see below are of the Cheerleading Routine that Rachel (et al) helped to create to help us remember the rules for multiplying integers. We got so wrapped up in our routine that we only got to do a few examples before it was time to go! Alas, no homework.

And an apology for such a late post. The latter part of my day was spent in my role as fourth year advisor on a mini-retreat with the fourth years. AND, Math 6 will not meet tomorrow due to Adolescent Issues Forum. Until Thursday!

Same...

Is positive...

Different...

Is negative

Practicing Adding Integers

Today we mainly worked to nail down the rules of adding integers. We worked on a sheet, #110 Sans Matthew, that has two sides... both should be completed by tomorrow morning, first period. Most were done with the first side (Adding Integers #4) in class and will need to work on the back.

For a copy of what we did today, see http://cfsmatthew.wikispaces.com/classdocs.

Warm up

More on integers... Rules!

Today was a day!

We first completed a "Mental Math" warm up - math that can ONLY be done in your head. :)

Then I collected the test corrections.

On to our study of integers. Today we focused mainly on adding integers, and we talked about the rules for adding integers. See the wikispace @ http://cfsmatthew.wikispaces.com/classdocs under Math 6 (The Sweet Taste of Integers!) for links to our notes today.

No homework tonight/over the weekend, though! :/ Too bad! :)

Intro to Integers

Integers!!!

We skipped over our warm up today to share our tests! The kids got their Decimals test back today and I've asked them to complete their corrections tonight for homework.

And then... we moved onto our new-new-new unit: INTEGERS! :) You can see a few pictures of our work from the board below.

The kids have really seemed to take to integers. We focused today on defining the term integers and naming the "aka's" -- signed numbers and positive/negative numbers. We even were able to add and subtract some simple expressions. NO homework, but be ready for a spot over the weekend... maybe...

No Post!

No post today... as we didn't see each other because of the shortened Delay schedule. Until tomorrow!

Taking our test!

Today we took our Decimals test! Most everyone finished quite early... and even after double checking their answers, they had some free time at the end of the period.

Notebooks also got checked, and overall, while some could use some TLC... most are in good shape!

Have a great weekend!

Review #s 1-2

#s 3-9

Review #s 10-18

Dusting out the notebooks!

Today we focused on some review (see the pictures above/below) and mainly worked on cleaning out our notebooks.

Tomorrow's the notebook check and the Decimals test! They're going to do fine! :)

Block Day

Block day - No class today.

But test on decimals coming up on Friday!

Getting Ready for the Decimals Test

Hello, all!

It feels like its been awhile since I last sat down to write about Math 6. Well, we've reached that time again. Test time.

It's all about the decimals this time. The test is THIS FRIDAY. Here's a list of what the kids should be able to do on this test:

• Identify the two parts of a decimal
• Identify the place value of a decimal up to the ten-thousandths place
• Read and/or write any decimal correctly
• Compare two decimals to see which one is bigger/smaller
• Put a list of decimals in order from least to greatest, or greatest to least
• Round decimals
• Add decimals
• Subtract decimals
• Multiply & Divide decimals

Today we took a "Mock Decimals Test" -- just to get a feel for what the test will look like. You too can see what this looks like by going to http://cfsmatthew.wikispaces.com/classdocs

Yesterday we worked primarily on dividing decimals, and you should have seen four problems come home for homework last night. Those answers are posted below (in a picture of the board).

Tomorrow we will NOT see each other--it's a funky block week... and we'll regather on Thursday for a final review.

On a side note, I began today by talking about attitude and how we see ourselves as students/learners of math. In my life outside of school, as well as inside, I've really started to realized that how I approach a day/conversation/topic/subject/person or what I think about a day/conversation/topic/etc. GREATLY influences just how well whatever it is will turn out. For example, "Gosh, I'm really worried about having a conversation with X and I'm pretty sure I'm just not going to be able to find the right words to express myself." Sure enough, lo and behold, there's the conversation... and it happened the way I thought it would, given the context that I have created.

This really hit home for me (again!) in my morning math classes when I found myself last week spending half of a period bucking the students up about themselves and their mathematical abilities. If, while we're learning something new or getting ready to take a test, you are saying to yourself, "I'm really bad at this... I don't get it... I'll never get it... This is horrible... I don't want to be here..." -- guess what you are creating for yourself??

I think of (and wrote on the board for the kids today) the Einstein quote:

Whether you think you can or you can't, either way you're right.

I'm hoping for Friday that your children will think they can!! (We tried a little today to choose how we were thinking and talking about the Mock Test... with a little more practice, who knows!)

Mock Decimals Test

More text soon, but the Mock Decimal Test has been posted as a PDF here:

http://cfsmatthew.wikispaces.com/classdocs

Warm up

HW from Monday night from all math classes

Answers from Monday's HW

#s 3-4, 9-10 from Mock test

#s 11-13 from Mock Test

Multiplying & Dividing Decimals

Today was a continuation of yesterday, just practicing problems getting ready for our Decimals Test.  We checked the work from yesterday (if the kids needed to) and then I gave the kids a new set of problems just on Multiplying & Dividing. :)  They will need to complete the ODD of  Multiplying and EVEN of Dividing.  And yes, they should finish over the weekend.  Look for answers posted on the blog over the weekend. 

A little too late!

Well, this post is a bit too late to be of any use tonight!

Anyways, today during class the kids got a chance to really dust the cobwebs off of their brains with decimals.  They had to complete a range of problems... by themselves.  Many got quite far and checked their work with me and so will not have had any homework this evening.  Others got a good bit done, haven't checked in with me, and I asked them to complete it at home for homework.

Tomorrow they will get specific work on multiplying and dividing decimals.

Late posts

Meetings took up most of my afternoon, so blog posts will come this
evening.

~~~~~~~~~~~~~~~~~~~~~~~~~
Matthew Ross
ross.matthew@mac.com
mross@cfsnc.org
919/414-1983

Sent from my iPhone

Warm up