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# Math Resource Portfolio

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### Math Resource Portfolio

1. 1. André Monnéy EDU 4336: Teaching Mathematics Math Resource Portfolio October 6th, 2011Overall Goal Of My GamesThe overall goal of my games is to provide the students an opportunity to practice their math skills in agroup environment with their peers and an environment that is less threatening (due to the studentsfeeling like the class is “less academic”). Since my students are a little older (middle school or highschool), the games I’ve played do not require a lot of set up so it can be played in a 50 minute or 35minute period. The other beauty of most of these games is that the content standards can be modifiedto whatever topics or materials you are covering in class at the time. As a whole, I generally run mygames in a few different formats: 1. Individually - The students play individual games when they are playing games on websites. This allows them to track their own work on our Netbook worksheet. 2. Small Groups – When I run my games in small groups, I usually split students up into group of 3- 5 depending on the class size. Most of the time, my seating chart is strategically placed so that higher achieving students sit near by lower achieving students so when it comes time to playing this game. We don’t have to do too many “trades.” In this setting, the students are competing against the other times. Occasionally—depending on the class dynamics—I will have the students try to achieve a class goal so that they are helping each other as opposed to competing against each other. I use the white boards in this set up to see what teams score points and what teams miss points. 3. Two Large Groups – The two large groups generally apply to the game “Secret Path;” however, I have used two large groups in game like “Who Wants To Be Mathematician” as well. I find that
2. 2. the two large groups are good because it singles one person out to solve the problems, but also gives them a large set of partners to check their work with. On the flipside, this also does create some laziness for the unmotivated students as well. White boards are again used to check the students work. 4. One Large Group – The large group set up was semi-discussed in the “Small Groups” category, but I felt it deserved its own bullet point. When we play games as one large group, the class is generally split up into small groups or kept in rows; however, they compete in the game as one whole team. In this set up, the white boards are very important if the class is split up into groups because the groups have to decide collectively on what answer will go on the board when they hold it up for me to check.Now that the styles of grouping are better discussed, on to the games!Resources Game #1 – Are You Smarter Than A Math TeacherDescription: Although, I’ve only been teaching for a few years, I always have students say “well, you arethe teacher so of course you are going to be really smart in math.” The game “Are You Smarter Than AMath Teacher” is meant to give my students a little ego boost before a test. It also allows me to seecommon mistakes when the students show me their answers and/or display the work.The Goal: The goal in “Are You Smarter Than A Math Teacher” is to earn up to 1,000,000 points for aclass reward (extra credit points). Along the way to a million points, students are able to get otherprizes, such as candy, extra tips on student question, redo on problems missed, or detailed hints on test
3. 3. questions (I usually give these to them anyways, but explicitly asking makes them feel like they’ve beenrewarded). Most of these rewards can be given at any point level depending on how much time youhave in the period.Rules: In “Are You Smarter Than A Math Teacher” the rules run the same as they do in “Are You SmarterThan A 5th Grader.” I usually draw sticks at random to see who is going to actually explain how theyachieved the answer, this allows me to hold all students responsible for the problems presented in thegame. The students have a few options if they do not understand the problem:  Copy – The student can ask another student for their work if their explanation is incorrect. If the student chooses this option, then they have to explain their error.  Peek – If the student is unsure of their work, they can check their work with a classmates before explaining the question. They are only allowed one look at the work. If they look for a second time, they lose the opportunity to earn points.  Save – If the student gives the wrong answer, they can use one of their classmates work and have that classmate explain the problem. A ‘Save’ can only happen if the student gave the wrong answer. The student is then also responsible for explaining what their error was in their work.Grade Level: “Are You Smarter Than A Math Teacher” can really be used with any grade level (although Iprimarily use it with middle and high school students).Intent: I usually use this game as a review for tests or a way to change up the dynamics or material thatis simple, but needs to be covered to help prep students for another yet.Materials: This game can be played with paper and a document camera, PowerPoint or even a SmartBoard. As long as the game is set up with a number of questions to last the entire period you could evendo the game on a white board with a marker.
4. 4. Modifications: The modifications I have used for this game are allowing notes for certain students. I alsoplace students strategically throughout the room if they have some sort of visual, hearing, etc. issues. Ifthe students require calculators to do math work (in a IEP or 504 plan) those are also obviously allowed.Resource Game #2 – JeopardyDescription: Jeopardy is just another game to break the monotonous routine of class for the kids.Jeopardy is a familiar game for the students (or most students that is).The Goal: The goal for Jeopardy is to earn the most points you can earn for your team. Most of the time,this game is played in small groups so the students are competing against each other. The team thatearns the most points gets a reward, such as extra credit points, candy, an opportunity to use notes on atest.Rules: The only rules I really stick to with this game is that the student/group must show their workwhen they give their answer. This allows me to verify they know how to do the work and could replicateit on an assessment.Grade Level: “Jeopardy” can really be used with any grade level (although I primarily use it with middleand high school students).Intent: I usually use this game as a review for tests or a way to change up the dynamics or material thatis simple, but needs to be covered to help prep students for another yet.
5. 5. Materials: This game can be played with paper and a document camera, PowerPoint or even a SmartBoard. As long as the game is set up with a number of questions to last the entire period you could evendo the game on a white board with a marker.Modifications: The modifications I have used for this game are allowing notes for certain students. I alsoplace students strategically throughout the room if they have some sort of visual, hearing, etc. issues. Ifthe students require calculators to do math work (in a IEP or 504 plan) those are also obviously allowed.Resource Game #3 – Deal or No DealDescription: Deal or No Deal is a game that requires students to work the problems out on the board infront of their peers and myself. This allows me to see their thought process as they work through theproblem. The student working on the problem also has advisors who are allowed to agree or disagree bysaying ‘Deal’ or ‘No Deal’. This allows students who are a little more bashful to work knowing they havesome back up. I also usually cap students to one briefcase so that I can make sure to cover as manystudent groups as possible in the period.The Goal: The goal for Deal or No Deal is to earn the most points you can earn for your class. Most ofthe time, this game is played in small groups; however, the students are earning points for the class sothe competition is usually not there to the same extent as if they were to compete against each other.At the end of the period, students can cash in points for reward, such as extra credit points, candy, anopportunity to use notes on a test.