1. Mathematical vocabulary is important for students to understand concepts and communicate ideas. However, simply providing definitions is not enough for students to learn new words.
2. Students need opportunities to use vocabulary in meaningful contexts. Teachers should construct learning experiences that direct students' attention to specific vocabulary and have them apply words while doing authentic math.
3. Semantic maps and personal dictionaries can help students organize vocabulary and construct their own understanding of terms. Students learn best by communicating about math concepts using precise language.
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
The document describes various concepts related to motion including:
1) It defines motion, distance, displacement, uniform motion, non-uniform motion, speed, average speed, velocity, and average velocity.
2) It discusses acceleration, uniform acceleration, non-uniform acceleration, and the equations relating change in velocity to acceleration.
3) It explains how the motion of objects can be represented graphically using distance-time graphs and velocity-time graphs and how these graphs can be used to derive the equations of motion.
The document defines and explains key concepts related to motion including distance, displacement, speed, velocity, and acceleration. It provides equations and examples to calculate speed, velocity, and acceleration. Speed is the distance traveled per unit of time. Velocity includes both speed and direction of motion. Acceleration is the rate of change of velocity with respect to time. The document uses graphs and calculations to illustrate these concepts.
1. Mathematical vocabulary is important for students to understand concepts and communicate ideas. However, simply providing definitions is not enough for students to learn new words.
2. Students need opportunities to use vocabulary in meaningful contexts. Teachers should construct learning experiences that direct students' attention to specific vocabulary and have them apply words while doing authentic math.
3. Semantic maps and personal dictionaries can help students organize vocabulary and construct their own understanding of terms. Students learn best by communicating about math concepts using precise language.
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
The document describes various concepts related to motion including:
1) It defines motion, distance, displacement, uniform motion, non-uniform motion, speed, average speed, velocity, and average velocity.
2) It discusses acceleration, uniform acceleration, non-uniform acceleration, and the equations relating change in velocity to acceleration.
3) It explains how the motion of objects can be represented graphically using distance-time graphs and velocity-time graphs and how these graphs can be used to derive the equations of motion.
The document defines and explains key concepts related to motion including distance, displacement, speed, velocity, and acceleration. It provides equations and examples to calculate speed, velocity, and acceleration. Speed is the distance traveled per unit of time. Velocity includes both speed and direction of motion. Acceleration is the rate of change of velocity with respect to time. The document uses graphs and calculations to illustrate these concepts.
This document provides information from a Back to School Night presentation for a 3rd grade Mandarin immersion class. It introduces the teacher, Ms. Chau, who was born in Taiwan and has taught Mandarin at various schools. It outlines her teaching philosophy of allowing student curiosity to guide learning. The document also summarizes the Mandarin curriculum and units, daily schedule, homework policies, volunteer opportunities and upcoming field trips for families to learn about the Mandarin program.
This document provides information for parents of students in Ms. Chau's Mandarin Immersion program at College Park Elementary School. It outlines the school's behavior expectations, attendance policy, uniform requirements, recess and lunch procedures, guidelines for birthday celebrations, and policies around items brought from home. It also includes information about volunteering opportunities at the school through the PTA and in individual classrooms, as well as school-wide life skills programs.
The document provides a chart that lists the initial consonant sounds and final vowel sounds in Pinyin, along with rough English equivalents. It includes 24 initial sounds such as "b", "p", "m", and "f", which are paired with English words to illustrate their pronunciation. There are also 14 final vowel sounds like "a", "ei", "iu", and "ing", along with examples in English. The chart is intended to help English speakers understand Pinyin pronunciation based on similar sounds in their own language.
1. The document is a Chinese vocabulary list containing 20 common Chinese words and their English translations.
2. It provides the Chinese characters, pinyin romanization, and English gloss for terms ranging from verbs like "to listen" and "to play" to nouns like "work", "period", "laughing", and "crying".
3. The list covers basic vocabulary for communicating facts and feelings.
1. The document appears to be a dictionary or list of Chinese characters and their translations to English.
2. It provides the Chinese characters for common words like "listen", "now", "play", "game", "work", "lesson", "period", "laugh", "crying", "dear", "all", "from", "to", "because", "know", and translations for terms like "although" and "emotion".
3. The document serves as a reference tool for learning basic Chinese vocabulary.
This document provides information from a Back to School Night presentation for a 3rd grade Mandarin immersion class. It introduces the teacher, Ms. Chau, who was born in Taiwan and has taught Mandarin at various schools. It outlines her teaching philosophy of allowing student curiosity to guide learning. The document also summarizes the Mandarin curriculum and units, daily schedule, homework policies, volunteer opportunities and upcoming field trips for families to learn about the Mandarin program.
This document provides information for parents of students in Ms. Chau's Mandarin Immersion program at College Park Elementary School. It outlines the school's behavior expectations, attendance policy, uniform requirements, recess and lunch procedures, guidelines for birthday celebrations, and policies around items brought from home. It also includes information about volunteering opportunities at the school through the PTA and in individual classrooms, as well as school-wide life skills programs.
The document provides a chart that lists the initial consonant sounds and final vowel sounds in Pinyin, along with rough English equivalents. It includes 24 initial sounds such as "b", "p", "m", and "f", which are paired with English words to illustrate their pronunciation. There are also 14 final vowel sounds like "a", "ei", "iu", and "ing", along with examples in English. The chart is intended to help English speakers understand Pinyin pronunciation based on similar sounds in their own language.
1. The document is a Chinese vocabulary list containing 20 common Chinese words and their English translations.
2. It provides the Chinese characters, pinyin romanization, and English gloss for terms ranging from verbs like "to listen" and "to play" to nouns like "work", "period", "laughing", and "crying".
3. The list covers basic vocabulary for communicating facts and feelings.
1. The document appears to be a dictionary or list of Chinese characters and their translations to English.
2. It provides the Chinese characters for common words like "listen", "now", "play", "game", "work", "lesson", "period", "laugh", "crying", "dear", "all", "from", "to", "because", "know", and translations for terms like "although" and "emotion".
3. The document serves as a reference tool for learning basic Chinese vocabulary.