"Yes, and" Math
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This document provides a lesson plan for an activity called "Yes, and" Math that uses improvisational techniques to solve math problems collaboratively. Students take turns building on previous statements to explore a math problem displayed for the class. This emphasizes listening skills and collaborative problem solving over individual algorithms. The teacher can guide discussion to clarify misunderstandings and solidify learning.
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Ms. Drabbant teaches Algebra I, Geometry, and is the director of the Liberty Stars Drill Team at Irons Junior High School. She graduated from The Woodlands High School in 2006 and the University of Texas at San Antonio in 2011 with a degree in mathematics education. Her policies outline homework, quiz, and exam procedures as well as tutorial times. She provides her classroom expectations, rules, and seating chart.
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This document includes a lesson plan that I recorded while I taught and a self-evaluation of my delivery. There are also student work samples showing growth and a reflective essay on those samples.
Dll math 5 q1_w3 (june19-23, 2017) -
The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
Problem solving
A teacher's workshop was held at Independent Medical College, Faisalabad on 11th June, 2010. It was excellent workshop for teachers to improve regular class activities for effective teaching focusing on objective learning.
2005 Peer-to-Peer Memo
Mr. Garcia's peer-to-peer focus for the 2005-2006 school year is to involve as many students as possible in homework review. He has students explain homework problems at the board one by one, with another student continuing where the previous left off until the problem is solved. This allows him to evaluate each student's work, check their preparation, and provide feedback to help them understand expectations. The process also emphasizes academic rigor through discussion of problem-solving techniques and holds students accountable through daily grades worth 15% of their quarter grade.
conjunctions
- The document describes the strategy of working backwards to solve problems where some information is missing, usually at the beginning. It involves starting with the answer and working methodically backwards to deduce the missing information.
- Examples are provided to illustrate how to work backwards, such as reversing mathematical operations, starting with a known final value and deducing earlier steps/values.
- Students must understand concepts like reversing operations when working backwards and starting with the end answer to deduce the starting point or missing information.
Talk math (nctm)
The document discusses various cooperative learning structures that can be used in the classroom, including Think Pair Share, Stand-N-Share, Mix Pair Share, and Quiz-Quiz-Trade. It provides examples of how to implement each structure and encourages reflection on how to apply the structures to different topics. The document aims to demonstrate cooperative learning strategies to middle and high school teachers to increase student engagement and achievement.
Innovative Lesson Template
This document provides a lesson plan for teaching degrees of comparison in English to 8th standard students. The lesson involves defining adjectives and nouns, introducing the three degrees of comparison through flashcards and a chart, having students write examples in groups and individually, and reviewing the concept with questions at the end. The goal is for students to understand and apply the different degrees of comparison in new sentences.
Effective questioning audio
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
Effective Questioning (The Real One)
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly without allowing students to respond.
Sheree discusses Make It Count
This document contains a summary of a teacher's math project over 4 terms. It includes lessons on fractions, estimation, word problems, and grouping. Student results showed most improved their math skills, especially in using strategies like see, plan, do, check. Hands-on lessons with objects helped understanding. The teacher learned to ask open questions and guide students in investigations. Indigenous students gained confidence and liked solving challenges.
Some cooperative learning strategies
There are several popular cooperative learning strategies that can be used to teach content to all students, including English language learners:
1. Round Robin and Roundtable strategies involve taking turns within groups to discuss or generate words for a given category.
2. Writearound has groups collaboratively write stories or summaries by adding a sentence to what the previous person wrote.
3. Numbered Heads Together and Team Jigsaw divide material or questions among group members who then teach each other.
4. Tea Party involves forming two lines facing each other to discuss questions with a rotating partner. Debriefing after activities improves group work skills.
Better mathematics workshop pack spring 2015: secondary
This document contains information for participants of a secondary mathematics conference workshop. It includes sample mathematics questions, strategies for deepening problems, approaches to teaching different topics, examples of student work and teacher feedback, and templates for recording work scrutiny. The goal is to help teachers improve their practice in developing conceptual understanding, setting challenging problems, and effectively assessing student work.
20-item Professional Education 1 LET Reviewer | FlippED
Link for the correct answers:
http://bit.ly/LETGeneralEducation
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Professional Education - 20 items I LET Reviewer
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Strategies Notebook
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
E accomplishment and failure
This lesson plan aims to help secondary 3 students practice English through oral interaction and reading on the topic of accomplishment and failure. The plan includes a variety of activities such as watching a video on successful people who initially failed, discussing opinions on failure and success, learning equine vocabulary through a split information activity, reading a poem, sharing personal experiences, and working in groups to solve problems related to dealing with failure. The teacher models activities, provides scaffolding, integrates Chinese culture, and incorporates multiple opportunities for cooperative learning and oral interaction. While the plan was realistic given the students' English level and discipline, the teacher could have better utilized the introductory video and anticipated differing student needs. Overall, cooperative learning activities and modeling instructions
Similar to "Yes, and" Math (20)
Better mathematics workshop pack spring 2015: primary
Better mathematics workshop pack spring 2015: primary
Better mathematics workshop pack spring 2015: secondary
Better mathematics workshop pack spring 2015: secondary
20-item Professional Education 1 LET Reviewer | FlippED
20-item Professional Education 1 LET Reviewer | FlippED
"Yes, and" Math
- 1. Copyright 2014 ImprovEducation.org All Rights Reserved "Yes, and" Math Lesson Activity Plan By Alan Rudt I N S I D E T H I S P L A N 1 Overview 2 Why This Works 3 Instructions 4 Helpful Hints 5 Side Coaching 6 Example Overview This is a basic "yes, and" exercise applied to the group solution of a math problem. A math problem is displayed to the class. Students go in order and make "Yes, and" statements about the problem and its solution. This continues until the class comes to a natural conclusion. A discussion ensues. Why this Works This activity emphasizes the importance of concentration and listening in problem solving. As students eagerly anticipate (or dread) their turn, they are intensely focused on understanding the problem. Students learn by first-hand thinking and group collaboration rather than by following lectures or enacting an algorithm presented by the teacher. Grade Level: 4th and Up Time Needed: 15 minutes Materials: A reading comprehension passage and questions, in projectable or handout form
- 2. Copyright 2014 ImprovEducation.org All Rights Reserved Page 2 "Yes, and" Math Instructions 1. A math problem is projected for the entire class to see. 2. A student (or the teacher) makes a declarative statement about the problem. 3. The next student tries to build on or add to what the previous person said by starting their sentence with the words "Yes, and." 4. The action proceeds until the problem is solved or the group's investigation of the problem come to a natural conclusion. A discussion ensues. Variation Have all students in the class pair up and play in pairs on their own. Use a common math problem that's projected on the board for all to see. Instead of playing with the entire class, have a small cast of 4 - 5 students come up and play. "Yes, and" Math is an excellent review exercise before a practice test or at the end of a unit.
- 3. Copyright 2014 ImprovEducation.org All Rights Reserved Helpful Hints If students are struggling to form meaningful "Yes, and" statements, the teacher join the game until students gain experience and confidence. Students should be encouraged to add meaning with each statement, not just unrelated facts. A post-game discussion should not be ignored. Students should be encouraged to agree or disagree about the correctness of other students' statements. Also, the teacher should discuss or describe the educational objectives of the particular math problem. Use the post-game discussion to clarify issues that are unclear or misunderstood by the class. Solidify what's been learned. Immediately following the discussion, have students work on their own to solve similar problems. Side Coaching "Don't blurt out disconnected statements that you've prepared in advance. Use your knowledge to improvise. Build on what the previous person said." Page 3 "Yes, and" Math
- 4. Copyright 2014 ImprovEducation.org All Rights Reserved Page 4 "Yes, and" Math Example Student A or Teacher: An angle is created on a horizontal line. Student B: An angle is created on a horizontal line. This means we have two complimentary angle. Student C: We have two complimentary angles. This means someone is mixed up because they're really called supplementary angles. Student D: We have two supplementary angles. This means that if we know one of the angles, which we do, then we can find the other. Student E: We know one of the angles and can find the other. This means that since one angle is 60 degrees, the supplementary angle must be equal to 180 minus 60. Student F: The supplementary angle is 180 minus 60. This means that the unknown angle is 120 degrees. Student G: The unknown angle is 120 degrees. This means that 2x is equal to 120. Etc. Here's a sample of how the "Yes, and" statements might unfold