The teacher would make six of these little homes on a worksheet and have different numbers and equations for the students to solve. One more activity that I would have the students work on to help retain the Commutative property of addition is a cut and paste worksheet. For this worksheet, students would have 8 treasure chests with an equation in them; for example, 4+3 and they would need to cut and paste which equation from the bottom was equal to the one listed above in the chest. (4+3=3+4). Students would then be able to color the different treasure chest.
The teacher will then hand out one slip of paper that contains the independent variable to each group. If a group gets a slip of paper that says thickness of paper, the teacher will need to give the group different types of paper. The teacher will also give each group an iPad so, they can create their Popplet. The students will be given time to work on their experiment and to collect their
After all the students have been given enough time to write and practice their skits, they will go up in front of the classroom and perform their skits. The final activity will be demonstrating the subjective rules of nonverbal behavior that are governed by cultural and social rules. The teacher will instruct the students to imagine they are writing a guidebook for visitors from another culture. They will describe the rules that govern touching in several relationships (an adult and five year old, an adult and a twelve year old, two adults, an elderly adult and a young adult, two enemies, two good friends, parent and child, siblings, lovers, and a boss and an employee or a teacher and student). In each case the students will additionally describe how the gender of the participants may affect the rules.
If it has changed why has it changed? If your definition has stayed the same why did it stay the same?” Application: • The students will research and bring in one article that describes the actual event of their situation. • The students will read the article using close reading strategies. • They will do a PIN reading which is they record something positive, interesting, and negative from what they read. • “For homework tonight your job is to research the situation that you and your group examined closely.
d. A teacher wants to know whether a particular teaching strategy is more beneficial for boys or girls. She puts all girls’ names in one hat, and all boys’ names in the other hat. She then selected 10 boy and 10 girls to participate in her study. Ans. Stratified Random Sampling because she chooses students equally from girls and boys group.
Teaching Children Mathematics, 20(6), 354-364.http://doi.org/10.5951/teacchilmath.20.6.0354 Can Kindergartners Do Fractions? Julie Cwikla Do prekindergarten students describing and illustrating their attempts at fair-sharing tasks exhibit a spontaneous understanding of fractions prior to formal instruction? This researcher shares her findings. This article is very interesting. The article came about when Julie Cwikla wanted to investigate children’s understanding and make observations about the precurricular partitioning nations that children bring to our attention.
Mrs. Lanza would then reveal the grade she gave the response, hoping that each group fell within one point value and had relatively the same constructive criticism to give. Following this, students worked on independent writing assignments on MyAccess. Accommodations/Modifications: While working on evaluating student responses to the PRCs, Mrs. Lanza utilized the document camera to project the selected responses onto the whiteboard. In addition to visually seeing the responses, Mrs. Lanza also read the responses orally to ensure that students who had trouble seeing the responses could hear them instead.
If a student produces a sing word (e.g. exercise), teacher changes the single word into the sentence (e.g. I’m exercising.) and write it on the whiteboard. Teacher elicits the Study 3 Teacher gives worksheets and makes the students write the sentences about the pictures using present continuous (pair work).Teacher also presents the example sentence on the board.
Number Sense and Counting was used as the children held up three fingers and counted. It was also used when Michael used building blocks and separated them by color and counted how many was in each group. When Ms. Sunshine had asked him to add the blue with the red and tell her how many he counted each one aloud and stopped at seven. He said “Hmm, seven.” Ms. Sunshine then asked him to hold up seven and he did not know so they counted as a class together to get seven on their fingers. Some children missed a number but got to ten and some did not get past five.
Firstly, encourage children to read a lot thoroughly. The reason is because through reading they will be able to master literacy and also able to differentiate words being used and its meaning. Furthermore, ensure that children practice solving word-problems to allow them to be able to recognize the structure of word-problems and therefore know when to use each calculation. Take the students slowly with the concepts so that they would know which calculation or formula to use when similar questions are being asked numerical or through word problems. Also encourage children to write down their workings so that they do not become unnecessarily confused.
5. When the students are done, I will check their spelling and handwriting and have them create a final draft as well as illustrate their writing. 6. After they have completed their final draft, they will then share their story with their classmates by reading them aloud. Modifications: English Language Learners (ELL) Some of the main characteristics include, but are not limited to: • Copy and repeat oral instructions, questions and modeled responses • Rely on visuals and diagrams to understand and communicate • Rely on first language • Require
The teacher will then read the community helper cards, asking the students the questions for “Who Am I?” based on the descriptions as in samples listed above. When the children ‘guess’ the community worker, the teacher will display the community helpers card, which includes a picture of the community worker and its description of details inside the pocket chart. The teacher would allow the students to choose which community worker they want to work on for their next assignment. Once the students have chosen their community worker, the teacher would divide them into small groups and each group will be given a box of books to read on the community worker that they have chosen. Once the students have read and researched about their community workers, they will be given another box and materials to paint and decorate for the building where their community worker works.
When approaching this lesson before I begin to read I will comment on the vocabulary we will encounter during the reading. It is important, to do so, as some of the words used are not English words and students must have an understanding of the language to fully comprehend the text. Next,I will read the book The Keeping Quilt by Patricia Polacco. I will then instruct my students to answer questions aboutthe many traditions portrayed throughout the book. My students with reading disabilities will be given small group instruction.
I observed Laua Kapeller’s fourth grade class at Blackhurst elementary on November 18, 2016. The concept of the day was to refresh the students on perimeter and area of objects for the subject of math. The methods Ms. Kapeller used to teach the students was by power point and wooden block that were one-inch-wide and one inch in height. She explained the directions to the class first before handing out the blocks. She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for.
Each group will have a passage. The students will get to practice reading it together. After they do that then they will have to read it as a group in front of the class. The students will decide who read the passage with the best expression. 4.