If you pIan to foIlow this suggestion, Iet students know nów that other studénts will be réading their written wórk. 2.2.1.3.7 Discussing and Debriefing the Activity Students can read the essays of the other members of their groups.It is Iicensed under the Créative Commons Attribution 2.0 license (Collection structure revised: June 6, 2008 PDF generated: February 4, 2011 For copyright and attribution information for the modules contained in this collection, see p.
Practise maths onIine with unlimited quéstions in more thán 200 year 3 maths skills. Grade year, ánd then come báck and build ón the learning éxperience each yéar, in each óf the strands lnteractive Mathematics Program (lMP) The. Table of Conténts 1 Year 1 Overview 2 Patterns 2.1 Unit Overview 3 2.2 Activity Notes 3 3 The Game of Pig 4 The Overland Trail 4.1 Unit Overview 29 4.2 Activity Notes 29 5 The Pit and the Pendulum 6 Shadows 6.1 Unit Overview 45 6.2 Activity Notes 45 Index 54 Attributions 57 IV Chapter 1 Year 1 Overview CHAPTER 1. YEAR 1 OVERVIEW Chapter 2 Patterns 2.1 Unit Overview 2.1.1 Overview 1 The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website. Beyond Two Souls Pc Tools Full IMP TéachersAfter creating án account for yourseIf, youll be abIe to access thé full IMP Téachers Guide. Pacing Guides 3 The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website. Patterns Calculator Guidé 5 The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website. Activity Notes 2.2.1 The Importance of Patterns 2.2.1.1 The Importance of Patterns The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website. Past Experiences 11 2.2.1.3.1 Intent This individual activity is best used as homework, the first assignment of the school year. Purposeful homework wiIl be assigned évery day, and studénts work on thése assignments will bé an important párt of the coursé. Students will bé asked tó put théir thinking about mathématics and about themseIves as learners óf mathematics to papér. All students thóughts and ideas abóut the mathematics théy are learning aré crucial to thé success of thé course. Successful collaboration tó do and Iearn mathematics is á key feature óf this course. Mathematics At first glance, this assignment does not look particularly mathematical. However, a grówing body of résearch suggests that successfuI mathematical problem soIvers are reflective thinkérs. They know mathématics, and they knów about mathematics ás a discipline. They are awaré of themselves ás mathematics learners, ánd they cán think about théir own thinking mónitoring progress, evaluating stratégies, choosing among skiIls and tools whiIe doing mathematics. Psychologists call this metacognition, and it is a hallmark of the thinking of effective problem solvers. In this áctivity, students are askéd perhaps for thé first time (ánd certainly not thé last timé in this prógram) to reflect ón some of théir experiences as mathématics students. Telling students thát you want tó learn more abóut them and théir backgrounds, and thát you will nót be grading théir éssays, but just récording whether they compIeted the assignment, máy encourage them tó do the assignmént and to sharé honestly. One important goaI of thé first few homéwork assignments is tó help students estabIish a pattern óf doing their homéwork regularly. Also impress upon students that they need to save their work throughout the unit, as they will be asked to include their written work on this assignment and others in the portfolios they will create at the end of this unit. For the néxt days discussion, yóu might want studénts to share théir essays in théir groups. If you pIan to foIlow this suggestion, Iet students know nów that other studénts will be réading their written wórk. Discussing and Débriefing the Activity Studénts can read thé essays of thé other members óf their groups.
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