raction Hunt
Posted by:lismac #130700
Please Signin
We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
Group items matching
in title, tags, annotations or url
8More
Fractions- Ideas for Teaching, Resources for Lesson Plans, and Activities for Unit Plan... - 3 views
-
Fraction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
-
One activity that went over pretty well with my class was putting fractions in order. After completing a lesson on comparing fractions, each student was given a fraction on a 3x5 card and asked to tape it to their chest. Then they were instructed to line up in order from greatest to least. After they had completed the task, after much deliberation, I informed them of the correct order. They did pretty well considering there were fifteen students.
- ...5 more annotations...
-
Another thing I did was draw fractions number lines (about seven inches long) on a piece of paper, one under another with enough space between lines so my students could label the points. The first line was not divided. The points were labeled 0 and 1. The second line was divided into halves. The students labeled the points on the line 0/2, 1/2, and 2/2. The third line was divided into thirds. The students labeled the points 0/3, 1/3, 2/3, 3/3. You probably get the idea. The remaining lines were divided into fourths, fifths, sixths, eighths, tenths, and twelfths, and the points were labeled. (It is very...
-
I created an interactive fraction number line from 0 to 2 on my wall. I have about 40 fraction cards with different fractions and I have students take turns putting the cards on the number line. They get the chance to see that some of the fractions are equivelent to others.
-
Well, you are not alone. Fractions lessons sometimes need repeating over and over until they understand the CONCEPTS. Try giving them a mnemonic device to help them remember what to do. My kids decided to use GCF as Greatest Calories n Fat so that's why you REDUCE!! This just helped them to know when to use the GCF but it still needs lots of practice. Also, do a lot of hands-on activities that show equivalency in fractions. Make fraction strips using construction paper, and the kids can show all the equivalent fractions by matching up the strips. Or try the pizza fraction pieces that you can buy. I believe that it just takes lots of fun practice as well as drills on the procedures. Take your time and don't rush through it or you'll be sorry to see that they won't remember any of it by Christmas!!
-
Make up index cards before hand. Group them in 3's (.25 on one card, 1/4 on another, 25% on the third) make up however many sets of three you need to give a card to each of the students in your class. Once the cards have been shuffled, pass one to each student. Have them find their 'family' WITHOUT MAKING A SOUND. When .20, 1/5 and 20% find each other they have to put their cards on a large number line in the front of the class. It's a great way to get them all involved, and gets them up and around the classroom.
-
I also have my student play Fraction Tic Tac Toe, on a 4 x 4 grid filled with halves, fourths, and eighths. They have to make a whole with 3 fractions in a row. They love it!!! I'm not sure where the gamesheet come from, but I am sure you can make your own.
1More
shared by N Butler on 15 Jan 12
- No Cached
BBC - Bitesize - 115 views
www.bbc.co.uk/bitesize
education resources bbc math Lesson plans Teaching curriculum lessons interactive
![](/images/link.gif)
EduHound Lesson Plans :: K-12 lesson plans in math, science, language arts, social stud... - 2 views
Plan Your Room's Room Planner powered by PlanningWiz - 69 views
1More
shared by Bob Rowan on 01 Feb 10
- Cached
BetterLesson.org - 91 views
www.betterlesson.org
education lessons Art Computer Class English Math Music Reading Science Social Studies Writing curriculum reference
![](/images/link.gif)
2More
BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources - 58 views
1More
Teachers to be judged by pupils times tables tests - UKEdChat.com - 14 views
1More
Science Netlinks - 59 views
-
A vast, unmissable science resource site with something for anyone. Find worksheets, flash resources, lesson plans and much more. http://ictmagic.wikispaces.com/Science
55More
The Coach in the Operating Room - The New Yorker - 37 views
-
I compared my results against national data, and I began beating the averages.
-
the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
-
They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
- ...31 more annotations...
-
always evolving
-
no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
-
For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
-
So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
-
-
California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
-
they did not necessarily have any special expertise in a content area, like math or science.
-
The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
-
The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
-
-
teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
-
must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
-
most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
-
The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
-
So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
-
“What worked?”
-
“What else did you notice?”
-
something to try.
-
Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
-
“listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
-
trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
-
one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
-
watch other colleagues operate in order to gather ideas about what I could do.
-
routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
-
It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
-
modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
-
We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
1More
shared by Deborah Baillesderr on 20 Sep 15
- No Cached
SAS® Curriculum Pathways® - 23 views
www.sascurriculumpathways.com/portal
curriculum lesson plans writing science lessons math social studies
![](/images/link.gif)
Fractions Smartboard Lessons, PowerPoints, and Lesson Plans - 9 views
Home Page - 1 views
1More
Studyladder - Games, Worksheets & Lesson Plans - 155 views
-
This is a superb site with thousands of well designed cross curricular activities, whiteboard resources and videos to use in your class. Best of all, it is free for teachers. http://ictmagic.wikispaces.com/Cross+Curricular
3More
Many US schools adding iPads, trimming textbooks - Yahoo! Finance - 4 views
-
The trend has not been limited to wealthy suburban districts. New York City, Chicago and many other urban districts also are buying large numbers of iPads.The iPads generally cost districts between $500 and $600, depending on what accessories and service plans are purchased.By comparison, Brookfield High in Connecticut estimates it spends at least that much yearly on every student's textbooks, not including graphing calculators, dictionaries and other accessories they can get on the iPads.
-
They include interactive programs to demonstrate problem-solving in math, scratchpad features for note-taking and bookmarking, the ability to immediately send quizzes and homework to teachers, and the chance to view videos or tutorials on everything from important historical events to learning foreign languages.They're especially popular in special education services, for children with autism spectrum disorders and learning disabilities, and for those who learn best when something is explained with visual images, not just through talking.Some advocates also say the interactive nature of learning on an iPad comes naturally to many of today's students, who've grown up with electronic devices as part of their everyday world.
5More
http://www.iste.org/Content/NavigationMenu/Advocacy/Top_Ten_in_10.htm - 87 views
- ...2 more annotations...
-
Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching
-
Home Advocacy Top Ten in '10: ISTE's Education Technology Priorities for 2010 Through a common focus on boosting student achievement and closing the achievement gap, policymakers and educators alike are now reiterating their commitment to the sorts of programs and instructional efforts that can have maximum effect on instruction and student outcomes. This commitment requires a keen understanding of both past accomplishment and strategies for future success. Regardless of the specific improvement paths a state or school district may chart, the use of technology in teaching and learning is non-negotiable if we are to make real and lasting change. With growing anticipation for Race to the Top (RttT) and Investing in Innovation (i3) awards in 2010, states and school districts are seeing increased attention on educational improvement, backed by financial support through these grants. As we think about plans for the future, the International Society for Technology in Education (ISTE) has identified 10 priorities essential for making good on this commitment in 2010: 1. Establish technology in education as the backbone of school improvement . To truly improve our schools for the long term and ensure that all students are equipped with the knowledge and skills necessary to achieve in the 21st century, education technology must permeate every corner of the learning process. From years of research, we know that technology can serve as a primary driver for systemic school improvement, including school leadership, an improved learning culture and excellence in professional practice. We must ensure that technology is at the foundation of current education reform efforts, and is explicit and clear in its role, mission, and expected impact. 2. Leverage education technology as a gateway for college and career readiness . Last year, President Obama established a national goal of producing the highest percentage of college graduates in the world by the year 2020. To achieve this goal in the next 10 years, we must embrace new instructional approaches that both increase the college-going rates and the high school graduation rates. By effectively engaging learning through technology, teachers can demonstrate the relevance of 21st century education, keeping more children in the pipeline as they pursue a rigorous, interesting and pertinent PK-12 public education. 3. Ensure technology expertise is infused throughout our schools and classrooms. In addition to providing all teachers with digital tools and content we must ensure technology experts are integrated throughout all schools, particularly as we increase focus and priority on STEM (science-technology-engineering-mathematics) instruction and expand distance and online learning opportunities for students. Just as we prioritize reading and math experts, so too must we place a premium on technology experts who can help the entire school maximize its resources and opportunities. To support these experts, as well as all educators who integrate technology into the overall curriculum, we must substantially increase our support for the federal Enhancing Education Through Technology (EETT) program. EETT provides critical support for on-going professional development, implementation of data-driven decision-making, personalized learning opportunities, and increased parental involvement. EETT should be increased to $500 million in FY2011. 4. Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching . As part of our nation's continued push to ensure every classroom is led by a qualified, highly effective teacher, we must commit that all P-12 educators have the skills to use modern information tools and digital content to support student learning in content areas and for student assessment. Effective teachers in the 21st Century should be, by definition, technologically savvy teachers. 5. Invest in pre-service education technology
Educade | Find, create and share lesson plans and teaching tools to empower your classroom - 71 views
www.educade.org
ave all science math english social studies business engineering health arts cross curricular elementary middle school high school games augmented reality simulations videos lessons apps
![](/images/link.gif)
1More
shared by Lesley Grant on 29 Aug 11
- Cached
Teaching Ideas - Free lesson ideas, plans, activities and resources for use in the prim... - 71 views
www.teachingideas.co.uk
resources Teaching ideas lessonplans education reading authorstudy history science maths English
![](/images/link.gif)
7More
shared by Sharin Tebo on 20 Nov 14
- No Cached
Creative Educator - Connecting Curricula for Deeper Understanding - 34 views
creativeeducator.tech4learning.com/...icula-for-Deeper-Understanding
Engagement legacy integration interdisciplinary STEAM STEM SDW SDWWL philosophy research
![](/images/link.gif)
-
Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.
-
The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
-
They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
- ...2 more annotations...
-
Of course, digging deeper doesn’t fit well in the time frame that most schools use. It takes time to link content across several disciplines, and it may be difficult to squeeze a learning activity into a 40-minute period. To change the method of learning will mean changing more than the curricula. The school structure, including the schedule and methodology will also need to change.
-
To prepare our students for an integrated world, we need to break out of the separate-discipline mentality and develop more holistic and problem/project-based approaches. Many have tried to do this, and it isn’t easy.
-
‹ Previous
21 - 40 of 40