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|Sat, 10-01-2005 - 12:02am|
2 weeks ago, we were estimating a 15% tip. So, I decided in class (first hour) to write down the steps. I left them on the board for the rest of my classes.
Stupid me...I don't think of this as a permanent teaching tool. Yesterday, I was teaching how to simplify BEFORE multiplying. One of the students in my first hour class asks if I could write it down in steps like I had done with estimating a tip. At first, I misunderstood, and thought she wanted to use the steps of estimating a tip to simplify before multiplying...lol. Well, then I realize what she is saying and do the same.
Then, today, we were changing mixed numbers to improper fractions, and it's not until I'm teaching first hour that I realize...oh, yeah, I can write the steps down for them...lol.
It's a great thing to do for the inclusion students, but I have to start planning to do it because I have to outline notes for some of them. If I don't think of it until I'm teaching it's too late to prepare for that.
We had fun today...I have individual white boards and I just introduced them to the students yesterday. I would put a mixed number on the board and make them change it to an improper fraction, then I could just look at the boards (they held them up) and say "YES!" or "try again". They seemed to enjoy it until I made it a game. Even then MOST of them enjoyed it, but the kids who weren't as quick would try to give up. So, maybe the fast pace of the game wasn't the best idea. Any ideas on what I can do differently there?