“Variety’s the very spice of life
That gives it all its flavour.” -William Cowper (1731-1800)
Starter Activities
1. Summary and Question
Teacher Preparation:
· None
In Class:
· Students write a summary of what they learned the previous night and either ask a question or write something they found interesting
Pros:
· Quick summary/synthesizing activity.
· Writing activity
Cons:
· It will be difficult for some students.
2. Flash Cards
(This activity can be used as a short opener activity in sections that have lots of vocabulary.)
Teacher Preparation:
· Teacher creates flash cards that students can use to drill material. Name on one side, picture on the other.
In class:
· Done after the daily notes quiz.
· Students drill themselves going from name to picture and then from picture to name.
· Then students get in pairs and drill their partner.
Pros:
· Great for sections that have lots of vocabulary.
· Lots of quick practice.
· Solidifies important vocabulary.
Cons:
· Lots of teacher preparation, unless these flash cards can be found online.
Practice Activities
1. Textbook Problems
Teacher Preparation:
· None
In Class:
· Have students do the assignment that we assigned last year in their textbook.
· They should do it by themselves, but they are encouraged to ask their partner or other students for help before they ask their teacher.
· When they are finished they should check their answers in a different color pen or pencil, and then fix their mistakes in that same pen or pencil.
· Then students should take their “Mastery Check” by themselves to see if they can do about 3 problems without any help.
Pros:
· No preparation for the teacher.
· Students can work at their own pace through the problems.
· Students can help each other.
Cons:
· Student engagement might be low.
· Deeper understanding opportunities will be missed.
· Students who get too much help from friends will think they understand, but they don’t.
2. Peer Instruction http://blog.peerinstruction.net/
Teacher Preparation:
· Print off Multiple Choice Questions
· Teacher complete problems to know which of the problems are good “conceptual” questions. (Hard questions that get at the big idea of the mathematics).
· Cut the Standardized Test Prep paper into strips with 1 question and answers on each paper.
· The first time you do this, you will need to prepare (or have your first class prepare) Four cards for each student that say A, B, C, and D on them.
In Class:
· Present a problem and have the students complete it individually and commit to an answer.
· When all students have finished, have them all show their answer at the same time.
· The teacher counts how many “correct answers” there were but does not announce it to the class.
· The teacher then asks the students to find someone who has a different answer than you and discuss your thinking.
· After a few minutes the teacher asks the students to show their answer at the same time.
· Again the teacher counts how many “correct answers.” (This is used to see which questions are good questions. Good questions will have a big increase from first and second attempts).
· The teacher announces the correct answer. They can have a student present the answer, or complete it themselves, or if there are lots of students with the correct answer then they can move to the next question.
Pros:
· Students discuss their thinking and listen to each other’s thinking.
· Deeper understanding takes place.
Cons:
· A little bit of preparation for the teacher.
· Only a few problems will be attempted during a 45 or 60 minute time period. (Which is why the selection of quality problems is so important.)
· I fear about students changing their answer to the answer that their “smarter” friend’s answer.
3. Group Games
Teacher Preparation:
· (Same as Peer Instruction)
· Print off multiple choice questions
· Teacher complete problems to know which of the problems are good “conceptual” questions. (Hard questions that get at the big idea of the mathematic s).
· Cut the Standardized Test Prep paper into strips with 1 question and answers on each paper.
· White boards with markers and erasers – If available
In Class:
· Students get in teams of 3 or 4. – Pick a team name and decide on their ordering (1, 2, 3, 4)
· A question is presented.
· All the students complete the problem on their white board with work and an answer.
· They may help each other in their groups.
· At the end of the time limit. A number between 1 and 4 is randomly selected and that student in each group’s answers are compared and the teams with correct answers get points and teams with incorrect answers don’t get points.
· If multiple groups get the problem wrong, invite a student up to the board to complete the problem (for an additional point) or do the problem yourself. Answer any questions and probe for deeper questions.
Pros:
· Student engagement and enjoyment is high.
Cons:
· Weaker students rely on stronger group members for work and answers. Weaker students don’t get effective practice.
· Deeper understanding opportunities are missed.
4. Student Created Word Problems
(This will not take an entire class period. Should be paired with another practice activity. Maybe be used after the other activity)
Teacher Preparation:
· None
In Class:
· Students get in groups of 3 or 4.
· Students write word problems that are difficult but clear.
· Switch problems with another group.
Pros:
· No Teacher Preparation
Cons:
· Quality of problems can very.
5. Student Transcriptions
Rubenstein, R. N., & Thompson, D. R. (2001). Learning mathematical symbolism: Challenges and instructional strategies. The Mathematics Teacher, 94(4), 265–271.
(Best used when notation in emphasized or when diagrams are emphasized)
Teacher Preparation:
· Prepare cards of notation or diagrams.
In Class:
· One partner reads a symbolic expression or sentence while the other writes what he or she hears using symbols.
· In another variation of the transcription activity, students can practice using mathematical language by directing their partners to draw figures given to students on index cards.
Pros:
· Prepare cards of notation or diagrams. Cons:
· Drawing diagrams may not be the most effective way of practicing the mathematics of the day, but would be good for critical reading and thinking activities.
Content Review Activities
1. Student Created Problems
(I imagine this best being used as a review activity)
Teacher Preparation:
· None
In Class:
· Students create (word) problems over the material that will be covered or assessed. They may use notes, textbook, etc.
· The students either give them to the teacher and a group game is played.
Pros:
· No teacher preparation Cons:
· Quality of student created questions can very.
2. Student Section Summaries
Teacher Preparation:
· Prior to the review tell groups of students which section they will be assigned to review for the class the following class period. Highly recommend that they review that that section/topic.
In Class:
· Give the students time in class to finalize their presentations and pick three problems for the class to do.
· Give each group a chance to review their section and ask their questions.· The other groups complete the answers. Group points can be awarded.
Pros:
· No teacher preparation
· Students review one section in depth.
Cons:
· Students only review on section in depth.
· Fewer problems are presented.
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