MATHEMATICS
Quiz, Quiz, Trade: Rounding Decimals
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In math instruction, I think that it is incredibly important to engage all learners in active work with numbers. Therefore, I plan to use Kagan Structures like Quiz, Quiz, Trade to review and practice math skills in my future classroom. Since every student is up and out of their seat they are mentally and physically involved in mathematical thinking. Furthermore, by interacting with their peers they are able to collaboratively solve problems.
In this activity, each student is responsible for being an expert on their question about rounding decimals. After providing an opportunity for their peer to independently solve the problem, they coach their peer to the correct answer. This focus on collaborative work encourages students to engage in metacognition to solve problems and explain their thought process to their peers. I plan to differentiate this activity in the future by using purposeful grouping to provide students with target intervention in this learning standard.
Division Strategies
Since division can be a difficult concept for students to grasp, it is incredibly important to teach multiple strategies to students. By showing students there are multiple ways to approach a problem they are able to select which strategy works best for them until they build automaticity with their math facts. Furthermore, by teaching them multiple strategies, students can have multiple exposures to the same content across a variety of learning experiences. In my future classroom, I plan to display strategy posters such as these for my students to reference during class. By providing scaffolds around the classroom I hope to assist students in choosing effective strategies for engaging in mathematical thinking.
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Comparing Fractions
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As many students are intimidated by fractions, I use fraction sorts to help students build their knowledge surrounding the value of different fractions. By analyzing different fractions alongside a benchmark fraction like 1/2, students are able to determine the comparative value of fractions they are less familiar with.
In the classroom, many students struggle to complete math problems that include an abstract representation. By employing concepts sorts like this in my math curriculum, I can scaffold students to build their understanding of number sense and increase their comfort with abstract representations of mathematical content. Furthermore, by employing sorts in the classroom I can easily differentiate my math centers by providing students with manipulatives, visual representations, or symbols to sort based on their current level of understanding.