-everything written out (r.I.s.- those you do not take the time to write out have not done your time justice)
-plan out the time everything will require before the start of the class
-know what to do in case some students finish faster than expected
.
- Go over what they already know, and then
show how the knowledge they have ties in to the next topic. For example: before
teaching multiplication with decimals, go over multiplication with whole
numbers and slowly flow into the topic.
- Give lots of prompts for thinking and consequently writing. Hopefully one of the many prompts will catch the mind a student.
- With assessment make sure its not just always about whether they got the correct mathematics answer, but also, that they show their work/ reasoning skills, and improve on their communication skills.
- Went over place values and how to write and name numbers, for example, 24, 035. 2987 is read as twenty four thousand thirty five and two thousand nine hundred eighty seven ten thousandths.
- It might be a good idea to ask students whether they plan on going into the academic or applied level of study in high school, that way you know how hard you have to work with them in order for them to be successful in their respected levels of choice; it also would help you because you would be able to remind them that if they don’t pay attention they will almost certainly fail next year.
- Day three now and we are still on decimals. The ‘morning math’ question of the day is 247-2.14=?
* i.A. ask about comparison between brock and dsbn lesson plan template
*i.A. ask about timing: how much for lesson, how much for activity, how much for ‘try it yourself’, and how much for Q and A session? Answer: 20 minutes for the lesson, 25 for activity/ independent work, and 5 minutes for summarization/ consolidation!
* How often do you teach a new lesson? Answer: whenever you feel the class is ready; schedule not ‘set-in-stone’.
* Is there an order you have to follow with curriculum expectations? Answer: no, up to the discretion of the teacher
- i.A. Speak Louder, and use the Du’a of Musa (A.)!
- Now we have moved on to exponents and finding the pattern when multiplying numbers with exponents, for example 2 squared+2 cubed= 2 to the exponent5.
-Start from few years back and work your way up to present, and then, even go beyond into higher- high school grade level work.
((Media literacy idea: critique the movie the giver and write a critique and use persuasive arguments to support your stance))
-What to do when student is absent, misses a lesson, and the rest of the class have moved onto a new lesson? ask them to stay in during lunch break?
-How much homework is an acceptable amount?
-What to do when work has been assigned and a student, or a few exceptional students have completed the assigned tasks? do you reward them with time to play a game? finish work from another subject? assign them extra work?
- Give lots of prompts for thinking and consequently writing. Hopefully one of the many prompts will catch the mind a student.
- With assessment make sure its not just always about whether they got the correct mathematics answer, but also, that they show their work/ reasoning skills, and improve on their communication skills.
- Went over place values and how to write and name numbers, for example, 24, 035. 2987 is read as twenty four thousand thirty five and two thousand nine hundred eighty seven ten thousandths.
- It might be a good idea to ask students whether they plan on going into the academic or applied level of study in high school, that way you know how hard you have to work with them in order for them to be successful in their respected levels of choice; it also would help you because you would be able to remind them that if they don’t pay attention they will almost certainly fail next year.
- Day three now and we are still on decimals. The ‘morning math’ question of the day is 247-2.14=?
* i.A. ask about comparison between brock and dsbn lesson plan template
*i.A. ask about timing: how much for lesson, how much for activity, how much for ‘try it yourself’, and how much for Q and A session? Answer: 20 minutes for the lesson, 25 for activity/ independent work, and 5 minutes for summarization/ consolidation!
* How often do you teach a new lesson? Answer: whenever you feel the class is ready; schedule not ‘set-in-stone’.
* Is there an order you have to follow with curriculum expectations? Answer: no, up to the discretion of the teacher
- i.A. Speak Louder, and use the Du’a of Musa (A.)!
- Now we have moved on to exponents and finding the pattern when multiplying numbers with exponents, for example 2 squared+2 cubed= 2 to the exponent5.
-Start from few years back and work your way up to present, and then, even go beyond into higher- high school grade level work.
((Media literacy idea: critique the movie the giver and write a critique and use persuasive arguments to support your stance))
-What to do when student is absent, misses a lesson, and the rest of the class have moved onto a new lesson? ask them to stay in during lunch break?
-How much homework is an acceptable amount?
-What to do when work has been assigned and a student, or a few exceptional students have completed the assigned tasks? do you reward them with time to play a game? finish work from another subject? assign them extra work?
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