Common Core Review
PART ONE: COOL MATH ACTIVITIES
Around the room are various math activities that are designed to teach a variety of topics or skills. Visit each activity, following the directions below. The number of each activity below corresponds to the number next to the activity on the table.
1. Round Robin
Elementary teachers = Do the YELLOW round robin
Middle & High school teachers = Do the ORANGE round robin
A round robin is a good way to get students up and moving-and learning at the same time! Start anywhere around the room in front of a square of the round robin (that is your assigned color). Read the question, and then walk around the room searching for the answer in the bottom right corner of another square of the round robin. When you find the answer, read the question on the new square and then search for that answer on another square. If you get all of the answers correct, you should end up back where you started! If you don't end up where you started, you end early, or you can't find an answer, that means you need to go back and check your answers to questions. Keep track of your questions and answers.
2. Math Puzzle - Solving Equations
Pull ONE puzzle (bundled together by a binder clip) out of the envelope. In order to solve the puzzle, all sides must "match" the sides of the squares next to it. In order for all of the sides to match, each equation must line up with its correct solution.
3. Writing Equations Folders
Choose ONE of the folders by reading what's written on the tab - you'll be writing equations, but using different methods. Get an expo marker and an eraser. For each equation "tab" along the left, write the equation for the line in the green space on the folder. To check your answer, look underneath each tab.
**All activities designed by Ms. Anya Ostapczuk of Marengo High School. She graciously allowed us to use them today.
PART TWO: MAKING THE COOL MATH ACTIVITIES EVEN COOLER
1. As a group, choose ONE of the activities that you did above. Reflect on the activity, thinking about the following:
a. What mathematical practices were involved in each activity?
b. What conceptual understandings were being taught/did students need to know in order to do the activity?
c. When were procedural skills and fluency being practiced?
d. When were students asked to transfer or apply their understanding or procedural skills?
Discuss your answers with your group members.
2. Using the activity your group chose in #1, revise the activity to address any issues you saw with the mathematical practices, conceptual understandings, procedural skills, or transfer and application. If you like, you can focus on using the activity as a springboard to a transfer and application activity that your group designs.
3. Share your revised activity with another group in the room of your choosing.
Around the room are various math activities that are designed to teach a variety of topics or skills. Visit each activity, following the directions below. The number of each activity below corresponds to the number next to the activity on the table.
1. Round Robin
Elementary teachers = Do the YELLOW round robin
Middle & High school teachers = Do the ORANGE round robin
A round robin is a good way to get students up and moving-and learning at the same time! Start anywhere around the room in front of a square of the round robin (that is your assigned color). Read the question, and then walk around the room searching for the answer in the bottom right corner of another square of the round robin. When you find the answer, read the question on the new square and then search for that answer on another square. If you get all of the answers correct, you should end up back where you started! If you don't end up where you started, you end early, or you can't find an answer, that means you need to go back and check your answers to questions. Keep track of your questions and answers.
2. Math Puzzle - Solving Equations
Pull ONE puzzle (bundled together by a binder clip) out of the envelope. In order to solve the puzzle, all sides must "match" the sides of the squares next to it. In order for all of the sides to match, each equation must line up with its correct solution.
3. Writing Equations Folders
Choose ONE of the folders by reading what's written on the tab - you'll be writing equations, but using different methods. Get an expo marker and an eraser. For each equation "tab" along the left, write the equation for the line in the green space on the folder. To check your answer, look underneath each tab.
**All activities designed by Ms. Anya Ostapczuk of Marengo High School. She graciously allowed us to use them today.
PART TWO: MAKING THE COOL MATH ACTIVITIES EVEN COOLER
1. As a group, choose ONE of the activities that you did above. Reflect on the activity, thinking about the following:
a. What mathematical practices were involved in each activity?
b. What conceptual understandings were being taught/did students need to know in order to do the activity?
c. When were procedural skills and fluency being practiced?
d. When were students asked to transfer or apply their understanding or procedural skills?
Discuss your answers with your group members.
2. Using the activity your group chose in #1, revise the activity to address any issues you saw with the mathematical practices, conceptual understandings, procedural skills, or transfer and application. If you like, you can focus on using the activity as a springboard to a transfer and application activity that your group designs.
3. Share your revised activity with another group in the room of your choosing.