(Student Warm-up + Summary)
(1 - 5 hours)
There are 5 class warm-up pages + instructions for completing each page for you to select from:
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Fraction Sequences
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Percent Benchmarks
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Fraction/Decimal/ Percent 2 Ways
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What's The Rule
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Algebra 2 Ways.
Permission has been received by the authors to provide these problem sets for OTIMMS participants to use as part of their follow-up requirements. These problem sets and many others appear in Developing Mathematical Fluency: Activities for Grades 5-8 by Grayson Wheatley and George Abshire (http://www.mathematicslearning.org/ )
Select some or all the problems on a page for your students to do as a class opening exercise. (If you choose more than 2 problems in a lesson you may want to do the additional problems on subsequent days.) Before you teach the lesson create 3 open-ended questions you will ask your students when you teach the lesson. Teach the lesson then submit the following:
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Name of the Class Opener Lesson (e.g., Fraction Sequences)
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Your name,
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Date (s) you taught the warm-up lesson,
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Summary of your mini lesson (1 - 2 paragraphs),
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Grade level,
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Class size,
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3 open-ended questions you asked your students,
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3 of the student responses to the open-ended questions posed,
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3 things that went well in the lesson,
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3 things that didn't go well, and
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3 things you would change
You may select up to 5 of the lessons to teach for a maximum of 5 hours of follow-up credit, however, you must submit separate reflections for each lesson.
Instructions for Completing the Mini Lessons:
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Fraction Sequences
Students use the numberline provided to fill in the missing blanks and then write a short statement about the pattern of change. Provide students with plenty of time to explain their reasoning to the class and see how many different ways the class can solve the problem.
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Percent Benchmarks
Benchmarks are familiar computations (e.g., 1/2 or 50%). By taking a benchmark approach to computation, students can develop meaningful ways of computing and mental arithmetic strategies. On the Percent Benchmark page students are asked to determine the percent of the target number in the box at the top of the page before filling in the blanks below. They then combine these benchmarks to determine the percentages in the problems below the box. Provide students with plenty of time to explain their reasoning to the class and see how many different ways the class can solve the problem.
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Fraction/Decimal/ Percent Two Ways
In Two Ways, multiply numbers in the left and middle boxes in each row to determine the number in the right box. Multiply numbers in the top and middle boxes of each column to determine the number at the bottom. Then the two numbers at the right must multiply to determine the number in the bottom right corner and the numbers along the bottom must also multiply to the equal the same number. (Disregard diagonals.) Provide students with plenty of time to explain their reasoning to the class and see how many different ways the class can solve the problem.
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What's My Rule
This page helps students conceptualize the important mathematical ideas of, ordered pairs, inverse reasoning, and functions. Have students determine the missing numbers and the relationship or rule being used to generate the numbers in the table. Provide students with plenty of time to explain their reasoning to the class and see how many different ways the class can solve the problem.
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Algebra Two Ways
See instructions for Fraction/Decimal/ Percent Two Ways Above
Download Lesson Reflection Instructions
Mini Warm-up Lessons
Warm-Up Lesson Reflection Form |
