Day 2(Geometry): We made this cool cube today!
We also wrote open ended questions for the Geometry domain and looked online for questions that would align to CCSS.
Day 3(Geometry): Today we continued looking online for questions to add to our question bank. After lunch, I led teachers through the Accelerated Math program to see the objectives that match CCSS. The teachers will be able to incorporate those CCSS into the objectives they were already using.
Day 4(Algebra): We used manipulatives today to learn how to represent equations. We discussed that teachers could use algebra tiles or unifix cubes to represent the equations in an interactive way. They can also draw the representation to help solve the problem. Here is an example:
Use Venn Diagrams to find the Greatest Common Factor (GCF) of two numbers.
We created district calendars to go along with our curriculum pacing guide. After we mapped out which objectives we were teaching each week, we worked on instrucitonal strategies. I created this flip chart to go in the students' math journal to help identify the decimal place value. I was planning on letting students roll number cubes to make their own numbers, then use the flipchart that they will tape to the top of their paper to write the standard form, word form, and expanded form.
On this activity pictured below, our consultant told us to draw a trapezoid of any size on our paper. Then he gave us color tiles and told us to find the area and write down our estimate. Then we used a ruler to measure and used the formula for area of a trapezoid to find the exact area. This activity doesn't take long and it covers a variety of skills.(Estimation, measurement, area, computation)
This one was called Make 4. Ideally you would use base ten blocks to represent the number each time, but we didn't have any so we drew them. This gets the students to think outside the box a little. Reinforces place value while using the basic operations of addition and multiplication.