Transcript Suggestions for class activities - Nuova Direzione Didattica Vasto

THE CHILDREN’S PARTY
Targeted competencies:
 Computing with natural numbers in different contexts
 Validating computing results
 Solving problems based on the studied concepts
Targeted activities:
Objectives:
• to solve multiplication exercises using
different methods;
• to solve different life situations using
appropriate operations;
• to use their multiplication knowledge in a
variety of contexts;
• multiplication of natural digits smaller than
1000
• practicing calculation in different contexts
• getting used to other calculation methods;
• identifying numbers and using them in
calculations
• interdisciplinary correlation of contents
• identifying and correcting possible errors
• checking calculations in different ways
• identifying everyday life situations in which we
use such calculations: planning and organizing a
party.
Resources:
• student’s guide,
multimedia guide,
computer
Types of activities:
• frontal , individual
and pair activities
Suggestions for class activities:
What have we got to do?
• getting into the unit according to the social standard of the class; the teacher will gradate the term “party” so as
to meet reality;
• more atypical methods to solve the exercises are introduced in the unit; do not insist on learning them, just
introduce them as curiosities which might be useful; they might play a motivating role in getting involved in
mathematical activities;
• allow enough time to check the correctness of the calculations, encourage cooperation and mutual help;
• insist on questions which might facilitate understanding: Are there enough…? Why? How many should there be
to….. ? Is it possible that ….? Why? ; allow enough time for reasoning;
• support your students in making up a budget; encourage them to repeat for other situations ( in class or family);
• understanding each step should be one of the main concerns; use frontal activity whenever you feel that certain
tasks are above the students’ level of understanding;
• encourage the finding of more solutions and personal approach ;
• allow time for interdisciplinary correlation; encourage students to use their own experience or to look for new
information;
• throw a party in the classroom getting the students involved in planning and organization.
How to monitor?
• give feedback to the students’ answers;
• offer further explanations if necessary;
• keep a systematic eye on the students’ contribution
in the activity;
• do not insist on the solving speed but on the correct
solving;
• encourage cooperation and mutual help;
• use a monitoring sheet to record the correctness of
the answers for each student;
• encourage self- assessment and evaluation in pairs;
• make sure all the mistakes have been corrected.
Reflection moment:
• What happened during the activity?
• Which part of the activity was the most interesting for the
students?
• Which were the difficulties?
• What have I learned during the activity?
Different methods to do multiplications .
Using the fingers
(only for multiplication by 9):
1. Number each finger in your mind.
Don’t forget the number you have
given each finger.
2. Bend the finger which represents
the number you want to multiply by 9.
Using a rectangle
26 x 2 = ?
We use a rectangle divided in two
parts because we have a two-digit
number.
Let’s say we want to multiply this:
35 X 3.
1. Represent the first number with lines.
Group 3 lines for tens and 5 lines for
units.
Each part is divided by an oblique
line. We write the two-digit number
above and the one digit number on
the lateral.
2. Cut both groups of lines with 3 lines
(from number 3)
In turns we multiply the two digits
with 2 and we write the results in the
rectangle .
Eg.: for 2 x 9 bend finger number 2.
On the left side there is one finger, on
the right there are 8 fingers. 2 x 9 =
18
Multiplication with lines
We add the numbers in diagonal.
The result: 52
3. Count the points where the lines meet in
each group.
For units there is 5.
There are 10 tens.
(from 9 + 1)
The result is105
(35 X 3 = 105). Check it!
SETTING UP THE BUDGET FOR THE PARTY
1.I have made a list with things necessary for the party : paper hats, whistles, plates, glasses, drinking straws, napkins. Here is
the price list:
2lei/pc
3lei/pc
6lei (set of
20pcs)
3lei(set
20pcs)
Set up the budget for these
products knowing that:
- we consider 40 children
-each child will get a paper hat and a
whistle
-for each child we need two plates,
two glasses, two drinking straws, two
napkins
4lei(set
of10pcs)
5lei(set
of10pcs)
FRIENDS OF NATURE
Targeted
competencies
Objectives:
• Validating the results
• Recording the data
observed in the
environment and
representing them
• Solving problems with the
studied concepts
Resources:
• student’s guide,
multimedia guide,
computer,
information/images
about animals
• to identify in a text relevant information to solve a
problem;
• to drop out irrelevant information from a text to
facilitate understanding ;
• to identify contradictory information ;
• to reword information for better understanding.
Types of activities
Suggested activities
• individual activities
• frontal
activities(explanations,checking)
• improving analysis abilities of a text in order to search
, select and use relevant information
• appreciating information in terms of : useful/useless,
complete/incomplete, corellated/
contradictory, redundant, etc.
• rewording certain information in oder to clear up and
better understand
• identifying the appropriate behaviour to protect
environment.
Suggestions for class activities:
What have we got to do?
• this unit has many texts and is based on
reading and analysing them in order to figure out
the useful information;
• the texts are approached from a searching for
and selecting information perspective ;
encourage students to read the texts several
times and to come back to the texts whenever
necessary;
• guide your students into a “mathematic”
reading , helping them to make the difference
between the answers they can explicitly find in
the text and the ones which need correlating
information from the text ;
• lead them into choosing the information which
need to be correlated;
• guide students in their activity of filling in with
certain data; emphasize the importance of using
real data, particularly when it comes to animals’,
plants’ objects’ phenomena’s characteristics,
which might require a former documentation;
How shall we monitor the activity?
• give feedback to the students’ answers;
• come with additional explanations if needed ;
• observe systematically the students’ involvement in the
activity;
• do not insist on the solving speed but on the correct
solving;
• encourage cooperation and mutual help ;
• use a monitoring sheet to record the correctness of the
answers for each student;
• encourage self- assessment and evaluation in pairs/
groups ;
• make sure all the mistakes have been corrected.
Reflection moment
• What happened during the activities?
• Why did this happen?
• Which part of the activity was the most
interesting for the students?
• Where have I encountered difficulties?
• Which activities shall I do again in other
occasions?
My tree !
The III rd grades A, B and C students took part in the project "Adopt a tree".
Each student has chosen a tree in the surroundings or in a park and has observed its evolution all through the school
year , recording the findings in a worksheet. Students have taken photos of the tree in different seasons and aspects :
when in bud , blooming, leafy, partly or completely bare. They organized an exhibition with 312 photos, each child
displaying 4 photos of his tree. All the students involved in the project brought photos for the exhibition. They have also
made up poems and stories about their trees and put them in a book of the class. Each student made a page in the book.
The book of the students in III C had 28 pages , while the books of those in III A and B had an equal number of pages. The
students brought out the books at the school year end ceremony .
What do we want to find out?
Observe, think, solve!
Write the answers to the following
- how many children brought photos
1. How many children brought photos?
questions :
How can we find this?
Can you find the answer to this question in We divide the total numbers of
What project did the students take part in?
the text?
What grade were the participants in the
photos with 4 (because each child
Is there any information in the text which has brought 4 photos):
project?
could help you find the answer ?
How many photos did each child bring for
Think and answer:
Read the statement:
the exhibition?
Is the number of the children who
How many pages in the book did each child They organized an exhibition with 312
brought photos for the exhibition
photos, each child displaying 4 photos of
make?
equal with the number of the
Where did the children bring out the books? his tree.
children involved in the project?
What do we know?
Could you answer these questions? What
Explain your answer. Use
- the number of photos
helped you?
information from the text.
- How many photos each child has brought
THE FISH BOWL
Animals can live in your house, too! You can breed birds, a dog or a cat, a hamster or fish...But, to do
this properly, you have to learn about their needs.
Imagine you badly want an aquarium! Be it a small one, it
is not easy to take care of.
You need:
 a glass bowl
20 lei
 Water filtering/ oxygenation device
10 lei
 Warming system with thermometer
7 lei
 Lighting system
6 lei
 fish net
2 lei
 decorations: stones, plants
2 lei
 guppi fish
1 leu/piece,
 Xifo fish
2 lei/piece.
In a small aquarium you can’t keep more than 3 fish ,that
is why you buy only three .
How much are the objects for the aquarium, the bowl and
the 3 fish?
You will add up the prices for the objects: 47 lei. You know
that you can buy 3 fish, but they can be different so they
will have different prices.
Here is how we should think:
If I buy 3 guppy, how much will it be?
47 + 3 x 1 = 47 + 3 = ? lei
If I buy2 guppy and 1 xifo, how much will that be?
If I buy 1guppy and 2 xifo, how much is it in all?
If I buy3 xifo, how much is it?
Which is the cheapest variant? But the most expensive
one?