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  • Assessment
    a holistic view of mathematics developing problem situations involving a number of mathematical ideas using multiple assessment techniques including written oral and demonstration formats using calculators computers and manipulatives in assessment These characteristics are outlined in The Curriculum and Evaluation Standards for School Mathematics NCTM 1989 pg 191 and are emphasized in the fourteen evaluation standards Suggestions Here are a few suggestions to get you started on performance assessment Select one important idea or concept Determine what concept knowledge is required for the understanding of that idea Determine what thinking would lead to understanding Be open as you are assessing Be sure to look for paths to understanding and processes students are using as they clarify their thinking Use a variety of techniques such as interviewing students journal writing ask students to write to a directed question oral reports or projects written reports posters or drawings portfolios Student Involvement Involve students in the assessment process Let them help to make the decisions on what is or is not acceptable Students can assist in the development of a rubric for assessing a problem project Let students assess their own and other students work Assessing their own work gives students an inside look at what is expected Students should be given the opportunity to revise their work until they are satisfied with the product Provide anonymous examples of unacceptable good and outstanding work Rubrics Rubrics can have from two 2 to six 6 levels points Rubrics with two levels are for scoring work as acceptable or not acceptable revise and resubmit Rubrics using from three to six levels are usually more complex and specific as to what is being taught Below is a four level rubric sample Teachers can work with students to decide specific concept understandings necessary for each level GENERAL

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/teacher/guide/assess.html (2016-02-17)
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  • Parents' Roles
    getting a correct answer Try not to tell children how to solve the problem Practice estimation with your children whenever possible Provide a special place for study not always a desk and chair Somewhere they are comfortable Encourage group study this will be important as they grow older Expect that homework will be done establish positive homework habits Don t expect that all homework will be easy for your child or be disappointed that it seems difficult Ask questions that encourage them to think and reason Seek out positive ways to support your child s teacher and school Join the parent group help make materials for the classroom Meet with the teacher to find out what skills will be taught that year and how to help your child be successful Find time to sit in on your child s classes Look carefully at the standardized test results but do not use the test scores as the only measure of success remember that many of the standardized tests do not indicate problem solving strategies or effort Try not to drill your child on math content Don t use math work as punishment Model persistence and pleasure with mathematics Ask counting questions while in the car look for patterns or shapes in fabrics or wallpaper estimate weights of fruits or vegetables in the store count money etc Helping at Home Parents often ask how they can help their children with mathematics at home Good questions and good listening will help children make sense of mathematics build their confidence and encourage mathematical thinking and communication A good question opens up a problem and supports different ways of thinking about it Here are some suggestions parents might try notice that none of them can be answered with a simple yes or no Getting Started

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/teacher/guide/parents.html (2016-02-17)
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  • SD #1 - Find Your Modality Strenghts
    since it saves time conversing while walking jogging or doing something physical 4 When I m angry I usually clam up and give others the silent treatment am quick to let others know why I am angry clench my fists grasp something tightly or storm off 5 When driving I frequently check the rear view mirror and watch the road carefully turn on the radio as soon as I enter the car can t get comfortable in a seat and continually shift position 6 I consider myself a neat dresser a sensible dresser a comfortable dresser 7 At a meeting I come prepared with notes and displays enjoy discussing issues and hearing other points of view would rather be somewhere else so I doodle 8 In my spare time I would rather watch television go to a movie attend the theater or read listen to the radio or records attend a concert or play an instrument engage in a physical activity of some kind 9 The best approach to discipline is isolate the child by separating him her from the group reason with the child and discuss the situation use acceptable forms of corporal punishment 10 The most effective way

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/teacher/guide/SD1.html (2016-02-17)
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  • SD #2 - sorting and Classifying
    You and your group will have to decide what it means to belong together Make a label for each group of cards Decide together what the labels should say Your labels should make it clear which designs belong in each group so that another person could use just your labels to group the design cards When you have decided how to group the cards make some sort of display to

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/teacher/guide/SD2.html (2016-02-17)
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  • SD #3 - Cooperative Learning Activity
    cuts out three outlined shapes from sheet A Group Member 2 cuts out three outlined shapes from sheet B etc Review Task and Rules Complete the activity Tasks Using the cut out shapes group members must form five separate and equal squares Rules No talking You may give a piece to another member of your group You may not take a piece from another group member unless they offer it

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/teacher/guide/SD3.html (2016-02-17)
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  • Cinquain Poetry
    2 two words adjectives that describe line 1 Line 3 three words action verbs that relate to line 1 Line 4 four words feelings or a complete sentence that relates to line 1 Line 5 one word synonym of line 1 or a word that sums it up Algebra 3 4 Algebra 5 6 Algebra 6 8 Geometry 3 4 Geometry 5 6 Geometry 6 8 Number Concepts 3 4

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/activities/poetry/cinquain.html (2016-02-17)
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  • Diamante Poetry
    describe line 1 Line 3 three words action verbs that relate to line 1 Line 4 four words nouns first 2 words relate to line 1 last 2 words relate to line 7 Line 5 three words action verbs that relate to line 7 Line 6 two words adjectives that describe line 7 Line 7 one word subject noun that is contrasting to line 1 Algebra 3 4 Algebra 5

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/activities/poetry/diamante.html (2016-02-17)
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  • Amy's Student Work
    is her solution Try it yourself and see if you agree with her Be sure to send your findings to Amy and she will post your solution here as well See student work from Lydia T See student work from Steve D Algebra 3 4 Algebra 5 6 Algebra 6 8 Geometry 3 4 Geometry 5 6 Geometry 6 8 Number Concepts 3 4 Number Concepts 5 6 Number Concepts

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/6-8/student/solutions/elizabeth.html (2016-02-17)
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