Mathematics Portfolio - Tanya Paladino

ACTIVITES(IN(THE(CLASSROOM(EDBE$8F83$(

MARCH $ 1 0 , $ 2 0 1 6 $

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MATHEMATICS(PORTFOLIO(

Tanya%Paladino%4977997%

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TABLE&OF&CONTENTS:&(Activites)&

!SOH!CAH!TOA!&!the!Sine!and!Cosine!Laws………………...(page!1:6)!!Crossing!the!River………………………………………………………(page7:8)!!Exploring!Periodic!Behaviour……………………………………!(page!9:10)!!The!Painted!Cube!Problem……………………………………..(page!11:12)!!Parabola!Transformations………………………………………(page!13:15)!!Exponential!Growth!Zombitus………………………………..(page!16:18)!

TRIGONOMETRY*ACTIVITY:**

SOH*CAH*TOA*RATIOS*&*THE*SINE*&*COSINE*LAWS*

! 1!

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RELATING*TO*ONTARIO*CURRICULUM*DOCUMENT:*

This%student+centered%Trigonometry%Activity%is%designed%for%a%grade%11%University%level%mathematics%class,%for%a%unit%in%Trigonometry%that%involves%Trigonometric%ratios,%and%the%Sine%and%Cosine%Laws.%According%to%the%Ontario%Mathematics%Curriculum%document,%this%activity%covers%the%first%overall%expectation,%and%the%specific%expectations:%1.6%and%1.7%from%the%Trigonometric%Functions%strand,%which%discuss%solving%problems%involving%right%and%oblique.%The%big*idea%encompassed%in%this%activity%is%geometry,%where%students%will%have%to%understand%the%relationship%between%the%sides%and%angles%of%different%types%of%triangles.%The%mathematical*processes%involved%in%this%activity%are:%Selecting)tools)&)Computational)strategies%–%appropriate%formulas%and%strategies%must%be%used;%Problem)Solving%–%develop,%apply%and%compare%problem%solving%strategies%used%to%solve%the%real%world%application%problems;%Communicating%–%communicate%mathematical%thinking%through%writing,%visual%representation,%and%orally%using%precise%vocabulary.%%%%ACTIVITY*DESCRIPTION:*

The%students%will%be%arranged%into%groups%of%3+4%and%they%will%work%together%to%complete%the%worksheet%provided.%The%questions%involve%solving%right%triangles%using%SOH%CAH%TOA%ratios,%solving%oblique%triangles%using%the%Sine%and%Cosine%Laws,%and%a%word%problem%of%a%real%world%situation.%This%activity%caters%to%literacy%as%it%involves%a%word%scramble.%Students%are%able%to%unlock%letters%of%the%mystery%word%after%their%group%answers%a%question,%by%raising%their%hands%to%notify%the%teacher%to%check%if%their%final%answer%is%correct.%In%addition,%each%group%was%given%a%HELP*card,%where%they%had%the%option%to%call%on%another%member%from%a%different%group%for%assistance%if%they%were%struggling%with%a%question.%The%HELP*card%can%only%be%used%once,%and%it%was%added%into%the%activity%to%limit%teacher%intervention%and%encourage%the%students%to%work%together.%The%last%question%of%the%worksheet%is%a%word%problem%that%students%will%be%required%to%write%on%chart%paper%and%present%to%the%class.%Each%group%is%given%a%different%word%problem,%and%their%presentation%needs%to%include%a%diagram,%calculations,%and%their%mathematical%thought%process.%Following%the%presentations,%students%can%be%given%the%opportunity%participate%in%a%Gallery%Walk%to%view%each%groups%work%on%the%word%problems,%copy%them%down%into%their%notes,%and%make%sure%they%have%a%good%understand%of%how%to%solve%each%problem.%At%this%time%each%group%should%have%all%of%the%letters%of%the%mystery%word,%and%the%group%that%solves%the%word%scramble%is%deemed%the%winning%group.*%KEY*POINTS:*

! Strategically%place%students%into%groups,%ensuring%that%each%group%consists%of%students%with%a%range%of%abilities.%This%will%create%a%positive%learning%environment,%and%encourage%peer%tutoring%and%collaboration.%%

! This%activity%caters%to%both%instrumental%and%relational%understanding%and%it%is%best%utilized%as%a%review,%after%the%students%have%learned%these%concepts%in%class.%%

! The%teacher%should%refrain%from%quickly%assisting%the%students,%and%wait%until%they%have%used%their%HELP*card%(assistance%from%another%group)%before%stepping%in%to%assist%struggling%students.%

! %The%teacher%should%also%be%circulating%the%room%to%ensure%the%students%are%on%track,%working%together,%and%that%everyone%is%participating%in%the%activity.%%

! Ensure%students%have%enough%time%to%work%through%the%worksheet%before%presenting%their%problem%to%the%class.%%

! Using%students’%names%in%the%word%problems%contributes%to%their%engagement.%! The%word%scramble%portion%of%the%activity%is%a%great%way%to%engage%students%and%keep%them%on%

track,%since%they%will%want%to%keep%unlocking%letters%to%solve%the%final%puzzle.%! This%activity%can%also%be%structured%as%a%competition,%however%the%teacher%should%make%that%

decision%based%on%the%students%maturity%level.%It%is%important%to%ensure%that%the%students%aren’t%rushing%to%win,%and%that%they%are%all%participating%and%learning%through%the%activity.%Another%option%would%be%to%give%each%group%a%prize%after%everyone%has%completed%the%activity.%In%this%way,%everyone%will%be%able%to%enjoy%a%reward!%%%



! 2!

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ASSESSMENT:*

It%will%be%beneficial%for%the%teacher%to%use%formative%assessment%by%keeping%anecdotal%records%or%using%a%checklist%to%track%student%progress.%Furthermore,%the%teacher%will%be%checking%the%students%work%throughout%the%activity%(before%giving%them%letters)%which%will%provide%the%opportunity%to%see%which%students%are%grasping%the%concepts%and%which%students%are%struggling.%%

%%ACTIVITY*IN*ACTION!**–**Students’*Solutions*to*the*Word*Problems*

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! 3!

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BELOW*ARE*EXAMPLES*FROM*THE*ACTIVITY*WORKSHEETS:*



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Each*group*is*assigned*a*different*part*2*page*that*has*a*different*word*problem:*



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TRIGONOMETRY*ACTIVITY:**CROSSING*THE*RIVER*

! 7!

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*RELATING*TO*ONTARIO*CURRICULUM*DOCUMENT:*This%student+centered%Trigonometry%Activity%is%designed%for%a%grade%10%Academic%mathematics%class,%for%a%unit%in%Trigonometry%that%involves%the%Pythagorean%Theorem.%According%to%the%Ontario%Mathematics%Curriculum%document,%this%activity%covers%the%second%overall%expectation%(p.%36),%and%the%fourth,*fifth,*and%sixth%specific%expectations%from%the%Trigonometry%strand%(p.51),%which%discuss%solving%problems%and%identifying%relationships%between%the%Pythagorean%theorem%and%right%triangles.%The%big*idea*encompassed%in%this%activity%is%geometry,%where%students%will%have%to%understand%the%relationship%between%the%sides%and%angles%of%right%triangles%using%the%Pythagorean%theorem.%The%mathematical*processes%involved%in%this%activity%are:!Problem!Solving%–%develop,%apply,%and%compare%problem%solving%strategies%to%solve%the%real%world%application%problems;%Selecting!tools!&!Computational!strategies%–%use%appropriate%formulas%and%strategies;%Communicating%–%communicate%mathematical%thinking%through%writing,%visual%representation,%and%orally%presentations%to%the%class.%%%%ACTIVITY*DESCRIPTION:*The%students%will%be%arranged%into%tiered%groups%of%2+3%and%they%will%work%together%to%solve%their%assigned%scenario.%The%scenario%will%be%different%for%each%group,%and%it%will%involve%a%real%world%situation%where%students%will%need%to%use%critical%thinking%skills%to%figure%out%how%to%cross%a%river,%and%they%will%perform%calculations%using%the%Pythagorean%theorem.%The%students%will%be%required%to%record%their%solutions%on%a%chart%paper,%including%a%visual%diagram%to%represent%their%scenario,%calculations,%as%well%as%their%mathematical%thought%process.%Furthermore,%the%students%will%present%their%solutions%to%the%class%and%they%will%be%required%to%use%their%bodies%to%and%a%desk%(based%on%the%scenario)%to%represent%their%problem.%%%KEY*POINTS:*! The%teacher%should%circulate%the%class%to%ensure%that%all%students%are%participating%and%on%track.%%! Emphasis%on%critical%thinking%and%mathematical%reasoning%to%justify%the%results%of%the%scenario.%! The%students%use%their%bodies%as%a%manipulative,%to%walk%through%the%movements%that%occur%in%

their%scenario.%! Students%have%the%opportunity%to%assess%their%own%thinking%processes,%as%well%as%that%of%their%

peers.%Through%discussion%at%the%end%of%each%presentation,%students%can%explain%alternate%strategies%to%reach%the%solution,%comment%on%successful%tactics%used,%or%provide%suggestions%for%improvement.%

! A%Gallery%walk%can%also%be%incorporated%so%that%students%can%record%the%other%scenarios%into%their%notebooks,%and%discuss%the%other%problems%with%the%presenters%to%ensure%they%have%a%good%understanding.%%

ASSESSMENT:*It%will%be%beneficial%for%the%teacher%to%use%formative%assessment%specifically%looking%for%efficient%application,%thinking,%and%communication%skills.%A%checklist%can%be%used%to%keep%track%of%each%group’s%understanding%of%the%material,%and%determine%whether%more%review%of%the%topic%is%needed%based%on%the%results.%%

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TRIGONOMETRY*ACTIVITY:**CROSSING*THE*RIVER*

! 8!

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ACTIVITY*IN*ACTION!*–*STUDENTS’*PROBLEM*SOLVING*SOLUTIONS*%

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EXAMPLE*OF*A*SCENARIO:!

TRIGONOMETRIC*FUNCTIONS*ACTIVITY:**

EXPLORING*PERIODIC*BEHAVIOUR*

! 9!

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RELATING*TO*ONTARIO*CURRICULUM*DOCUMENT:*This%learning%activity%involves%the%exploration%of%the%behaviour%of%Trigonometric%functions%using%a%TI883%calculator%and%CBR,%and%it%is%geared%towards%a%grade%11%University%level%mathematics%class,%for%the%Trigonometric*Functions*strand.%According%to%the%Ontario%Mathematics%Curriculum%document,%this%activity%covers%the%second*and*third%overall%expectation%(p.53),%and%the%specific%expectations:%2.1,*3.1,%and%3.4%from%the%Trigonometric%Functions%strand%(p.53),%which%discuss%properties%and%models%of%sinusoidal%functions.%The%big*idea*encompassed%in%this%activity%is%geometry,%where%students%will%have%to%understand%key%properties%of%periodic%functions,%such%as%period,%amplitude,%and%cycle;%and%understand%how%sinusoidal%functions%are%drawn.%The%mathematical*processes%involved%in%this%activity%are:!Problem!Solving%–%students%will%conduct%investigations%to%deepen%their%mathematical%understanding;%Reasoning!and!Proving%–%recognizing%relationships,%making%conjectures%based%on%previous%data,%and%justifying%conclusions;%Communicating%–%communicate%mathematical%thinking%orally%and%in%writing%using%precise%vocabulary.%%%ACTIVITY*DESCRIPTION:*The%students%will%be%arranged%into%heterogeneous%groups%of%283%members%and%they%will%investigate how%the%four%parameters:%Amplitude,%Period,%X8shift%and%Y8shift%influence%the%pattern%made%by%the%following%action:%Revolve%the%CBR%around%a%circular%path%by%pointing%the%CBR%at%a%flat%surface%and%walk%in%a%circular%path.%The%CBR%must%always%face%the%flat%surface.%In%chart%form,%the%students%will%track%the%changes%made%and%the%result%of%the%change.%%%KEY*POINTS:*! The%teacher%can%arrange%the%students%into%heterogeneous%groups.%This%will%foster%a%positive%

learning%environment%that%is%conducive%of%peer%tutoring%and%scaffolding.%Sometimes%students%learn%more%effectively%from%their%peers,%since%they%feel%more%comfortable%with%them%and%share%similar%communication%styles.%

! %Mulling%is%an%important%part%of%learning,%and%it%encourages%collaboration%and%experimentation%with%different%problem%solving%techniques.%Thus,%the%teacher%should%allow%students%with%enough%time%to%work%through%the%activity%before%offering%assistance.%

! Students%will%realize%that%real8world%investigations%are%not%always%straightforward,%and%often%require%critical%thinking%and%problem%solving%strategies.%%

! This%learning%activity%will%appeal%to%a%wide%range%of%learning%styles,%specifically%tactical%and%visual%learners.%The%use%of%the%TI883%calculator%and%CBR%instrument%will%be%engaging%for%the%students,%as%they%are%able%to%get%out%of%their%desks%and%learn%by%using%their%physical%movements%to%model%functions.%%

ASSESSMENT:*It%will%be%beneficial%for%the%teacher%to%use%formative%assessment%to%assess%the%student’s%progress%and%understanding%during%this%activity.%It%is%important%that%teachers%are%looking%to%see%if%students%use%appropriate%terminology%during%discussion%with%their%group%members,%apply%appropriate%problem%solving%skills%to%interpret%the%data,%and%demonstrate%their%understanding%of%periodic%behaviour%through%communicative%skills.%A%checklist,%anecdotal%records,%and%teacher%observations%can%be%used%to%track%the%students’%comprehension%and%ability%during%this%activity.%%

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TRIGONOMETRIC*FUNCTIONS*ACTIVITY:**

EXPLORING*PERIODIC*BEHAVIOUR*

! 10!

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THE!PAINTED!CUBE!PROBLEM!!

! 11!

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RELATING!TO!ONTARIO!CURRICULUM!DOCUMENT:!The$Painted$Cube$Problem$can$easily$be$used$for$a$wide$range$of$grade$levels$by$changing$the$size$of$the$cube$to$either$increase$or$decrease$the$difficulty.$This$activity$can$be$manipulated$into$grade$7$and$8$

classes$for$the$Number$Sense$and$Numeration,$Patterning,$and$Geometry$strands,$as$well$as$for$grade$9$

and$10$classes.$However$I$will$discuss$this$activity$regarding$a$grade$9$math$class.$This$groupGlearning$

activity$involves$the$exploration$of$the$faces$of$a$cube,$by$imagining$the$3D$shape$mentally,$and$utilizing$

patterns$to$discover$the$solution.$According$to$the$Ontario$Mathematics$Curriculum$document,$this$

activity$covers$the$second!and!third$overall$expectation$of$the$Linear!relations!strand$(p.$32),$and$the$specific$expectations:$Identify,$through$investigation,$some$properties$of$linear$relations$(I.e.$First$

difference$is$a$constant)$and$apply$these$properties$to$determine$whether$a$relation$is$linear$or$not;$pose$problems,$identify$variables,$and$formulate$hypotheses$associated$with$relationships$between$two$

variables.$This$activity$is$also$covered$by$the$second$overall$expectation$of$the$Number!Sense!and!Algebra!strand!(p$.30),$and$the$specific$expectation:$derive,$through$the$investigation$and$examination$

of$patterns,$the$exponent$rules$for$multiplying$and$dividing$monomials,$and$apply$these$rules$in$

expressions$involving$one$and$two$variables$with$positive$exponents.$The$big!ideas!incorporated$into$this$activity$are$Number$sense,$Geometry,$and$Patterning$&$Algebra,$where$students$will$have$to$use$

their$knowledge$to$recognize$patterns$through$the$first$difference$calculation,$create$an$algebraic$statement$for$discovered$relationships,$make$linear$connections$based$on$general$formulas,$or$use$a$

geometric$analysis$to$solve$the$problem.$The$mathematical!processes$involved$in$this$activity$are:!Problem!Solving$–$conduct$investigations$to$deepen$their$mathematical$understanding,$and$develop$and$

apply$problem$solving$strategies;$Reasoning!and!Proving$–make$conjectures$and$recognize$relationships;$

Communicating$–$communicate$mathematical$thinking$orally$and$in$writing$through$presentations.$$$

ACTIVITY!DESCRIPTION:!The$students$will$be$given$a$worksheet$and$they$will$work$in$small$groups$to$investigate$the$faces$of$a$

cube$that$has$been$dipped$in$paint$and$determine$how$many$will$have$3,$2,$and$1$face(s)$painted.$The$

students$will$be$required$to$record$their$answers$on$chart$paper,$including$useful$diagrams,$calculations,$

charts/graphs,$and$to$explain$and$justify$their$results$through$class$discussion.$$$

KEY!POINTS:!! The$students$will$be$given$a$physical$manipulative,$buildingGblocks,$so$that$they$can$construct$a$

representation$of$the$cube,$to$better$visualize$the$problem$and$count$the$number$of$faces.$This$will$cater$to$visual$and$handsGon$learners.$Furthermore,$this$will$contribute$to$differentiated$instruction$

and$encourage$the$students’$engagement$in$the$activity.$$

! $The$students$will$work$in$small$groups$to$support$peer$tutoring$and$collaboration.$

! The$students$will$be$able$to$follow$the$Problem$Solving$steps,$such$as$Mulling,!to$work$through$the$

activity$and$try$different$problem$solving$strategies.$$$

! Encourage$the$students$to$be$creative,$For!example:!suggest!exploring!net!diagrams!to!view!the!3D!cube!in!a!2D!form.!$

ASSESSMENT:!Formative$assessment$can$be$used$to$determine$the$students’$level$of$understanding$during$this$activity.$

Throughout$the$activity,$the$teacher$can$use$studentGteacher$conferencing$to$discuss$the$students$

thought$processes$and$critical$thinking$capabilities.$It$is$important$that$the$teacher$is$looking$to$see$if$

students$use$appropriate$terminology$while$presenting$their$work,$apply$strategic$problem$solving$and$critical$thinking$skills,$and$effectively$communicate$their$reasoning$for$their$solutions.$A$checklist$or$

checkbric,$and$teacher$observations$will$be$useful$to$track$the$students’$capabilities$and$participation$

during$this$activity.$$

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THE!PAINTED!CUBE!PROBLEM!!

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ACTIVITY!WORKSHEET!!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

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STUDENTS!WORKING!!THROUGH!THE!!PROBLEM!!!

QUADRATIC)RELATIONS)ACTIVITY:))PARABOLA)TRANSFORMATIONS)

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)RELATING)TO)ONTARIO)CURRICULUM)DOCUMENT:)In#this#activity,#students#will#investigate#the#transformations#of#Parabolas.#This#is#a#student#directed#learning#activity,#designed#for#a#for#a#grade#10#Academic#mathematics#class,#for#the#Quadratic)Relations)unit.#According#to#the#Ontario#Mathematics#Curriculum#document,#this#activity#will#address#the#second#overall#expectation#(p.#47),#and#the)fifth,)sixth)and#seventh#specific#expectations#(p.#47),#which#address#sketching,#graphing,#and#identifying#transformations#of#functions.#The#big)ideas)included#in#this#activity#are#operations#and#relations,#where#students#will#have#to#figure#out#the#equation#for#the#transformed#function,#create#a#new#table#of#values#and#plot#the#function.#The#mathematical)processes#involved#in#this#activity#are:!Problem!Solving#–#developing#and#applying#problem#solving#strategies#to#derive#transformed#function#equations;#Selecting!tools!&!Computational!strategies#–#using#appropriate#methods#and#strategies;#Communicating#–#communicate#mathematical#thinking#process#through#tables,#and#plots,#as#well#as#through#oral#communications#with#peers;#Connecting!and!Representing!–#understanding#what#each#variable#of#the#algebraic#formula#means,#and#how#to#translate#that#to#a#graphical#representation.####ACTIVITY)DESCRIPTION:)The#students#will#be#placed#into#8#tiered#groups,#and#each#group#will#be#given#4#parabolas#to#graph#on#chart#paper.#Each#group#will#be#given#parabolas#that#have#been#affected#by#the#same#variable,#thus#they#will#be#able#to#discover#a#general#pattern,#and#equation#for#their#transformation.#The#students#will#then#present#their#findings#to#the#class,#and#provide#a#general#explanation#for#what#their#transformation#does#to#the#original#function.#Following#the#presentations,#students#will#be#redistributed#into#new#groups#with#each#member#being#an#expert#on#their#previous#groups#transformation.#Together#they#will#use#their#knowledge#to#graph#3#more#equations#that#include#all#transformation#types.#A#gallery#walk#will#conclude#the#activity,#so#that#the#students#can#see#how#other#groups#completed#the#activity.##KEY)POINTS:)! The#teacher#should#circulate#the#class#to#ensure#that#all#students#are#participating#and#on#track.##! Students#have#the#opportunity#to#assess#their#own#thinking#processes,#as#well#as#that#of#their#

peers.#Collaboration#is#key#in#this#activity,#as#the#students#will#be#experts#on#specific#transformations,#and#through#discussion#they#can#educate#their#fellow#group#members#and#retain#knowledge#from#them#as#well.#This#activity#supports#peer#tutoring.##

! The#teacher#would#be#wise#to#give#the#students#an#exit#card#following#the#activity.#This#will#allow#the#teacher#to#see#if#students#comprehended#the#activity#as#individuals,#and#attained#knowledge#on#the#subject.##

ASSESSMENT:)It#will#be#beneficial#for#the#teacher#to#use#formative#assessment,#specifically#looking#for#students#to#be#working#together#and#learning#from#their#peers,#as#well#as#using#efficient#application,#thinking,#and#communication#skills.#A#checklist#can#be#used#to#keep#track#of#each#groups#understanding#of#the#material,#by#assessing#if#they#graphed#all#equations#properly,#identified#the#transformation,#created#a#general#equation,#and#worked#cooperatively#with#other#group#members.#Furthermore,#an#Exit#Card#will#allow#the#teacher#to#assess#the#students#understanding#on#an#individual#level.#

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EXPONENTIAL*GROWTH*ACTIVITY:**

ZOMBITUS*

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RELATING*TO*ONTARIO*CURRICULUM*DOCUMENT:*

This%student%centered%learning%activity%is%designed%for%a%for%a%grade%12%University%mathematics%class,%for%

the%Exponentials*and*Logarithmic*Functions*unit.%According%to%the%Ontario%Mathematics%Curriculum%

document,%this%activity%will%address%the%first*and%third%overall%expectation%(p.%87),%and%the*specific%

expectations%1.3,*2.2,*2.4,%3.4*(p.%87),%which%relate%to%solving%exponential%logarithmic%functions%that%

convey%real%world%applications.%The%big*ideas*portrayed%in%this%activity%are%Number%Sense,%Operations,%

and%Patterning%&%Algebra,%where%students%will%investigate%the%growth%of%infected%persons%in%a%

community%and%use%appropriate%formulas%to%discover%if%the%growth%is%exponential%or%linear.%The%

mathematical*processes%involved%in%this%activity%are:!Problem!Solving%–%critical%thinking%and%problem%

solving%skills%are%necessary%to%apply%and%connect%relationships;%Selecting!tools!&!Computational!strategies%–%using%appropriate%formulas,%tables,%and%strategies%to%track%data;%Communicating%–%communicate%mathematical%thinking%process%to%justify%conclusions.%%

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ACTIVITY*DESCRIPTION:*

Students%will%participate%in%a%game%like%situation%and%it%explained%that%a%virus%broke%loose%and%the%

“infected”%students%could%infect%other%students%by%answering%a%posed%math%question%correctly%before%

the%other%student.%%If%the%“nonSinfected%student”%wins,%then%they%do%not%contract%the%virus,%however%

the%“infected”%person%must%move%on%to%another%opponent%until%they%infect%someone.%As%the%game%

progresses%students%are%to%be%recording%the%number%of%infected%people%per%day.%At%the%end%of%the%

activity,%everyone%becomes%infected,%and%the%students%are%required%to%answer%a%series%of%questions%on%

their%worksheet%based%on%the%data%collected.%This%game%was%very%exciting%for%the%students%and%

everyone%was%engaged%and%motivated%to%participate.%The%mathematics%involved%in%the%activity%consists%

of%constructing%tables,%discovering%general%formulas,%and%recognizing%patterns%in%order%to%determine%if%

linear%or%exponential%growth%has%occurred.%

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KEY*POINTS:*

! This%is%a%great%way%to%get%the%students%involved%in%the%lesson,%and%it%situates%them%directly%in%the%

problem%presented,%by%participating%in%the%activity.%Being%involved%in%the%game%allows%the%students%

to%have%a%better%understanding%of%the%material,%since%they%were%able%to%see%the%exponential%

growth%from%a%handsSon%perspective.%

! The%teacher%must%act%as%a%facilitator%of%the%game,%refereeing%the%winner%of%each%competition,%and%

be%in%charge%of%posing%the%challenge%math%problems.%

! Students%have%the%opportunity%to%get%out%of%their%seats%and%move%around%the%classroom.%

! Concern:!competition%has%the%potential%to%disrupt%the%classroom%environment,%if%a%student%

becomes%embarrassed%in%front%of%their%peers%in%an%instance%where%they%cannot%infect%another%

person%due%to%continuously%losing%in%the%competitions.%%

Resolution:%the%teacher%must%be%aware%of%these%situations,%and%choose%appropriate%questions%that%

they%know%the%student%can%answer%to%try%to%limit%this%from%occurring.%

! The%teacher%would%be%wise%to%give%the%students%an%exit%card%following%the%activity.%This%will%allow%

the%teacher%to%see%if%students%comprehended%the%activity%as%individuals,%and%attained%knowledge%

on%the%subject.%

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ASSESSMENT:*

The%teacher%should%use%formative%assessment,%specifically%teacher%observations%–%looking%for%students%

to%be%working%together%and%learning%from%their%peers,%as%well%as%using%efficient%application,%thinking,%

and%communication%skills.%Furthermore,%the%teacher%can%collect%the%worksheets%at%the%end%of%the%

activity,%to%see%if%the%students%understand%the%material.%

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ZOMBITUS*

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Mathematics Portfolio - Tanya Paladino

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Transcript of Mathematics Portfolio - Tanya Paladino