Description
Game - DECIMAL ESTIMATION
As a coach, I would always say, "Perfect Practice Makes Perfect!"
What I found about games is that almost all if not all of my students would be FOCUSED and ENGAGED.
Rather than a worksheet with fact after fact after fact, why not put it in a game-like format, give incentives for the winners (not the whiners), and watch your students go!
One of the scariest things occurred when I got a transfer from the continuation school. They " this 12th grader to my Algebra 1 class. From day 1 with this student I was concerned, because he didn't even have basic skills. For a warm-up one day, I asked all my students to add a dollar, a dime and a penny. This poor student came up with 3. To my horror, (and all of the other students), I said, forget about "what to do" and tell me logically. Of course that senior could say, "I'd have $1.11"
My conclusion...we are teaching students algorithm after algorithm, and they may do problem after problem, BUT, if they do not connect THAT algorithm to a real life situation, or have enough practice in a game-like scenario, are we really teaching?
Highlights
Description
Game - DECIMAL ESTIMATION
As a coach, I would always say, "Perfect Practice Makes Perfect!"
What I found about games is that almost all if not all of my students would be FOCUSED and ENGAGED.
Rather than a worksheet with fact after fact after fact, why not put it in a game-like format, give incentives for the winners (not the whiners), and watch your students go!
One of the scariest things occurred when I got a transfer from the continuation school. They " this 12th grader to my Algebra 1 class. From day 1 with this student I was concerned, because he didn't even have basic skills. For a warm-up one day, I asked all my students to add a dollar, a dime and a penny. This poor student came up with 3. To my horror, (and all of the other students), I said, forget about "what to do" and tell me logically. Of course that senior could say, "I'd have $1.11"
My conclusion...we are teaching students algorithm after algorithm, and they may do problem after problem, BUT, if they do not connect THAT algorithm to a real life situation, or have enough practice in a game-like scenario, are we really teaching?
