Gifted and Talented Math Classroom.
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Metacognitive skills enhance learning. Metacognition involves being aware of one’s strengths and weaknesses as a learner. Involve students in discussions of their learning process and problem solving strategies. Realize that, for some students, weak metacognitive skills can act as a barrier to learning- but that these skills can be taught (Bruer, 1997).
As a gifted and talented teacher, it is easy to teach only to students’ strengths. The students can be turned off when you use the word weakness. GT students often function under the assumption that they possess only strengths. In order for me to get my students to understand that they may need help in certain areas, I refer to it as their weakest strength instead of their weakness.
Once students take the MAP test, I hold conferences with them to discuss each area of their RIT score. I have them write each of their scores so when we work on Fantastic Five, they will be more aware of what area they need to focus on and when to ask more questions or ask for more explanations.
Once I analyze and determine my students’ strengths and weaknesses based on their MAP scores, I develop individualized packets for each student based on his/her weakest strength.
Students spend up to two classes completing the packet. Next, students decide how they are going to present the material they have learned to their classmates. Finally, students present their lessons. While a student is presenting, their classmates participate with their new teacher.
Equation – a mathematical
sentence stating that two
expressions are equal
Expression – a mathematical
combination of numbers,
variables, and operations
Variable – a letter or symbol
that represents a number or set
of numbers in an expression or
Two more apples than Mary has
B= Mary’s apples because it’s what we don’t know
“More than” means add
So b+2 is our expression
W decreased by 7
$250 plus tax
Evaluate and write true or false
d=10 p=4 h=1
Which expression would you write for six more than s?
The sum of 18 and 19?
Twenty minus r?
Martin’s age divided by 4=6. What is his age?
X increased by 17 is 49. What is X?
Write the equation for twice a number is 18.
If *= z+1, then 5*= ?
If #=w-3, then #+15= ?
Franklin wants to score 100 on a math test. He scored 82 on the first test, 85 on the second test, and 88 on the third test. If this pattern continues, on which test will Franklin score 100.
My mother bakes great cupcakes.
My Mother Makes Marvelous Munchies.