Characteristics: Whole number Divisible by itself Divisible by one Definition:

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# Characteristics: Whole number Divisible by itself Divisible by one Definition: - PowerPoint PPT Presentation

Characteristics: Whole number Divisible by itself Divisible by one Definition: “A whole number that can only be divided without a remainder by itself and one”. Guided Inquiry. Data Collection. How Does Your Heart Rate? Name: __________________________ Predict your resting heart rate

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Presentation Transcript

Characteristics:

• Whole number
• Divisible by itself
• Divisible by one
• Definition:
• “A whole number that can only be divided without a remainder by itself and one”

Guided Inquiry

Data Collection

Name: __________________________

I predict my resting heart rate is: ________________ per minute

My resting heart rate is: ________________ per minute

My partner’s resting heart rate is: ________________ per minute

What happened to my body, as I became more active?

______________________________________________________________________________________________

What did I observe through the data collected?

______________________________________________________________________________________________

Why did my heart rate increase with exercise?

______________________________________________________________________________________________

Guided inquiry process:

• Concept exploration
• Concept elaboration
• Concept extension
• Application
• Evaluation

Cooperative Teaching Methods:

• Jig-saw
• Teams-Games-Tournament
• Think, Pair, Share
• Pair of Pairs
• The Doughnut (Inside-Outside Circle)

5 Basic Elements of Cooperative Learning:

• Face-to-face interaction (oral)
• Positive interdependence
• Individual accountability
• Social skills
• Group processing (evaluation)
• PIG’s ….

Swanson identified 12 criteria associated with direct instruction. When any four of these indicators are present, direct instruction is occurring…

• Breaking down a task into small steps
• Providing a pictorial or diagram presentation
• Allowing independent practice and individually paced instruction
• Breaking the instruction down into simpler phases
• Instructing in a small group
• Teacher modeling a skill
• Providing set materials at a rapid pace
• Providing individual child instruction
• Teacher presenting the new (novel) materials (Swanson, 2001, p. 4).

Highly Effective Questioning (HEQ)

(vs. Socratic questioning?)

Occasional, Random Questioning

Vs.

Systematic, Consistent, Deliberate Questioning

Bloom’s Taxonomy

Cognitive Scaffolding

Lesson Plan (objectives)

• The four elements of critical thinking skills are:
• A mental act
• A critical act
• Amenable to instruction
• Generalizable across content

Which question is better? Why?

“Do you see X?”

“What do you see?”

Principle 1:

Students come to school with the need to learn, and when they are in school they do not have the right not to learn

Practice:

Involuntary questioning of each and every student

Principle 2:

Students are undertrained not underbrained; they are dormant but not dead!

Practice:

Try to ask each student an equal range of questions (quantity) and, initially, questions of similar difficulty (quality). Remember to “choose your question, then choose your student.”

Principle 3:

We must learn to use intensive questioning, not just occasional questioning

Practice:

Ask only questions during the lesson and refrain from explaining, telling, hinting, and other non-questioning strategies. Question, question, question – ask only questions

Principle 4:

We must follow a question-response-question (Q-R-Q) pattern in our questioning of students

Practice:

Have students justify all responses

Principle 5:

We must not be negative when asking students questions

Practice:

Never ask negative questions. Be positive or neutral

Principle 6:

We do not ask questions that promote random trial and error behavior

Practice:

Do not ask questions that encourage guess-making

Principle 7:

We must act to discourage the use of “I don’t know” as a way for students to avoid classroom participation

Practice:

If a student says “I don’t know”, follow up immediately with one to three additional questions