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• Students stand in concentric circles, with the inside circle facing out and the outside circle facing in.
• Teacher asks a question. Students take turns responding.
• Teacher rotates circles after every question.
• Variation: Use flash cards with a question on one side and the answer on the back; students quiz each other as they move around the circle.
Ways to use it in my class:
Inside-Outside Circle Preactive
Interactive
Reflective
Ways to use it in my class:
Rally Coach Preactive
Interactive
Reflective
Name__________________
Date_____________
Name__________________
Date_____________
X
• Each partner pair gets a set of questions. • Student A reads the question out loud to student B. • Student B answers & explains how to do it out loud. • Partners take turns asking and answering each
question. • Teacher may walk around the room with the answer key
to spot check/allow pairs to check their answers.
X
X
Ways to use it in my class:
Picture It X Preactive
Interactive
Reflective
• Students read the text, focusing on picturing a setting or situation in their minds.
• Students list details from the text that help them create a mental picture.
• Students make a drawing from the list of details.
Person or Setting: ____________________________
Details from the Text My Mental Picture
X
X
Ways to use it in my class:
Concept Definition Map Preactive
Interactive
Reflective
X
Concept Definition Map
New Definition:_____________________________ _________ _________ _
_________________________________________________________
What is it?
What is it like?
What are some examples?
(category)
(property)
(property)
(property)
(property)
(illustration)(illustration)
(illustration)
(concept)
What is it NOT?
Ways to use it in my class:
Frayer Vocab Model Preactive
Interactive
Reflective
X
WORD:
Definition (in own words) Characteristics
Examples (from own life) Non-examples (from own life)
X
Ways to use it in my class:
RIVET/Guess My Word • Choose 3-4 key terms from the reading. • In a “hang-man” fashion, write the word using
dashes. One by one (or as blends), add a letter until the students can guess the word.
• Students guess & spell. Confirm or add more letters until the correct word is identified.
• Discuss its meaning. • Continue until all key words are revealed. • Students read to find these words in the passage.
Preactive
Interactive
Reflective
X
X
BR_ _ _ _
Ways to use it in my class:
Word Sorts VOCABULARY
• Students copy vocabulary terms or numbers on 3 x 5 cards, one word/number per card.
• Students sort the words into categories (made by teacher or generated by themselves)
Idea: create a word wall using the sorted words/categories
Preactive
Interactive
Reflective
X
X
X
Ways to use it in my class:
_______________
Preactive
Interactive
Reflective
Geometry Word Sort Parts of Shapes Plane figures Solid Figures Measures Relations
edges
lines
rays
angles
triangle
square
circle
sphere
cube
prism
cone
length
volume
radius
parallel
symmetry
similar
opposite
congruent
Multiples of 5
Less than 50
Prime
Number Sort 50
105
35 10 5
41
53
36 4 1
Ways to use it in my class:
SQ3R • Survey what you are about to read (title,
headings, illustrations, read first paragraph, read summary)
• Question (turn the title into a question= major purpose for reading, write down questions that come to mind, turn headings into questions, turn illustrations into questions, write unfamiliar vocabulary)
• Read actively (search for answers to your questions, generate additional questions)
• Recite (look away from book to recall what you read, reread text for unanswered questions)
• Review (answer the major purpose for reading, look over answers to organize information, create a graphic organizer or write a summary or have a discussion to summarize the information)
Preactive
Interactive
Reflective
X
X
X
Ways to use it in my class:
Access My Knowledge/ Whip-Around
Preactive
Interactive
Reflective X
• Everyone in the room will stand up and share one thing he/she learned about (or already knows about)…
• You may sit as soon as you’ve contributed a new idea.
X
Ways to use it in my class:
Semantic Feature Map Preactive
Interactive
Reflective X
Helps students discern a term’s meaning by comparing its features to those of other terms that fall
into the same category or class.
X
Terms Convex Equilateral Equiangular 4-sided
Square + + + +
Rectangle + + +
Triangle +
Rhombus + + +
Ways to use it in my class:
Compare/Contrast Diagram
Preactive
Interactive
Reflective
X
X
Ways to use it in my class:
Ways to use it in my class:
Circle Organizer Write About It Preactive
Interactive
Reflective
X
Preactive
Interactive
Reflective X
X
X
• Knowledge is not owned until new communication is synthesized with that knowledge, so write lists, charts, paragraphs, summaries, timelines, graphic organizers, new reports, scientific evidence summaries, etc.
• Notes: Never assign the after-reading activity before the reading if you want students to read the material.
• If you want students to scan & skim for information, assign the Reflective-reading activity before reading.
Ways to use it in my class:
Fan N Pick Preactive
Interactive
Reflective X
1. Student One fans higher order question cards. 2. Student Two picks a card & reads it aloud to
the team. 3. Student Three gives an answer Reflective 5+
seconds of think time. 4. Reflective another 5+ seconds of think time,
student Four paraphrases, praises, or adds to the answer given.
5. Student rotate roles.
Ways to use it in my class:
Similarities & Differences
Preactive
Interactive
Reflective X
• Students select 2 items to compare. • In each box labeled Similar, write one point of
comparison & in each box labeled Different, write one point of contrast.
• In the support column, list evidence from the text that support the similarities or differences.
Ways to use it in my class:
Ways to use it in my class:
Sum it Up 3 - 2 - 1 Preactive
Interactive
Reflective
Preactive
Interactive
Reflective X X
• You have students imagine they are placing a classified ad or sending a telegram, for which every word used costs them money.
• Tell them each word costs 10 cents, and then tell them they can spend "so much."
Ways to use it in my class:
Picture Perfect Preactive
Interactive
Reflective X
• Students draw what they visualize is happening at a certain point in the lesson.
• Then, they write two to three sentences about what is happening in the picture
Ways to use it in my class:
noTes for Both Sides of the Brain
Preactive
Interactive
Reflective
•Students create a T-chart: On the right side, they record notes in words On the left side, they draw a picture or write an important word to cue their understanding.
X
Topic:
In Pictures In Words
Summary:
Ways to use it in my class:
Cubing Preactive
Interactive
Reflective X
• Players take turns rolling the cube. • The player who rolls the cube begins by
discussing the “thinking question” that is face up.
• While the TQ is discussed by all members of the group, the person who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube.
• Variation: Use Fan N Pick rules • Variation: use 2 cubes with fractions or
decimals on each face. Students earn points by rolling cubes & correctly identifying which cube shows the greater value.
Ways to use it in my class:
Four Quadrants Preactive
Interactive
Reflective
•Explain the kind of thinking that students should do as they answer each question in each of the quadrants. •Students make notes to answer the questions.
X
X
What are the most important points?
How does this information match what I already knew?
Why should I learn this? What is important about learning this?
What questions do I still have about the topic?
Topic:
X
Ways to use it in my class:
Ways to use it in my class:
Alphabet Soup Comparison Matrix Preactive
Interactive
Reflective
Preactive
Interactive
Reflective X X
• Identify a topic for the activity. • Using Scrabble tiles, have students draw up to 10
letters (it’s ok to have duplicates.) Do this individually, in small groups, or as a
whole-class • Each student writes the letters in the column 1
boxes (1 letter in each box.) • Interactive and Reflective they read/learn,
students create sentences that summarize a main idea. Each sentence must begin with the letter in the box.
• Select several items or concepts to compare (students write these in column 1)
• Student select the characteristics (most important aspects) that will be used to compare the items (students write these under “Characteristics.”)
• Students complete the chart as they read/learn.
X
Letter Sentence
X
Items to Compare
Characteristics
Conclusions
Ways to use it in my class:
Personal Vocab List Preactive
Interactive
Reflective
X
• Student scan the reading, looking for unfamiliar words. List them in the left-hand column.
• Students make a prediction about the meaning of the word.
• Students read the entire selection & then rewrite the definitions based on context clues…if they still don’t know the meaning, they can use the glossary or dictionary.
Unfamiliar
Word My Guess About
Its Meaning What It Really
Means
X
Ways to use it in my class:
So, That’s a Word? Preactive
Interactive
Reflective
•Give students a list of 3-12 critical vocab terms or phrases for the upcoming unit. •Students mark an X in the appropriate column. (Check for a clear understanding of those that marked column 2.) •Teach the terms, focusing on the ones they do not understand.
X
Word List I know this word & it
means…
I’ve seen this word, but I can’t remember
what it means.
You have to be
kidding! This is a word?
Ways to use it in my class:
Ways to use it in my class:
Remember This! 2 x 2 Thinking Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
•Students list important information that needs to be remembered for later use. •For each piece of info, students identify a tool or method to remember it (mnemonics, visuals, graphic organizer, rhyming, senses, muscle memory/action, linking tools, emotions, etc.)
• Individual students identify the 3 most important things they learned from the lesson.
• Pair students to share their most important info & agree on their 3 most important pieces of learning.
• Have two pairs meet to share their learning & agree on their 3 most important pieces…provide reasons for their choices.
X X
X
Important Information Tools/Methods I Can Use
to Help Me Remember Step 1: My 3 most important pieces of learning: 1. 2. 3.
Step 2: Our pair’s most important 3: 1. 2. 3.
Step 3: Our group’s most important 3: 1. 2. 3.
Step 4: The reasons for our choices: 1. 2. 3.
Ways to use it in my class:
Ways to use it in my class:
List-Group-Label Verbal & Visual Word Association (VVWA)
Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
•Write a content-area term on the board. Explain that this term has something to do with the next unit or chapter. •Students generate words & phrases that they associate with the term. •Reflective a list of 15-30 words is developed, ask students to figure out what the words have in common & organize them into categories (significant relationships related to the learning, not “they all start with s.”) •Students explain the rationale behind their groupings; use this conversation to broaden students’ understanding of these concepts & how to apply this understanding when solving problems.
• Students draw a rectangle divided into four sections for each term.
• Write the vocabulary word in the upper-left box, write the text definition in the lower left box.
• Students draw a visual representation of the vocab word in the upper-right box, then make their own personal association (example or characteristic) in the lower-right box.
X X
X
Term: Measurement Student-generated list: Weight foot tape measure scale age cup height pound circumference radius quart yard meter mile area distance time kilogram length width perimeter ruler temperature thermometer
Categorize Units of Measure Things You Measure Tools for Measurement Foot weight tape measure Pound age scale Yard height cup Quart circumference ruler …etc.
X
X
X
(Term) (Visual Representation)
(Definition) (Personal Association)
Normal Distribution
Distribution of statistical measures
(data) that has a symmetrical graph.
Bell-shaped; think of Liberty Bell
Normally measures are close to middle, like people’s heights.
Ways to use it in my class:
Ways to use it in my class:
Concentration Cue Cards Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
•Create a deck of cards of paired equivalents (ex. Metric conversions) •Shuffle the deck and place the cards face down. Ask one student, or player, to turn over two cards. If the student identifies cards that are equivalent, allow the player to keep those cards and take another turn. If the cards are not equivalent, the player should turn them face down and relinquish his/her turn. •Players alternate until all of the cards except any distractors are gone. The winner is the student with the most pairs of cards.
Students match math expressions to the verbal language used to read them. • Provide each student (or pair) with a set of 6-8
cards. Each card should have a math statement given in symbols.
• Prepare cue cards with phrases to read for the math statement. It is OK to have more than one cue card corresponding to one statement.
• Display and read the cue cards aloud one at a time. Students hold up a matching response. Visually check for correct responses.
X X
X X
8.5 m
70 mm
15 cm
29 cm
1.5 km
4 m
150 mm
370 dm
7 cm
0.4 km
96 cm
29 m
0.7 m
96 mm
0.96 dm
400 cm
0.029 km
3700 m
85 cm
8.7 dm
8500 mm
3.7 m
0.85 km
0.29 m
37 m
3.7 km
0.96 m
400 m
370 cm
1500 m
n+7
n-7
7-n
7n
n/7
n>7
7/n
n<7
Student Cards: Example Cue Cards:
A number n is less than 7
A number n decreased by 7
7 more than a number n
The sum of a number n and 7
The difference between n and 7
7 subtracted from a number n
The product of a number n and 7
A number n increased by 7
The quotient of a number n and 7
Ways to use it in my class:
Ways to use it in my class:
Anticipation Guide 5-Step Problem Solving Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
• Identify major concepts you want students to learn from reading.
• Determine ways they might support or challenge the students’ beliefs.
• Create 4-6 statements that address important points of reading.
• Ask students to react to each statement (true or false) • Students read to find evidence that supports or
disconfirms their responses.
This is best used with word problems.
X X
X X
X
Anticipation Guide: Multiples & Divisors
Directions: In the column labeled “Me,” place a check next to any statement
with which you agree. Reflective reading the text, compare your opinions about
those statement with information in the text.
Me Text
____ ____ 1. Multiples relate to multiplying & divisors relate to dividing.
____ ____ 2. 0 is a multiple of any number.
____ ____ 3. 0 is a divisor of any number.
____ ____ 4. Multiples of 2 are called even numbers.
____ ____ 5. Multiples of 1 are called odd numbers.
1. Restate
the problem/
question: _____________________
__________________________
2. Find needed dated: _______________________________________
___________________________________________ _______________________________________________
___________________________________________________
3. Plan what to do:
______________________________________________________________ __________________________________________________________________
_____________________________________________________________________
4. Find the answer:
Step 1 Step 2 Step 3
Answer: __________________
5. Check. Is your
answer reasonable?
__________________ ______________
__________
Ways to use it in my class:
Group Summarizing Knowledge Rating Chart Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
• Students survey the text selection to identify major topics to focus on while reading.
• Divide the board into parts, and label the sections based on major topics they identify (purpose for reading.)
• Reflective students have read the text, ask for volunteers to provide information for each major topic & record the information in sentence form on the board. Discussion will determine what info is critical & how to state it clearly.
• Develop a class summary of critical information based on the info in the labeled sections.
• Variation: Record student information first and ask students to identify major topics & then organize the info from there.
•Variation: Do this with small groups.
• Present students with a list of the major concepts to be covered in the unit, chapter, or lesson.
• Ask students to rate how familiar they are with these terms.
• EXAMPLE
X
X X
Ex. Pascal’s Triangle
Description 1
1 1 1 2 1
1 3 3 1 1 4 6 4 1
1 5 10 10 5 1 1 6 15 20 15 6 1
Each number is entered in the triangular array by adding the two
numbers above it.
Patterns -symmetry -sum of any row is a power of 2 -diagonals: 1’s, counting numbers, triangular numbers
Uses -combinational patterns -binomial coefficients
Interesting Facts ₋ This arithmetic triangle was
known to the Chinese as early as 1100 A.D.
₋ Italian mathematicians investigated properties of the triangle in 1550.
₋ Pascal identified it in 1650.
Ways to use it in my class:
Directions: Rate the following statistics terms as follows: 1. I’ve never heard of the word before. 2. I’ve heard the term, but I don’t know how it applies to math. 3. I understand the meaning of this term and can apply it to a
math problem.
mean _____ line of best fit ______ median _____ correlation ______ mode _____ range ______ weighted average _____
Normal distribution _____ Bimodal distribution _____ Skewed distribution _____ Flat distribution _____
Ways to use it in my class:
K-W-L Chart K-N-W-S Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
Help students predict & connect new information with prior knowledge.
This is a K-W-L for word problems.
X
X X
Ways to use it in my class:
X
K What facts do I KNOW
from the info in the
problem?
N Which info do I NOT
need?
W WHAT does the problem
ask me to find?
S What
STRATEGY/operation/tools will I use to
solve the problem?
Ways to use it in my class:
Search Strategy Semantic Mapping Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
This should help students organize information they have, make connections, and incorporate
new ideas into their information. • Write the subject in the middle • Students think of as many words that relate
(what they already know, then what they learn/infer from the reading)
• Categorize words that relate after they read • Discuss map: students listen & share,
becoming aware of new words, gather new meanings for familiar terms, & see relationships among numerous words associated with the lesson.
X
X
Ways to use it in my class:
X
S Select a specific topic of interest to study.
E Establish what students know, think they know, and want to know about the topic.
A Ask questions to raise curiosity and to challenge students by asking for more specific information when they share their ideas about the topic.
R Read resource materials to verify what they know and think they know, to answer questions, and to raise new questions.
C Come together like scholars; share & review responses in small groups.
H Hold a large-group discussion to share learning and to identify unanswered questions as well as new questions for further research.
X
Ways to use it in my class:
SQRQCQ Word Problem Roulette Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
• Divide the class into collaborative teams & give each a word problem.
• They are to solve the problem verbally (no writing or drawing.)
• After the groups have discussed the problem and agreed how to solve it, members take turn writing the steps to the solution in words (not symbols). Each member must write one sentence & then pass the solution sheet to the next member.
• Ask each group to select one member to read the solution steps to the class while another writes the symbolic representation of the solution on the board.
X
X
Ways to use it in my class:
X X
This is intended to assist students in reading and learning math, particularly solving word problems. Survey-read the problem quickly to get an idea or
general understanding of it. Question-ask what info the problem requires? Read-carefully read the problem to identify the
relevant info, facts, & details needed to solve it. Question-ask what operations must be performed
& in what order? Compute-do the computations or otherwise
construct a solution to the problem. Question-ask whether the solution process and
answer seem to be correct (were the computations performed accurately and is the answer reasonable?)
X
X
Ways to use it in my class:
Learning Log RAFT Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
• Write-to-learn activity to enhance math understanding.
• To create a good writing prompt, identify the RAFT for writing (role, audience, format, and topic.)
X
Ways to use it in my class:
X
• To foster reflection, assign a topic (at any time during class.)
• Allow students “think time” to consider their responses.
• Give students time to write about the topic. • Encourage students to reread their learning log
entries at a later date and reflect on how their ideas have changed.
X
X
Log Assignment Examples: Before learning-to activate and assess prior knowledge.
• Why do we use rulers? • What do these symbols mean? • Make a web to describe some of the uses of fractions.
During learning-to help students identify how well they understand what is being covered.
• Explain how you know that 7 + 3 = 11 – 1 • How do you know what a story problem is asking you to do? • Write a story problem in which you need to calculate 5 x 7. • Find examples in our classroom of the geometric shapes we
are studying. After the lesson-to help students reflect on their learning.
• I have trouble understanding… • Write a note to a student who was absent today and explain
what was learned in class today about right triangles. • Write a note to your parents explaining how you know when a
shape has a line of symmetry.
Examples of RAFTs for Math
ROLE AUDIENCE FORMAT TOPIC
Zero Whole
numbers Campaign
speech Importance of the number 0
Percent Student Tip Sheet Mental ways to calculate
percents
Parts of a graph
TV audience Script How to read a
graph
Function Relations Article Argue the
importance of functions
Prime number Rational numbers
Instructions Rules for
divisibility
Ways to use it in my class:
Pre-Algebra Property Rummy
Pre-Algebra “What’s the Value?” Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
• With one or two classmates, you are to see who can earn the most points by correctly translating a verbal expression into an algebraic expression and then evaluating that expression for a given value of the variable.
• In your turn, you must do all of the following: draw a card and write the algebraic expression, roll the die, substitute the number rolled for the variable in the expression, and evaluate the expression.
• The other members of the group should check the correctness of your work.
• Earning points: one point for correctly writing the expression & another point for correctly evaluating the expression for the rolled value.
• Expressions to be used can be found on p. 27.
X
Ways to use it in my class:
• The object is to form sets of three cards each. Each must contain one property card and two expression cards that illustrate the property.
• To begin, each player is dealt 8 cards (see p.24-26). The remaining cards are placed face down, and the top card is turned face up.
• You then take turns either drawing the top face up or face down card and then discarding one of your cards.
• When you can form 2 sets from the cards in your hand, place them in front of you. The first person to do this wins the game.
X
Commutative Property of
Addition
Commutative Property of
Multiplication
Multiplicative Property of
Zero
Associative Property of
Addition
Associative Property of
Multiplication
Identity Property of
Addition
Identity Property of
Multiplication
12 + 34
34 + 12 92 + 74 74 + 92 12 X 34
Cards for “Property Rummy”—p.1/3
(7 x 16) x 9 9 x (37 x 12) (9 x 37) x 12 72 + 0
7 + (16 + 9) 74 + (92 + 5) (74 + 92) + 5 7 x (16 x 9)
34 x 12 15 x 87 87 x 15 (7 + 16) + 9
Cards for “Property Rummy”—p.2/3
0 45 x 0 0
72 56 x 1 56 72 x 0
72 45 + 0 45 72 x 1
Cards for “Property Rummy”—p.3/3
8 less than the product of 3
and a number.
5 plus the quotient of 1
and a number.
The quotient of ten less a
number and 4.
Twice a number
decreased by 6.
19 decreased by a number.
Three times a number minus
2.
The quotient of a number increased by
1 and 5.
Five more than the sum of a
number and 6.
Two times the quotient of a
number and 5.
7 less than a number.
The product of a number
and 9.
Four times the sum of a
number and 2.
Expressions for “What’s the Value?”
Ways to use it in my class:
Pre-Algebra “Don’t Be the Joker”
Pre-Algebra ? Preactive
Interactive
Reflective
Preactive
Interactive
Reflective
• ?
X
Ways to use it in my class:
• Materials: diamonds #2-10 and clubs #2-10 from a deck of cards; one joker card; three 3x5 index cards, each with either ≤, ≥, or “has the same absolute value as” written on them.
• Shuffle the 19 cards (numbers & joker) and deal them. One player gets 9, the other gets 10.
• Red cards represent negative integers; black cards represent positive integers; joker represents 0.
• The player with 10 cards lays a card on the table, draws a card from the other player’s hand, and lays that card beside the first card. Lastly, the player makes a true statement about those numbers using one of the 3x5 cards.
• If correct, the player discards the pair of cards. If incorrect, the player keeps the number cards. Switch turns.
• If a joker is drawn, the player must put the played card and the joker back into his/her hand, and it is the other player’s turn. The person who runs out of cards wins, causing the other player to be the joker.
X
