![]() ![]() This begins with the understanding of vocabulary and the translation from numeric to algebraic and algebraic to numeric. Go over terms and symbols to check for accuracy.Ģ.Ělert students to the importance of reading and correct interpretation when engaging in mathematical problem solving. Place the transparency on the overhead and move down a list of vocabulary words very quickly allowing students only enough time to write the operation indicated using symbols (+, -, x, ÷). ![]() (see Associated File for Speed Drill Warm-Up Activity.) Designate this activity as a speed drill and provide a sheet of plain paper on each desk. Stop the music and have a warm-up activity planned using overhead transparencies. This sets the tone for a calm, relaxing, thought-provoking atmosphere. Have classical music playing as students enter the room. Then, the problem and solution key must be written on a sheet of paper and turned in with the student’s name on the paper.ġ. Each student must make up an equation or expression, either in words or algebraically, and write it on the back of the card. Each student is given a number that is put on the front of the card. *An alternative to teacher-made equations is to allow students to prepare the cards on the day before the activity. This looks great duplicated on colored or designer paper. Prepare Speed Drill Warm-up Activity of vocabulary words as transparencies.ĥ.ĝuplicate General Approach to Problem Solving handout. Cover each card with one sheet of scratch paper to be used for the warm-up exercises.Ĥ. These can be laminated for future use in other classes or to be shared with other teachers.ģ. Be sure to notice that the numbers are upside down to result in flip cards when copied from one-sided to two-sided. Duplicate cards from Associated File by using the templates provided. You may wish to use the cards already prepared in the Associated File. Students will flip up the card to reveal the problem written on the back.*Ģ. The cards will be secured to the desk with a strip of tape across the top. If you make your own, be sure to take the bottom of the card and flip it up to write on the back. Write an algebraic translation problem on the back of each card. Number cards according to the number of student seats you have in the classroom. ![]()
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