Tag Archives: INB

Scrap Paper Pocket INB

Standard

I am one of “those” who prefer to keep students on same page of INB.  If you’re not, that’s great, too.

Anyway, the question arose how do you keep everyone on the same page?  Some students take up more space to answer questions or write larger than others.

I teach them how to do extension pages (thanks Megan!) -you can read more here.

You could also begin each unit with a 2 page pocket-directions and post here.

image

But last spring, we created quick pockets out of scrap paper.  

1.  Start with scrap paper, slightly smaller than width of page and twice as tall as you want your pocket.

image

2.  Fold it in half, tape down top/back.

image

3. Tape each side to INB.

image

4.  Fold work in half and insert into pocket.

image

5.  Thanks to @druinok, I used her outline & layout with Chapter Essential Questions, vocabulary, Learning Targets and suggested practice all on a half sheet.  I then taped it to top of page so I can quickly flip up to access work stored in pocket.

image

As always, this may or a not be of help to you, but just another tool available.

#Made4Math Monday – Parallelogram Foldable

Standard

Its been a while since I’ve sumbitted #made4math Monday post.  I really like the idea of foldables – a kinesthetic graphic organizer…I believe they have a positive impact on student learning when used purposefully.

This one (found here parallelogram foldable) for parallelograms, rectangle, square and rhombus.  I wanted a foldable that somehow showed all were all in the parallelogram family, but still kept them separate – I chose a trifold.

image

When I saw an example of the tri-cut Venn Diagram, I knew I wanted to incorporate it somehow to show squares as the overlap of rectangle and rhombus.  This picture does not show the cuts between rectangle/square and square/rhombus, but I think its visible in the last picture.

image

The file is simply the skeleton, please feel free to make it your own (ha, just don’t go selling it as your own!)

image

I am still debating what should go in the center – thinking of examples / non-examples.   Possibly even giving students a couple of example problems using properties of quadrilaterals.  Istuck area formulas in at the last second – but think it may be more effective to let students discover area of a rhombus on the own.  Suggestions are always welcome!