Sunday, December 4, 2011

Simple, But Effective

I used the Smart Slate for a very simple task this past week, but I felt that it offered a very effective way to make an abstract concept more concrete for my math students.  We were practicing a skill that our math book refers to as "multiplication patterns"--multiplying numbers with one non-zero digit, followed by one or more zeroes.  I have always taught the students to "ignore" the zeroes, multiply the non-zero digits, count the total number of zeroes, and them tack them on to the end of the answer.  When "ignoring" the zeroes in the past, I usually wrote the problems on the regular whiteboard and used a piece of paper to cover up the zeroes on the ends of the numbers.  With the Smart Slate, I used a blue marker to write the numbers, then chose a fat yellow highlighter to color over the zeroes.  That way, we could ignore them, but still see them in the problem.  Again, I felt it was a very effective way to demonstrate the concept that I wanted the students to learn.
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3 comments:

  1. Aaron DoreDecember 13, 2011 at 11:13 AM

    Betty,
    Sounds like you are able to do great things with the smart slate! I was thinking about our assignment and one of the things I can change is how I use maps. I use maps when talking about international trade and with the smart slate I can use Google earth and not have to be at my desk on the computer. Also the use of pull tabs will really come in handy when I do my lessons for supply and demand. Instead of students have to use the slate to draw they can just pull the correct curve onto the graph. There are many more things I could do, but the list we be much greater. These are a couple that I at least wanted to write about.

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  2. PauletteDecember 14, 2011 at 6:59 PM

    I like how you are using the slate to teach this lesson. It probably helps the students understand that we can get to an answer quickly be knowing and understand a few "tricks". I just used the slate to work with my middle schooler's reviewing fractions. We used the fraction maker tool, and interactive dice. The students took turns rolling the dice and creating our fractions. Then I decided what operation they where going to have use. They solved the problem together and tried to be the first group to get the board and solve out the problem. I was amazed at how engaged they were in the review!

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  3. Betty TramperDecember 15, 2011 at 2:05 PM

    Paulette--thanks for reminding me about the fraction maker tool. I've been meaning to use that with my students, too.

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