Create a Wheel of Fortune PowerPoint review game yourself! Here is the link to find the template along with other fun games: http://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20TTuesday, February 23, 2010
Wheel of Fortune PowerPoint template
Create a Wheel of Fortune PowerPoint review game yourself! Here is the link to find the template along with other fun games: http://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T
Wheel of Fortune: Putting your noggin to the test!
Assessing Prior Knowledge:
Our lesson is meant to be a unit plan where we will be covering many of the mathematics standards. Students will be learning the concepts of probability, finding the number rule, patterns, and measurement. Prior to being interactive at centers, students will be given a lesson on the topic and provided a model to guide them in the process. The essential reason for centers is for the students to do activities hands-on to gain a more in depth understanding of what is being taught. We chose centers that we felt would be engaging and fun for the students to do. Students will get to create a necklace, use Hershey bars to demonstrate probability (not to mention, eat the chocolate), trace their own foot, and play on the computer. To top it off, students get to participate in a review game that we believe they will enjoy doing. The review game will force the students to use mathematical thinking and make their own questions based on the four topics. Throughout the unit, students will be assessed by completion of task, participation, and being able to create well-developed questions portraying what they have learned.
Plans Instruction:
We created our lesson plan according to the state standards for second grade and made sure that our objective, goals, and outcomes were clear in it. Our goal is for students to be able to formulate their own questions generated from math content including fractions, find the rule, measurement and patterns. To accomplish this we are having the Wheel of Fortune review game to force the students to make their own questions after engaging in center activities and other work that is involved for each lesson.
Designing Instruction
This lesson is organized into centers. Presenting content in a center environment allows students to become responsible for their own learning. Students will explore each mathematical center. Students are allowed to discover the lesson on their own as the teacher takes on the role of facilitator. As students create review questions for the final game, they are required to synthesize the information presented during the centers. Synthesizing content in this format requires higher order thinking skills. Students also create necklaces and models to understand mathematical concepts. Creating models leads to a full understanding of how math works. Students are allowed to explore concepts using various technologies as the teacher facilitates. The students become the keepers of technology.
Planning Assessment
Assessing the students using a rubric allows the teacher to examine the student’s entire performance in the mathematical unit. Using artifacts from each center allows the student to demonstrate their understanding of each content area covered. Teacher will also be able to assess the content areas where students need more instruction. Student generated review questions demonstrate student’s engagement in higher order thinking skills. Content is delivered in many ways meeting student’s individual needs. The organization of the lesson allows teacher time for one on one instruction.
Our lesson is meant to be a unit plan where we will be covering many of the mathematics standards. Students will be learning the concepts of probability, finding the number rule, patterns, and measurement. Prior to being interactive at centers, students will be given a lesson on the topic and provided a model to guide them in the process. The essential reason for centers is for the students to do activities hands-on to gain a more in depth understanding of what is being taught. We chose centers that we felt would be engaging and fun for the students to do. Students will get to create a necklace, use Hershey bars to demonstrate probability (not to mention, eat the chocolate), trace their own foot, and play on the computer. To top it off, students get to participate in a review game that we believe they will enjoy doing. The review game will force the students to use mathematical thinking and make their own questions based on the four topics. Throughout the unit, students will be assessed by completion of task, participation, and being able to create well-developed questions portraying what they have learned.
Plans Instruction:
We created our lesson plan according to the state standards for second grade and made sure that our objective, goals, and outcomes were clear in it. Our goal is for students to be able to formulate their own questions generated from math content including fractions, find the rule, measurement and patterns. To accomplish this we are having the Wheel of Fortune review game to force the students to make their own questions after engaging in center activities and other work that is involved for each lesson.
Designing Instruction
This lesson is organized into centers. Presenting content in a center environment allows students to become responsible for their own learning. Students will explore each mathematical center. Students are allowed to discover the lesson on their own as the teacher takes on the role of facilitator. As students create review questions for the final game, they are required to synthesize the information presented during the centers. Synthesizing content in this format requires higher order thinking skills. Students also create necklaces and models to understand mathematical concepts. Creating models leads to a full understanding of how math works. Students are allowed to explore concepts using various technologies as the teacher facilitates. The students become the keepers of technology.
Planning Assessment
Assessing the students using a rubric allows the teacher to examine the student’s entire performance in the mathematical unit. Using artifacts from each center allows the student to demonstrate their understanding of each content area covered. Teacher will also be able to assess the content areas where students need more instruction. Student generated review questions demonstrate student’s engagement in higher order thinking skills. Content is delivered in many ways meeting student’s individual needs. The organization of the lesson allows teacher time for one on one instruction.
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