ACTIVITIES WITH THE ASSISTANTS /2º ESO BILINGÜE MATHS CLASSROOM

ACTIVITIES/ LESSONS / GAMES

OBSERVATIONS
Grammar, structures, vocabulary,
Language skills

Lesson observation The assistant may attend this first lesson and simply observe what the students and the teacher are doing in a normal day.
At the end of the lesson he and the teacher may introduce some vocabulary in English related to the present topic: -Using the blackboard and asking the students to repeat.
Giving easy and simple related to them (e.g. Ordinal numbers are those that we use to rank things, name streets, give a position to something).

Reviewing vocabulary

Activity

GAME 1: VANISHING HOOPS
This game required a lot of space so it was played in the gymnasium. For this week, the lesson was with operations with decimal numbers. For the game, hula hoops were used. The class was broken into seven groups. Five hula hoops were put in the center of the groups to start. The equations were read and the groups had to solve them together. When they had the answer, one member of the group had to run into the hoop. The groups then had to say their answer and if it was correct, the team was awarded two points. For the teams that didn’t make it into the hoop; if their answer was correct they were awarded one point but did not get the chance to go for the hoop the next round. For the next round, two hoops were taken away. The groups who did not make it into the hoop the previous round had to do the work and write their answer on a piece of paper before all the hoops were filled by the other groups. That way, they could still earn points and they would still be participated in the math exercises. For each of the groups that made it into the hoops the previous round and had the answer correct, they were given the opportunity to try to get into another hoop the next round. Three rounds were played until there was only one hoop and one winner. After the last round, the five hoops were put back into place and the next round began where every group had the opportunity to get a hoop again. The game continued as so until the end of the class. The group with the most points won.

GAME 2: VANISHING HOOPS PT.2
Vanishing hoops was played again but this time outside on the patio. The subject material for this class was direct proportionality. This time, the game was played outside. The idea was the same but the game changed a little bit. This time, there would be six hoops to start with. The six hoops would remain for a few rounds. Then one would be taken away so there was five hoops. Those five hoops would be left for a few rounds so the groups had five chances to get two points. Also, this time, if a group didn’t get in a hoop the previous round, they did not have to sit out the next round. Every group could participate in the race to the hoops each round. This time there would be more groups overall but depending on the round, there would only be a certain amount of hoops until the end of the class when there was only one hoop. The seven groups had to try to be the first one to get in the hoop for the extra points. The groups with the most points won.

GAME 3: MINI SOCCER This game used the idea of mini golf. The gymnasium was used for this game. Six different courses were made. Bleachers were used as walls and hula hoops were used as the hole. Different cones were put at different locations to be used as blockers that the students had to shoot around. Rubber balls, a little smaller than soccer balls, were used for the students to shoot with. The students had to solve the math problems that were created. Depending on how fast they solved the equations, they received more players. If they were awarded two players, two team members were chosen to shoot. One team member would go first and where the ball stopped, the second player could try to shoot from there. When the students kicked the ball in the hoop, a new course was designed. The team that could complete the most courses won the game.

GAME 4: JENGA 12-1-10

Using selected material, the questions were read out loud to every group. They were given a few minuntes to work together to solve problems. They had to write the answers on a piece of paper and show work. If the answer was correct, they received a red piece of paper. This was done until every group's answers were checked. With all the groups that received a red slip of paper, one member could come up to the Jenga game. They had to pull out one block and place it on the top of the stack without knocking the whole stack down. If they did this successfully, their group was awarded one point. The continued until one group knocked over the blocks. The team with the most points won.

Activity: COMPUTER LAB 19-1-10 Students were taken to the computer lab to introduce Algebra and polynomials. Selected games were chosen that dealt with the subject matter at hand. The class was broken into pairs. One of the games, Polynomial Jeopardy, was a game were the two students competed against each other. With the other game, Polynomial Battleship, the students had to work together to beat the computer. A third game, Equation Busters, was a game where the students had to work together to solve each equation the computer gave them.

GAME 5: JENGA PART II

Played Jenga again but this time with easier Algebra equations. Every group member had to show their work for it to count. Every group was playing at the same time. They had to write the answers in their notebooks without saying the answer out loud. Which ever teams got the correct asnwer, they received a red ticket. Every group member had to do the work for the answer to be correct. For all the teams with a red ticket, one member of the group came up to take a piece of the puzzle. With more people playing at the same time, more people were taking pieces so in return, the puzzle became more challenging. If a piece was successfully taken, the team was awarded one point. If the team knocked over the blocks, they received no points, the puzzle was fix, and it was the next team's turn. The team with the most points won.

GAME 6: JEOPARDY REVIEW 2-2-10

VOCABULARY

MONOMIAL EXPRESSIONS

POLYNOMIALS

EQUATIONS

100

100

100

100

200

200

200

200

300

300

300

300

400

400

400

400

500

500

500

500

A Jeopardy Review game was created for the upcoming test. The categories were all seperate parts of the exam. The class was broken into 4 groups. The members of the group chose the category and for how many points. The main group had the chance of getting the full points but the other groups were allowed to participate but for less points. So if one group picked Polynomials for 500 points, every other group could get 100 points if they got it correct. This way the whole class was participating at the same time. When a point value was chosen, the number was crossed off. After every group had answered, the next group was allowed to pick a category and point value. This time, near the end of the class, a Double Jeopardy round was played. Blank sheets of paper were passed out to each group. They had to write their group number and Double Jeopardy on one side of the paper. First, each group had to choose how many points they wanted to wager. They couldn't exceed the amount of points their group had earned during the game. So, at the end of the game, if Group 3 had 800 points, the highest number they could wager was 800. Or, if they weren't sure, they could wager 0 so they didn't lose any points. After the points were chosen, the teacher chose the question and they had 5 minutes to solve the equation and write it down on the Double Jeopardy paper. When the group finished, they had to hand in the paper to the teacher and the results were read and what the correct answer was. If a group wagered all their points and got the answer correct, their scored was doubled. If they were wrong, they lost all their points. The group with the most points won.

ACTIVITIES WITH THE ASSISTANTS /2ºESO BILINGÜEMATHS CLASSROOMGrammar, structures, vocabulary,

Language skills

Lesson observationThe assistant may attend this first lesson and simply observe what the students and the teacher are doing in a normal day.

At the end of the lesson he and the teacher may introduce some vocabulary in English related to the present topic:

- Using the blackboard and asking the students to repeat.

Giving easy and simple related to them (e.g. Ordinal numbers are those that we use to rank things, name streets, give a position to something).

Reviewing vocabularyActivityGAME 1: VANISHING HOOPSThis game required a lot of space so it was played in the gymnasium. For this week, the lesson was with operations with decimal numbers. For the game, hula hoops were used. The class was broken into seven groups. Five hula hoops were put in the center of the groups to start. The equations were read and the groups had to solve them together. When they had the answer, one member of the group had to run into the hoop. The groups then had to say their answer and if it was correct, the team was awarded two points. For the teams that didn’t make it into the hoop; if their answer was correct they were awarded one point but did not get the chance to go for the hoop the next round. For the next round, two hoops were taken away. The groups who did not make it into the hoop the previous round had to do the work and write their answer on a piece of paper before all the hoops were filled by the other groups. That way, they could still earn points and they would still be participated in the math exercises. For each of the groups that made it into the hoops the previous round and had the answer correct, they were given the opportunity to try to get into another hoop the next round. Three rounds were played until there was only one hoop and one winner. After the last round, the five hoops were put back into place and the next round began where every group had the opportunity to get a hoop again. The game continued as so until the end of the class. The group with the most points won.

GAME 2: VANISHING HOOPS PT.2Vanishing hoops was played again but this time outside on the patio. The subject material for this class was direct proportionality. This time, the game was played outside. The idea was the same but the game changed a little bit. This time, there would be six hoops to start with. The six hoops would remain for a few rounds. Then one would be taken away so there was five hoops. Those five hoops would be left for a few rounds so the groups had five chances to get two points. Also, this time, if a group didn’t get in a hoop the previous round, they did not have to sit out the next round. Every group could participate in the race to the hoops each round. This time there would be more groups overall but depending on the round, there would only be a certain amount of hoops until the end of the class when there was only one hoop. The seven groups had to try to be the first one to get in the hoop for the extra points. The groups with the most points won.

GAME 3: MINI SOCCERThis game used the idea of mini golf. The gymnasium was used for this game. Six different courses were made. Bleachers were used as walls and hula hoops were used as the hole. Different cones were put at different locations to be used as blockers that the students had to shoot around. Rubber balls, a little smaller than soccer balls, were used for the students to shoot with. The students had to solve the math problems that were created. Depending on how fast they solved the equations, they received more players. If they were awarded two players, two team members were chosen to shoot. One team member would go first and where the ball stopped, the second player could try to shoot from there. When the students kicked the ball in the hoop, a new course was designed. The team that could complete the most courses won the game.

GAME 4:JENGA 12-1-10Activity: COMPUTER LAB 19-1-10Students were taken to the computer lab to introduce Algebra and polynomials. Selected games were chosen that dealt with the subject matter at hand. The class was broken into pairs. One of the games, Polynomial Jeopardy, was a game were the two students competed against each other. With the other game, Polynomial Battleship, the students had to work together to beat the computer. A third game, Equation Busters, was a game where the students had to work together to solve each equation the computer gave them.

GAME 5:JENGA PART IIGAME 6:JEOPARDY REVIEW 2-2-10VOCABULARYMONOMIALEXPRESSIONSPOLYNOMIALSEQUATIONSA Jeopardy Review game was created for the upcoming test. The categories were all seperate parts of the exam. The class was broken into 4 groups. The members of the group chose the category and for how many points. The main group had the chance of getting the full points but the other groups were allowed to participate but for less points. So if one group picked Polynomials for 500 points, every other group could get 100 points if they got it correct. This way the whole class was participating at the same time. When a point value was chosen, the number was crossed off. After every group had answered, the next group was allowed to pick a category and point value. This time, near the end of the class, a Double Jeopardy round was played. Blank sheets of paper were passed out to each group. They had to write their group number and Double Jeopardy on one side of the paper. First, each group had to choose how many points they wanted to wager. They couldn't exceed the amount of points their group had earned during the game. So, at the end of the game, if Group 3 had 800 points, the highest number they could wager was 800. Or, if they weren't sure, they could wager 0 so they didn't lose any points. After the points were chosen, the teacher chose the question and they had 5 minutes to solve the equation and write it down on the Double Jeopardy paper. When the group finished, they had to hand in the paper to the teacher and the results were read and what the correct answer was. If a group wagered all their points and got the answer correct, their scored was doubled. If they were wrong, they lost all their points. The group with the most points won.

ACTIVITY:GAME :GAME :GAME :GAME :GAME :GAME :GAME :ACTIVITIESvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvSGrammar, structures, vocabulary,

Language skills vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv