"Yes, and" Math

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Information about "Yes, and" Math

Published on March 19, 2014

Author: arudt

Source: slideshare.net

Description

This is a basic "yes, and" exercise applied to the group solution of a math problem.

Copyright 2014 ImprovEducation.org All Rights Reserved "Yes, and" Math Lesson Activity Plan By Alan Rudt I N S I D E T H I S P L A N 1 Overview 2 Why This Works 3 Instructions 4 Helpful Hints 5 Side Coaching 6 Example Overview This is a basic "yes, and" exercise applied to the group solution of a math problem. A math problem is displayed to the class. Students go in order and make "Yes, and" statements about the problem and its solution. This continues until the class comes to a natural conclusion. A discussion ensues. Why this Works This activity emphasizes the importance of concentration and listening in problem solving. As students eagerly anticipate (or dread) their turn, they are intensely focused on understanding the problem. Students learn by first-hand thinking and group collaboration rather than by following lectures or enacting an algorithm presented by the teacher. Grade Level: 4th and Up Time Needed: 15 minutes Materials: A reading comprehension passage and questions, in projectable or handout form

Copyright 2014 ImprovEducation.org All Rights Reserved Page 2 "Yes, and" Math Instructions 1. A math problem is projected for the entire class to see. 2. A student (or the teacher) makes a declarative statement about the problem. 3. The next student tries to build on or add to what the previous person said by starting their sentence with the words "Yes, and." 4. The action proceeds until the problem is solved or the group's investigation of the problem come to a natural conclusion. A discussion ensues. Variation  Have all students in the class pair up and play in pairs on their own. Use a common math problem that's projected on the board for all to see.  Instead of playing with the entire class, have a small cast of 4 - 5 students come up and play. "Yes, and" Math is an excellent review exercise before a practice test or at the end of a unit.

Copyright 2014 ImprovEducation.org All Rights Reserved Helpful Hints  If students are struggling to form meaningful "Yes, and" statements, the teacher join the game until students gain experience and confidence.  Students should be encouraged to add meaning with each statement, not just unrelated facts.  A post-game discussion should not be ignored. Students should be encouraged to agree or disagree about the correctness of other students' statements. Also, the teacher should discuss or describe the educational objectives of the particular math problem.  Use the post-game discussion to clarify issues that are unclear or misunderstood by the class.  Solidify what's been learned. Immediately following the discussion, have students work on their own to solve similar problems. Side Coaching "Don't blurt out disconnected statements that you've prepared in advance. Use your knowledge to improvise. Build on what the previous person said." Page 3 "Yes, and" Math

Copyright 2014 ImprovEducation.org All Rights Reserved Page 4 "Yes, and" Math Example Student A or Teacher: An angle is created on a horizontal line. Student B: An angle is created on a horizontal line. This means we have two complimentary angle. Student C: We have two complimentary angles. This means someone is mixed up because they're really called supplementary angles. Student D: We have two supplementary angles. This means that if we know one of the angles, which we do, then we can find the other. Student E: We know one of the angles and can find the other. This means that since one angle is 60 degrees, the supplementary angle must be equal to 180 minus 60. Student F: The supplementary angle is 180 minus 60. This means that the unknown angle is 120 degrees. Student G: The unknown angle is 120 degrees. This means that 2x is equal to 120. Etc. Here's a sample of how the "Yes, and" statements might unfold

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