1. I´m a math teacher in a bilingual secondary school (high
school).
My students are of the first and second year (ESO).
I have an assistant teacher in my class once a week. That
day the whole class is in English. The assistant teacher is
Shannon, she corrects of the pronunciation and spelling
students and She helps me in math class, to do games or
activities
I want the students to try to speak and participate as much
as possible.
I try to make the students feel more confident with English. I
tell them; “try to say it in English and after if it is necessary, I
will correct you or Shannon will correct you” .
The students get used to asking and answering in English
as much as possible
NO GRADE OR MARK FOR THIS!
I try to teach the most basic concepts and then I introduce
more complex ones (concepts)
Normally, I teach a new concepts in Spanish class, then I
take advantage of English class to reinforce the concepts.
Each student has two books, one of them is an English
book and the other is a Spanish one.
This year for the second course I have tried to teach some
concepts in English first.
I´m going to show you an example of the way I teach my
math class in English and tools I used.
2. Firstly I´m going to show you useful sentences that I use in
class a lot.
USEFUL SENTENCES
-Raise your hand before speaking and wait until I call on
you.
-Turn around and face forward (Ponte derecho).
-Is there anyone that knows the answer?
-Do you understand this?
-Copy down the words that appear on the screen, please.
- Copy down the table, please.
-You have to copy all of it.
-Write down the exercise
-What is the meaning of….?
- It means the same things.
-Can you say that again, please? Or Can you repeat,
please?
-Can you repeat the last…….? (sentence, word, letter,
number)
-Be quiet, I can´t hear.
-Don´t hide …………….
I did this when I was a child in English class, I had to
memorize five sentences every week, one hundred in the
whole course. If you didn´t voluntarily say five sentences
3. every week , the next week you had to say twice as many
sentences and do it successfully.
The topic for today is
FRACTIONS
First of all to introduce the topic I usually give them the
vocabulary about the topic and sometimes, I brainstorm
words for the topic.
I´m going to show you activities that I usually do in my class
Practice, practice……
4. LOOK UP WORDS about the topic in the dictionary and in
your book.
http://www.amathsdictionaryforkids.com/
Link book
Word reference
Google traductor
If the student have a right computer, everyone look up their
word, but if their computers don´t work or don´t carry lot of
them, I use the digital or whiteboard.
5. FRACTION
FRACTION NOTATION
NUMERATOR
DENOMINATOR
numerator
PROPER FRACTION; deno min ator
numerator
IMPROPER FRACTION; deno min ator
MIXED NUMBER
RATIONAL NUMBER
DECIMAL FRACTION
TERMINATING DECIMAL
REPEATING DECIMAL
EQUIVALENT FRACTIONS
REDUCE
AMPLIFY
PERCENTAGE (PERCENT)
when the student finish looking up the words, they have to
do this exercise.
6. FILL IN THE GAPS WITH THE RIGHT WORD:
FRACTION (8)
NUMERATOR (3)
DENOMINATOR (4)
PROPER FRACTION (1)
numerator
deno min ator
IMPROPER FRACTION (2)
numerator
deno min ator
MIXED NUMBER (1)
RATIONAL NUMBER (2)
DECIMAL FRACTION (2)
TERMINATING DECIMAL (2)
REPEATING DECIMAL (3)
EQUIVALENT FRACTIONS (2)
REDUCE (3)
AMPLIFY(2)
PERCENTAGE (PERCENT) (2)
The students have a clue, because I write down the number
of time that they have to use each word.
-Any part of a group, number or whole is a _________
7. -Number above the line of a fraction, showing number of
parts of the whole is _________.
-_________ is bottom number in a fraction. Also, the
number of parts the whole is divided into
-In the _________ _________ numerator is less than the
denominator, Represents an amount less than the unit
-In the _________ _________ numerator is greater or equal
than the denominator, Represents an amount more or equal
than the unit
1
-Whole number and a fraction like this 3 is a _________
2
_________
It is other way to represent or express _________
_________
-_________ _________ a number that can be written as a
ratio or two integers (_________), excluding zero as a
_________.
-_________ _________a _________ written as a
_________ or _________ DECIMAL, other decimal are not
_________ _________.
1 = 0 .5
Example: ___________ ___________
2
1 = 0.333... = 0.3
ˆ __________ ___________
3
1 = 0.1666... = 0.16 _________ ________
ˆ
6
a ≠ 0.123456 ...
NOT _________ _______
b
8. -To ___________ or simplify a ___________ divide the
___________ and ___________ by their highest common
factor.
To ___________ a ___________ multiply the ___________
and ___________ multiply by the same number.
In both you get a ___________ ___________
-When you ___________ a ___________ you get a
___________ ___________, because you have the same
value or amount
-___________ can be represented by ___________;
Example:
1 = 25 = 0.25; 0.25·100 = 25%
4 100
_________
-___________ can be represented by _________;
Example:
20 1
20% ⇒ =
100 5
________
9. SOLUTION:
-Any part of a group, number or whole is a FRACTION
-Number above the line of a fraction, showing number of
parts of the whole is NUMERATOR.
-DENOMINATOR is bottom number in a fraction. Also, the
number of parts the whole is divided into
-In the PROPER FRACTION numerator is less than the
denominator, Represents an amount less than the unit
-In the IMPROPER FRACTION numerator is greater or
equal than the denominator, Represents an amount more or
equal than the unit
1
-Whole number and a fraction like this 3 is a MIXED
2
NUMBER
-It is other way to represent or express IMPROPER
FRACTION
-RATIONAL NUMBER a number that can be written as a
ratio or two integers (FRACTION), excluding zero as a
DENOMINATOR,
-DECIMAL FRACTION a FRACTION written as a
REPEATING or TERMINATING DECIMAL, other decimal
are not DECIMAL FRACTION.
1 = 0 .5
Example: TERMINATING DECIMAL
2
1 = 0.333... = 0.3
ˆ REPEATING DECIMAL
3
1 = 0.1666... = 0.16 REPEATING DECIMAL
ˆ
6
10. a ≠ 0.123456 ...
NOT RATIONAL NUMBER
b
-To REDUCE or simplify a FRACTION divide the
NUMERATOR and DENOMINATOR by their highest
common factor.
-To AMPLIFY a FRACTION multiply the NUMERATOR and
DENOMINATOR multiply by the same number.
-In both you get a EQUIVALENT FRACTION (no S)
-When you REDUCE a FRACTION you get a
EQUIVALENT FRACTION, because you have the same
value or amount
FRACTION can be represented by PERCENTAGE;
Example:
1 = 25 = 0.25; 0.25·100 = 25%
4 100
AMPLIFY
PERCENTAGE can be represented by FRACTION;
Example:
20 1
20% ⇒ =
100 5
REDUCE
11. TO PRATICE AND WRITING FRACTIONS IN ENGLISH
1. Fill in the boxes:
Half 1/2 Seven sixths
Five thirds Three eighths
Three quarters Five ninths /2
Two fifths Three tenths
2. Write down how these fractions are read.
3/2 Three halves 3/5 _____ _____
1/4 _____ _____ 1/3 _____ _____
3/10 _____ _____ 5/7 _____ _____
6/7 _____ _____ 1/8 _____ _____
SOLUTION:
12. 1. Fill in the boxes:
Half 1/2 Seven sixths 7/6
Five thirds 5/3 Three eighths 3/8
Three quarters 3/4 Five ninths 5/9/2
Two fifths 2/5 Three tenths 3/10
2. Write down how these fractions are read.
3/2 Three halves 3/5 Three fifths
_____ _____
1/4 One quarter 1/3 One third
_____ _____ _____ _____
3/10 Three tens 5/7 Five sevenths
_____ _____ _____ _____
6/7 Six sevenths 1/8 One eighth
_____ _____ _____ _____
TO PRACTICE OPERATION WITH FRACTION
Fill with appropriate numbers
13. Remember:
To add and subtract fractions you need the same
denominator and after that you add or subtract the
numerators
5−2=5−4= 1
6 3 6 6 6
To multiply fractions you have to multiply the
numerator by the numerator and the denominator by
the denominator.
5 . 2 = 10 = 5
6 3 18 9
To divide fractions you have to multiply the first
numerator by the second denominator and the resoult
is the numerator and multiply the first denominator by
the second numerator and the result is the
denominator.
5 : 2 = 15 = 5
6 3 12 4
(The students copy the table in his or her notebook)
When I need to distribute paper for an activities I give used
papers that have writing on one side.
___ + ___ = 1
_ .
___ : ___ = 10
21
= =
3 6
7 35
14. Explain the solution in English
(Guide)
FIRST
The denominator in the whole first column and in whole first
row is ……., using the addition and subtraction fraction.
SECOND………
TO FINISH ……..
SOLUTION:
5 2
7
+ 7
= 1
_ .
2 : 3 = 10
7 5 21
= =
3 6
7 35
15. FIRST
The denominator in the whole first column and the whole
first row is seven, using the addition and subtraction
fraction.
SECOND
The numerator in the second row, second column is three
using the division fraction.
THIRD
The numerator in first row, second column is two using the
multiply fraction.
FOURTH
The numerator in first row, first column is five using the add
fraction.
FIFTH
The numerator in the second row, first column is two using
the subtraction fraction.
SIXTH
The denominator in the second row, second column is five,
using the division fraction
TO FINISH
16. you check the multiply of second column
BINGO of summary or review
The most common activity I used is BINGO I used it to
review at the end of each lesson or whenever I have
enough time to do many activities . Actually, the bingo
activity incorporates all learning in a lesson (everything we
learn in a lesson
The student write the date: April, Wednesday 18th 2012
The numbers that you can choose
17. 11 3 1 5 5 5 1 3
; ; 5; ; ; ; ; ; .
6 4 2 3 6 4 5 5
In the first column, you put proper fraction, decimal
expression and the name of decimal number.
In the second column, you put improper fraction, decimal
expression and the name of decimal number.
What do you think about five?
Proper fraction Improper fraction
SOLUTION:
Proper fraction Improper fraction
3 11 ˆ
= 0.75 TERMINATING DECIMAL = 1 .8 3 REPEATING DECIMAL
4 6
1 5 = 5 .0 INTEGER NUMBER
= 0 .5 TERMINATING DECIMAL
2
5 ˆ 5 ˆ
= 0 .8 3 REPEATING DECIMAL = 1 .6 REPEATING DECIMAL
6 3
1 5
= 0 .2 TERMINATING DECIMAL = 1.25 TERMINATING DECIMAL
5 4
18. 3
= 0 .6 TERMINATING DECIMAL
5
After that
Put the fractions in order from least to greatest
……. < ……. < ……. < ……. <……. <……. < ……. < ……. < …….
SOLUTION:
1 1 3 3 5 5 5 11
< < < < < < < <5
5 2 5 4 6 4 3 6
You choose three numbers and put them in a table with
three squares. The numbers should be from least to
greatestspend
YOUR
FRACTIONS
The student chooses a number
Depending on how much time I want to spend, the students
choose two, three or four fraction and I prepare the number
of exercises I want to do.
SOLUCIÓN:
1)
3 + 1 = 9 + 2 = 11 = 1.83
ˆ
2 3 6 6 6
2)
3 − 2 = 9 − 4 = 5 = 0 .8 3
ˆ
2 3 6 6 6
19. 3)
5 · 1 = 5 = 1.25
2 2 4
5 : 1 = 10 = 5
4)
2 2 2
75 3
5) What fraction represent 75%? 100 = = 0.75
4
20 1
6) What fraction represent 20%? 100 = = 0.2
5
7) What fraction represent the decimal number 0.6?
6 =3
10 5
2 = 1 = 0 .5
8) What fraction of omelette I have eaten?
4 2
9) Correct a mistake in the name of fraction: five third
5 ˆ
five thirds. = 1.6
3
…….
DICTATION
Shannon and I dictate a problem, if they are quiet and
paying attention we repeat it as many times as they need.
I can ask the students to try to write what they hear word for
word or only the data from the problem. Then, Shannon or I
read it very slowly.
The first student who finishes the problem has to raise his
or her hand then, writes the data on the whiteboard, solves
20. the problem and wins a positive (two tenths) to add to their
grade for the evaluation.
When I correct the problem in the whiteboard I show them
written problem.
Link book
I like doing many different activities with my students to
enjoy ourselves.
This year, all of the bilingual teachers, Music, History,
Physical Education, English and myself, decided to work
together on the same topic ANCIENT GREECE. In each
subject we would work students during the same week, on
this topic we made a Web quest about Ancient Greece to
work in class if possible or at home.
http://carmenlaffon.blogspot.com.es/
http://zunal.com/webquest.php?w=122044
21. Some times you have many problems with the classroom
computer or the student lap-top and the connection may not
work so I always a plan B prepared.
Sometime I prefer to use the chalk. Technology is helpful,
but it is not the solution to all problems.
Perhaps I would like to research the relationship between
Music and Mathematics to prepare an activity for the next
year.
I also used some videos for my classes.
Videos:
Sequences 5: Golden Rectangles
http://www.youtube.com/watch?v=-ncEEXekZek&feature=relmfu
Golden number
http://www.youtube.com/watch?v=fmaVqkR0ZXg&feature=related
http://www.youtube.com/watch?v=oLGbggE21sI
The Fingerprint of God
http://www.youtube.com/watch?v=-Ibc8sD5sgw&feature=related
Golden number
http://www.youtube.com/watch?v=fmaVqkR0ZXg&feature=related
http://www.youtube.com/watch?v=U2bAlIK4KkE&feature=related
http://www.youtube.com/watch?v=gKzcDZswj5A&feature=related
http://www.youtube.com/watch?v=fmaVqkR0ZXg
A good teacher is not the one who is
wiser, but the one whose students learn
more.