Group work to study a new subject.

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1 CONTEXT SUBJECT AGE LEVEL AND COUNTRY FEATURE OF GROUP STUDENTS NUMBER MATERIALS AND TOOLS KIND OF GAME DURATION Order of operations years 1 ste year of secundary school (technical class) Belgium With a big group it is more difficult to try out this way of teaching. The compilation off the group is very important! First class: 12 students Secund class: 18 students Place: in the classroom The teacher has to make small groups (which students must work together). The teacher has also to make a roadmap (a text with the several steps the students has to follow). Group work to study a new subject. 4 times 50 minutes DESCRIPTION EVALUTION INVOLVEMENT I give the students a manuel with the instructions. They read it step by step and have to do it (reading, making some exercises, ). After a few steps they have to call me and I will control. I make heterogeneous groups off 3 or 4 persons. So in each group there are persons who are strong in maths and persons who aren t. In the first class I have 3 groups (12 students) and in the second class I had 6 groups (18 students). In the second class it was difficult for me to correct their work in time. I was the only teacher and they were with 6 groups. An additional problem was that not every group work well together. So I had to correct more than one exercises book in each group and I have to solve quarrels. Some groups are working well together but in other groups it was a problem. They don t want to write down all steps, they don t explain to each other, the stronger students don t wait for the others,. ADVICES STUDENTS OPINION The formations of the groups is very important. When they can t work together, it will be a problem for the whole working session (quarrel, working alone, ). Listening the whole time is not so pretty. With this way of working we don t have to listen to the teacher. They like working on their own tempo. Searching together for an error is very interesting. when you are searching and explaining, you can remember it for a longer time Some students are more concentrated because they have to do the work. They found it less boring and they can t sleep because pagina 1 van 9

2 they have to do the work. Teaching to each other and working together is very nice. POSITIVE POINTS NEGATIVE POINT I think that this way of working is better in a small class. When they are with 3 persons in one group and when there are 3 or 4 groups it is achievable. With a big class you have to manage the class and also to correct the solutions. Sometimes it is too much. Some students are more distract because there is more noise than in a normal lesson. Some people work too fast and don t wait for the others (work on their own). pagina 2 van 9

3 Order of work : order of operations This part of the lessons, you study in groups. Fill in the order of work below. The aim is to help each other in understanding this part of the lessons. If there is any problem that you cannot solve or if you have a discussion on a way of solving a problem, then you should call me. Everybody in the group must work at the same speed. It is not the aim that one does all the work and the others re-write. Team-work 1) Read exercises without brackets on page 112 How to work out the exercises Study on the three examples given 2) Read exercises with brackets on page 112 and page 113 How to work out the exercises Study on the three examples given o Change in the third example the fourth row in : o Also take your calculator for the last exercise and find the answer (if you type numbers that are not under the root symbol, then go one step to the right on your calculator = push right on the round knot) 3) Take your pages with exercises on the order of operations Fill in the first question together. Let me control immediately. Read the practical procedure en pay attention Study the example very concentrated. That is the way in which you have to solve the exercises. Make exercise 1, at the bottom of page 1. Let me control if you did it correct before going on. 4) Exercises The exercises that you find in your book are re-written in this pages. You don t have to make any exercises in your book. First round => exercises without brackets o Make five exercises together and let them be controlled by me o Then make the other five. Call me to control them Second round => exercises with comma s o Read the tip careful before starting the exercise o Solve the next six exercises o Let me control your answers Third round => exercises with brackets o Tip: solve what is between brackets and use the order of operations o Solve the first four exercises and let me control them o Solve the next three and show me your answers Fourth round o Solve the first three exercises and let me control them o Solve the next three and show me your answers 5) The calculator Order of operations Take your calculator and solve exercise 7 and 8 on page 121 in your book. Let your answers be controlled Write down below how the order of operations is expressed: pagina 3 van 9

4 1) 2) 3) 4) => Between brackets the order or operations is also valid Practical way of working: - Underline what you will calculate - Copy what you didn t underline - Calculate what you underlined - Operations of the same level are being worked out from left to right Attention: work out one operation at a time and write the several steps of your answer on a new line under the exercise above. Example pagina 4 van 9

5 Volgorde van de bewerkingen (p 112 ev.) Noteer hieronder de volgorde waarin we de bewerkingen moeten uitvoeren. 1) 2) 3) 4) Denk eraan: ook binnen de haakjes passen we de volgorde van de bewerkingen toe. Praktische werkwijze: - onderlijn in de opgave wat je zult berekenen schrijf over wat je niet onderlijnde en bereken wat je wel onderlijnde - bewerkingen van eenzelfde niveau uitrekenen van links naar rechts Opgelet: - 1 bewerking per keer uitrekenen! - schrijf de verschillende stappen van je antwoord netjes onder elkaar! (zie uitgewerkt voorbeeld hieronder) Voorbeeld 12. 3² (8 : 2)² 6 = 12. 3² 4² 6 = = = 92 6 = 86 Oefeningen Onderlijn de bewerking die je eerst zal uitrekenen (2 + 4) (10 + 9) : (21 12) 18 : 9. 3 ( : 5) : 2 (6 + 4) : ³ : : 12 [(2 1) ]. (6 + 4) pagina 5 van 9

6 Opgaven zonder haakjes. Oefeningen p 114 en p = : 3 = = 72 : = : = 4² = 3² ³ = 21 : 7 + 3² = pagina 6 van 9

7 175 : 5² : 12 = 4³ ³ = Oefeningen met kommagetallen. Oefeningen p 116 Tip: vermenigvuldigen van kommagetallen: reken eerst de oefening uit zonder de komma (komma wegdenken) plaats nadien de komma in je antwoord (tel het aantal cijfers na de komma in de opgave evenveel cijfers na de komma in je antwoord) 3. 4,5 0,5 = 1, ,6. 8 = 4,8 0, ,2 : 2 = 2,44 1,2² = 0,3³ + 0,003 = 1 0,6² 0,8² = pagina 7 van 9

8 Opgaven met haakjes. Oefeningen p 116 en p (7 + 21) = 6. (18 9) + 6 = 3. (2 + 3)² 45 = 42 : ( ) + 13 = 4². 5 : ( ) + 3² = (9 5)² + 3² 5² + (2 + 3)² = (47 + 2) : 7. 3² (6². 2 3³) + 2 = pagina 8 van 9

9 Een beetje moeilijker. Oefeningen p 119 Let op: de oefeningen lijken heel goed op elkaar! 8² : 2 = Team Learning (8² ) : 2 = 8² ( : 2) = 8² 4. ( : 2) = (8² 4). ( : 2) = [8² 4. (2 + 10)] : 2 = Voor zij die het aandurven oefeningen p 120 (maken op een cursusblad) pagina 9 van 9