SCAVENGER HUNT GAME

Sometime I allow my students to complete activities that allow them to move around the classroom. Sometimes whenever a unit is completed I give them the opportunity play a game.
An activity sheet is done while playing a scavenger hunt game. Posters are placed all around the classroom, and each student worked with a partner (preferably a stronger student) to solve the problems on each poster. Each paper is folded with a letter written on the front. The letter on the paper will be recorded at number 1 on their activity sheet, and then they solve the problem under the flap of the paper. After solving that problem, the answer will be recorded, after which both students then moved around the room and looked for the answer at the bottom of the other posters in the room. When the answer is found, they record the letter on that poster at number 2 on their activity sheet, and then solved the problem. This is repeated until all the problems around the room are solved. Each group is randomly called to solve their problems on the chalkboard.

STRATEGIES FOR SOL

As the SOL exams draw closer, my team and I plan to zoom in on some strategies that can be used to help our students succeed on their math exam. We plan to compile practice questions from each SOL objective together with SOL test questions. When we begin our review, after each objective is reviewed, the students will get an assessement with questions that relate to that objective to see how ready they are for the test.

These questions will also be aligned with the SOL language. After all these objectives are reviewed and tested, we will have enough data to know where we stand and what needs additional remediation. I believe this is a good strategy because we used it at our school last year and we made it in math. Our students also practiced on Jefferson Lab (Virginia SOL practice tests).

DIFFERENTIATION

At a recent workshop we look at how to effectively differentiate for students operating at various levels in our classroom. My team came up with the following: We broke up our students in three groups, 1. Pre-requisite – students operating from 0-49, 2. Target – students operating from 50-69 and 3. Advanced - students operating from 70-100.

SOL 6.5 – Integers

6.5 A – Need to know: model real life situations by identifying/choosing the best integer for the situation.

6.5 B – Need to know: compare and order integers using a number line and symbols
(>, <, =)

PRE-REQUISITE:
Focus Question: How can you determine if a scenario represents a negative or positive integer?

ACTIVITY 1: Students are given negative and positive scenarios and they differentiate what “pile” they go into.
Example:
1.) 10 feet below sea level/the ground
2.) a kite ascended 12 ft in the air
3.) Abby took the elevator from the ground floor of the hotel to the penthouse (5th floor)
4.) Almarie withdraws $30 from her savings account.

TARGET:
Draw a number line and place the (pre-requisite) situations on the number line to correctly order them. Then, compare two negative and positive situations and answer the focus question: “How can you determine if a scenario represents a negative or positive integer?”

ENHANCED:
Focus Question: “Draw a number line to represent how each integer changes to determine the solution.”
Students are given situations with change. They will determine the outcome of the change and note the changes of the integers.

Example:
Sam has $100 in his bank account. He withdraws $30 on Tuesday and $50 on Wednesday. He deposited $100 on Thursday and paid a utility bill of $60 that day. On Friday his car broke down and the mechanic charged $70. Does he have enough money in his account to pay the bill?