I think drawing using large group size papers is very effective. Also, I like anything visual and tactile that kids can use to visualize and try their theories out.
I like getting the students involved. I have had them use popsicle sticks to create the fence posts and rails and I also have the students participate in the handshake activity where 10 students volunteer and we go through and count the hand shakes. I have found that if they students are participating in an activity and engaged they are learning the information and not bored by me writing on a board or putting up a PowerPoint.
Any type of drawing. You asked for a minimum of 20 characters, so I’m typing extra
I like to use a variety of visuals. I use my SmartBoard to demonstrate skills in many applications, as well as show videos and PowerPoints. I also like to create handouts for my students to use as reference materials.
During the handshaking part of this lesson, I will use a visual of me actually shaking the hands from one group of four students. Stating the there are 5 in the group and counting the number of hands I shake as I go around the group.
I will leave it up to the students to come up with a visual for the fence post question. I found it would be easiest to draw the post and solve for 12, then look at 3 yards and 4 yards for a pattern. Then you can determine the number for N.
I still use Microsoft Paint! It’s a quick and simple program that requires very little instruction. It’s an extra step to the problem solving that actually helps the lower performing partners.
My favorite visual problem technique would be to use sketches and/or graphic organizers specifically for identifying a problem and solving a problem. Most of the time, students are working in groups therefore they are able to discuss and revamp ways for solving problems. With actual math problem that are applicable students unfold and even sketch out ways to solve their problem.
I have a smart board in my room and this is a great way to interactively work with students on problem solving.
I tried to do a screenshot of the graphic organizers but it would not copy:
I Have several poster charts but I copied and paste from website that have text to represent:
SQR
) Survey Read the problem rapidly, skimming to determine its nature. Question Decide what is being asked; in other words, ask, “what is the problem?” Read determine interrelationships
I have this in a chart form also:
What is the Paraphrasing Strategy? The Paraphrasing Strategy is designed to help students restate the math problem in their own words, therefore strengthening their comprehension of the problem (Montague, 2005). How do I use it? 1. Read the problem. 2. Underline or highlight key terms. 3. Restate the problem in your own words. 4. Write a numerical sentence.
Diagrams, graphs, videos/animations, stick figures will be very helpful for understanding a problem.
Draw it in your journal. I also use manipulatives or have students make some sort of replica if at all possible.
I usually just use hash marks or replicate the item being used in the word problem. IIIII IIIII IIIII IIIII IIIII iiiiiii
I like to actually draw stuff out, that way I can see what the answer is
The visuals that I use in my class are created by my students. For example, I have students sketch their ideas on paper. I also use diagrams, videos, and demonstrations during class modeling.
I use a variety of visuals in my classroom. During this unit I used the legos and candy bars throughout the problem solving lesson. I also have used visuals such as diagrams, and videos.
I use the graph like Richard Crowe mentioned above for the handshake problem. This ties into what my class did as the opener for the unit, the seven bridges of Konigsberg problem.
For the fence post problems I like to use wooden blocks rather than a diagram. Students can build a model of the fence for different lengths until they find the pattern
For this lesson, it especially helped the students to visually picture the handshake problem as everyone standing in a circle rather than a line. We used yarn as a visual aid and they stood in a circle and demonstrated the problem with yarn. I then had them use tables and graphic organizer to figure out the formula for the number of handshakes. For the fencepost problem, I had students draw a picture, although with additional time generalizing with physical tools would be great, too.
The fencepost problem was easy for my students to grasp. The handshake problem was another story. Even though most groups came up with the right answer I knew that some of the students were “going along,” but they were not really sure they “got it.” When volunteers acted out the handshakes, I finally heard a lot of, “Oh! I get it.”
I usually draw a picture of what the problem is asking me, I am a visual learner and a doodler. For instance, in the problem about the posts and fence I drew a line, labeled it 12 yards and started making dots for posts, counting out 12 segments of fencing.
I like flow charts. You can use then for almost any process. The old stand by is the peanut butter sandwich…but you can do how to tie your shoes or making a paper airplane…endless possibilities.
I like to use an image the students recognize so they can make the connection to the real world.
When I teach binary I use tap lights. Got the idea from this Harvard CS 50 lecture - look at 14 min in.
I do the same thing but with tap lights.