Have a student go to the board to record long division problem another student has given him to do.
Have the class solve the problem together.
Explain to class that they are now going to look at how we have used our memory to solve the problem.
Break students into small groups. Provide them with the age – appropriate definitions for the three memory functions. (Suggestion: See “The Mind That’s Mine” definitions.)
Assign one function to each group.
Have each group make poster reflecting their definitions. Groups then present to class.
In group, identify where that function was used in the problem. Tally how many times that function was used. Write the name of that function on a sticky note per tally
Bring class together go through problem again with the original recorder rewriting the problem. As each function is used, one member of the group puts a sticky depicting the function next to that portion of the problem.
If someone asks, “How was school today? What did you learn?", what would you be able to tell them about memory?
How does this relate to other areas besides math? Outside the classroom?
Raise your hand if you know something now that you didn’t at the beginning of class.
Debrief (checking for understanding)
Extension/Going Further
Comments/Instructor's Note
Submitted By
Lee Ann Jordan, Luanne Lewis, Theresa Kaufman, Louise Pastorini
School
Lake Country Christian School, Ft. Worth Hill School, Winston School
Training
Site
TX: PDP--Learning Center of North Texas, Fort Worth
Other
Training Site
Submitted
By
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