How can I teach 4th graders about perimeter, area, and volume without going over their heads?  show connection
114649
Here's an idea.  Show them something that's pretty much flat and rectangular, such as piece of stiff carpet or a pad of paper.  Write on the board what the perimeter, area, and volume are.  Have them measure it with a tape measure and come up with the answers that you have.  They'll see that they just have to add for the perimeter but multiply for the area and volume.
681492
She asked HOW, you jerk.  Chances are, this is a homework problem, and the teacher's going to want to know HOW she got to the answer.\n\nFurthermore, if you don't teach her how to do it herself, how's she going to learn anything.\n\nBut, props to you for asking, honey, it never hurts to want to know more.\n\nCheers
161747
Third grade kids love exploring and finding out about the world.  If you have access to pond water for example,  collect some and have them examine drops of the water under a microscope and then draw what they see.  Have them do it as a real "lab" experiment so that they also write about their observations, label their drawings, etc.  Do a class write up of their observations with each child contributing something to the class write up.  You could continue with a discussion of why we don't drink pond water, etc.  I have used this lesson very successfully with kids from about second grade to eighth grade.  It is one of the most awesome lessons I have used, and with some classes we have carried on activities related to it for days.\n\nTo sdd to what I wrote previously, her eis an answer I wrote for someone who asked for some suggestions on presenting ... some of htis might be basic for you, but some might help ...\n\nMake sure you project your voice, and make your voice interesting and expressive. Speak clearly, and slower than you would if you were just chatting with friends. Don't move around while speaking - try to stand in one spot, which makes it easier for those listening. Don't fidget. Try to use some humor. Use an ice breaker for the beginning of your presentation. One good one is to get everyone to tell something they have done that they think no one else in the room has done. You find out lots of interesting stuff about the group. Start on time and finish on time. Get their attention - don't try to talk over a lot of noise. Find ways to involve them - try to plan some activity that will teach them something and that will fit well in your time frame. Dress in a manner that suits your topic. \n\nGood luck!
319933
Try this, but remember, teachers are getting smarter about plagerizing...if you copy it word-for-word, expect an F, but if you site the sources, this should help.
40797
Hi! \nHere are some Internet resources that would help you out:\n\nhttp://tep.uoregon.edu/workshops/teachertraining/largeclasses/faq/faquo/classroom/classroom.html\n\nLarge Classes: Limiting the Chaos:\nhttp://www.adm.uwaterloo.ca/infotrac/tips/largeclasses_limitingthechaos.pdf\n\nClassroom Management Techniques and Tips: Workshop Handout from GMU Faculty Development Center:\nhttp://www.gmu.edu/cte/classroomanagement.doc\n\nClass Size and Writing:\nhttp://www.findarticles.com/p/articles/mi_qa4116/is_200504/ai_n13502917\n\nMeeting the Challenges of Larger Classes:\nhttp://www.utoronto.ca/ota/LargerClasses.pdf\n\nThere have also been a couple of books put out on this topic recently. Go to amazon.com and do a book search with "teaching large classes."\n\nHope this is helpful to you!! Happy New Year!!\n\nHope this helps.
844347
Give them small pieces of text so that they may follow along as you read to them.  Ultimately, you will want them to take turns reading aloud.  I know this has gone "out of fashion" in the classroom, but it really works.  You will be modeling tone, cadence, pronunciation, etc.  I am currently teaching a literacy unit in a tenth grade classroom.  We do this every day.  This is what they were missing......
24730
I've found that incorporating group activities is a good way to break the (sometimes) monotony of a class, and it gives the students a chance to apply the concepts you've been discussing.\n\nYou can also try bringing in outside materials - guest speakers, films, music, etc., that can be used to illustrate whatever you're teaching.\n\nAnother way is to have the students teach particular chapters or concepts; it forces them to learn and sometimes having students teach will keep their peers' attention better!\n\nA straight lecture for an hour or more does no one good. Good luck!
524079
Try this on for size...Whisper this sentence into one of the kids ear. "My father told my brother that his monkey was digging in the back yard". Now have this student whisper the same sentence to the student next to them and so on until it reaches the last student. Have that student then tell you what he was told. You will be surprised at the answer you get. This works really well with kids age 10 to 15.
569192
Give them less homework and try to make it more fun. Give less paperwork and more interesting projects. Try to be more creative with it. I know kids can be very difficult to teach these days. Good luck!
776831
There is so much you can do with your time at the end of a lesson that would FACILITATE learning, not just consume time.  I honestly can't believe that a teacher would even ask this question.  I would suggest that you have the students work together in groups to produce a game show like Jeopardy or Who Wants to Be a Millionaire (using PowerPoint- you can find templates online), with word problems related to the unit you're studying.  Then, you could use those games to review concepts before the test.
747158
Here are a few tips:\nAlways keep the class lively by asking them questions related to the lesson and giving them related puzzles to solve.\nTry to interact more often rather than just explain every sentence in the textbook.\nImprove speech. Your voice and the way you talk could go a long way in your teaching carreer.\nIt's evident from the way you asked the question that your grammar could do with some improvement too. It'll help you explain any doubts the students might have about word problems.\nImprove patience level. Math is a subject which torments students and very often many students come to you with the same doubts. Don't snap at them. Patiently clear each and everyone's doubt.\n\nI hope these helped you. Have a successful teaching life!
277707
http://www.edhelper.com/\nThis website always has good stuff!
872092
It is always understandable when a student feels overwhelmed by "word problems" because they are often presented in an intimidating manner.  If only they could be FUN again ... if YOU wrote the problem, I believe you might find it fun!  :-)\n\nBut let's allow ourselves some joy once we uncover all the unknowns in this problem.  Perhaps we'll get results from converting "written words" into "mathematical expressions."\n\nWhat's most important is that you understand the shape involved (think "shoe box") and how the "openings" are placed (think "windows" on three faces of the shoe box).  All the openings are understood to be identical.\n\nUsing only the letter X -- which stands for the length of an opening -- we can indeed come up with expressions for every other dimension of the container, as well as the openings.\n\nX = Opening LENGTH (given)\nX-2 = Opening HEIGHT ("length is 2 more than height")\n\n2X+8 = Container LENGTH ("8 more than twice X")\n3 = Container HEIGHT (given)\nX+2 = Container WIDTH ("2 more than length of opening")\n\nThe surface area of the container's sides (minus the three openings) is given as 300 square meters.  The equation is also given as 2 (sides) + 2 (front/back) + 2 (top/bottom) - 3 (openings), so let's just set these equal:\n\n300 = 2 (sides) + 2 (front/back) + 2 (top/bottom) - 3 (openings)\n\nAll we need to do is to write, and then substitute, expressions for the areas in parentheses.\n\nSide area = length * height = 3 (2X+8) = 6X + 24\nFront or back area = width * height = 3 * (X+2) = 3X + 6\nTop or bottom area = length * width = (2X+8) * (X+2)\n____________________________ = 2X^2 + 12X + 16\nOpening area = length * height = X (X-2) = X^2 - 2X\n\nTime to substitute:\n\n300 = 2 (6X+24) + 2 (3X+6) + 2 (2X^2+12X+16) - 3 (X^2-2X)\n\nNow that this (long) equation has been written, it is necessary to solve for X, since we need that value in order to calculate what the problem asks for:  The area of each element.\n\nCollect like terms:\n\n300 = 2 (6X+24) + 2 (3X+6) + 2 (2X^2+12X+16) - 3 (X^2-2X)\n300 = 12X + 48 + 6X + 12 + 4X^2 + 24X + 32 - 3X^2 + 6X\n300 = X^2 + 48X + 92\nX^2 + 48X - 208 = 0\n\nWhat we hope is that the trinomial on the right-hand side of this equation is able to be factored easily!  Does it?\nMy approach is to factor '-208' and see whether I can 'build' the linear term's coefficient ('48') from the factors.\n\n-208 = -2 * 104 = -2 * 2 * 52 = -2 * 2 * 2 * 26 = -2 * 2 * 2 * 2 * 13\n\nCan we group these factors into (one positive, one negative) numbers that produce 48 when added together?  Yes!\n\n(-2*2) + (2*2*13) = -4 + 52 = 48\n\nWe got lucky ... the '-4' and '52' provide the perfect pair of factors needed to create a 48 (through addition), so we can now factor.\n\n0 = (X-4)(X+52)\n\nThings are getting better still, because only one of the zeros (some call them 'roots') from the right-hand side will be positive.  The zeros are 4 and -52, and we will only choose the 4, since it represents a physical measurement of length (of an opening).\n\nWe can go back to the expressions above and substitute X=4.\n\nSide area = 6X + 24 = 6(4)+24 = 48 sq. m\nFront/back area = 3X + 6 = 3(4)+6 = 18 sq. m\nTop/bottom area = 2X^2+12X+16 = 2(4^2)+12(4)+16 = 96 sq. m\nOpening area = X^2 - 2X = 4^2-2(4) = 8 sq. m\n\nI hope this helps!
547096
You could use a clock to help your students understand. Show them that you swim a quarter mile every fifteen minutes. It might help. I do know it helped me understand.\n\nAll the best and HAPPY TEACHING c",)
898031
good- geometry is hard for alot of kids-just try to bring that one grade up to a C and I'd say your golden
391420
These are some ideas aimed for pre-k, 1st and 2nd grade:\n*you can provide different geometrical shapes and have them sort them according to color, size, shape, etc.\n*with the same shapes have them complete a pattern you start for them ex. red circle, yellow square, red circle, yellow square, etc.\n*try looking for a game called "Tangram", I don't know if you can buy one already done or you can make your own in this site:http://www.tangram.i-p.com/\n*give students play money and have them solve problems using it.
64819
I'm for wonka bars too: better if made of - say - 4 x 6 rectangles, so that you can try to compare different portions: let kids discover that they must refer to smaller units to compare 8-ths and 12-ths ( and in the end eat chocolate if the work is good - or at least if chocolate is good)\n\nNB: start telling them that you cannot add or subtract what you cannot compare, then teach them how to compare