I´m a math teacher in a bilingual secondary school (high school).

My students are of the first and second year (ESO).

I have an assistant teacher in my class once a week. That day the whole class is in English. The assistant teacher is Shannon, she corrects of the pronunciation and spelling students and She helps me in math class, to do games or activities

I want the students to try to speak and participate as much as possible.

I try to make the students feel more confident with English. I tell them; “try to say it in English and after if it is necessary, I will correct you or Shannon will correct you” .

The students get used to asking and answering in English as much as possible

NO GRADE OR MARK FOR THIS!

I try to teach the most basic concepts and then I introduce more complex ones (concepts)

Normally, I teach a new concepts in Spanish class, then I take advantage of English class to reinforce the concepts. Each student has two books, one of them is an English book and the other is a Spanish one.

This year for the second course I have tried to teach some concepts in English first.

I´m going to show you an example of the way I teach my math class in English and tools I used.

Firstly I´m going to show you useful sentences that I use in class a lot.

USEFUL SENTENCES

-Raise your hand before speaking and wait until I call on you.

-Turn around and face forward (Ponte derecho).

-Is there anyone that knows the answer?

-Do you understand this?

-Copy down the words that appear on the screen, please.

- Copy down the table, please.

-You have to copy all of it.

-Write down the exercise

-What is the meaning of….?

- It means the same things.

-Can you say that again, please? Or Can you repeat, please?

-Can you repeat the last…….? (sentence, word, letter, number)

-Be quiet, I can´t hear.

-Don´t hide …………….

I did this when I was a child in English class, I had to memorize five sentences every week, one hundred in the whole course. If you didn´t voluntarily say five sentences

every week , the next week you had to say twice as many sentences and do it successfully.

The topic for today is

FRACTIONS

First of all to introduce the topic I usually give them the vocabulary about the topic and sometimes, I brainstorm words for the topic.

I´m going to show you activities that I usually do in my class

Practice, practice……

LOOK UP WORDS about the topic in the dictionary and in your book.

http://www.amathsdictionaryforkids.com/

Link book

Word reference

Google traductor

If the student have a right computer, everyone look up their word, but if their computers don´t work or don´t carry lot of them, I use the digital or whiteboard.

FRACTION

FRACTION NOTATION

NUMERATOR

DENOMINATOR

PROPER FRACTION;

IMPROPER FRACTION;

MIXED NUMBER

RATIONAL NUMBER

DECIMAL FRACTION

TERMINATING DECIMAL

REPEATING DECIMAL

EQUIVALENT FRACTIONS

REDUCE

AMPLIFY

PERCENTAGE (PERCENT)

when the student finish looking up the words, they have to do this exercise.

FILL IN THE GAPS WITH THE RIGHT WORD:

FRACTION (8)

NUMERATOR (3)

DENOMINATOR (4)

PROPER FRACTION (1)

IMPROPER FRACTION (2)

MIXED NUMBER (1)

RATIONAL NUMBER (2)

DECIMAL FRACTION (2)

TERMINATING DECIMAL (2)

REPEATING DECIMAL (3)

EQUIVALENT FRACTIONS (2)

REDUCE (3)

AMPLIFY(2)

PERCENTAGE (PERCENT) (2)

The students have a clue, because I write down the number of time that they have to use each word.

-Any part of a group, number or whole is a _________

-Number above the line of a fraction, showing number of parts of the whole is _________.

-_________ is bottom number in a fraction. Also, the number of parts the whole is divided into

-In the _________ _________ numerator is less than the denominator, Represents an amount less than the unit

-In the _________ _________ numerator is greater or equal than the denominator, Represents an amount more or equal than the unit

-Whole number and a fraction like this is a _________

_________

It is other way to represent or express _________ _________

-_________ _________ a number that can be written as a ratio or two integers (_________), excluding zero as a _________.

-_________ _________a _________ written as a _________ or _________ DECIMAL, other decimal are not _________ _________.

Example: ___________ ___________

__________ ___________

_________ ________

NOT _________ _______

-To ___________ or simplify a ___________ divide the ___________ and ___________ by their highest common factor.

To ___________ a ___________ multiply the ___________ and ___________ multiply by the same number.

In both you get a ___________ ___________

-When you ___________ a ___________ you get a ___________ ___________, because you have the same value or amount

-___________ can be represented by ___________;

Example:

_________

-___________ can be represented by _________;

Example:

________

SOLUTION:

-Any part of a group, number or whole is a FRACTION

-Number above the line of a fraction, showing number of parts of the whole is NUMERATOR.

-DENOMINATOR is bottom number in a fraction. Also, the number of parts the whole is divided into

-In the PROPER FRACTION numerator is less than the denominator, Represents an amount less than the unit

-In the IMPROPER FRACTION numerator is greater or equal than the denominator, Represents an amount more or equal than the unit

-Whole number and a fraction like this is a MIXED

NUMBER

-It is other way to represent or express IMPROPER FRACTION

-RATIONAL NUMBER a number that can be written as a ratio or two integers (FRACTION), excluding zero as a DENOMINATOR,

-DECIMAL FRACTION a FRACTION written as a REPEATING or TERMINATING DECIMAL, other decimal are not DECIMAL FRACTION.

Example: TERMINATING DECIMAL

REPEATING DECIMAL

REPEATING DECIMAL

NOT RATIONAL NUMBER

-To REDUCE or simplify a FRACTION divide the NUMERATOR and DENOMINATOR by their highest common factor.

-To AMPLIFY a FRACTION multiply the NUMERATOR and DENOMINATOR multiply by the same number.

-In both you get a EQUIVALENT FRACTION (no S)

-When you REDUCE a FRACTION you get a EQUIVALENT FRACTION, because you have the same value or amount

FRACTION can be represented by PERCENTAGE;

Example:

AMPLIFY

PERCENTAGE can be represented by FRACTION;

Example:

REDUCE

TO PRATICE AND WRITING FRACTIONS IN ENGLISH

1. Fill in the boxes:

Half 1/2 Seven sixths

Five thirds Three eighths

Three quarters Five ninths /2

Two fifths Three tenths

2. Write down how these fractions are read.

3/2 Three halves 3/5 _____ _____

1/4 _____ _____ 1/3 _____ _____

3/10 _____ _____ 5/7 _____ _____

6/7 _____ _____ 1/8 _____ _____

SOLUTION:

1. Fill in the boxes:

Half 1/2 Seven sixths 7/6

Five thirds 5/3 Three eighths 3/8

Three quarters 3/4 Five ninths 5/9/2

Two fifths 2/5 Three tenths 3/10

2. Write down how these fractions are read.

3/2 Three halves 3/5 Three fifths _____ _____

1/4 One quarter _____ _____

1/3 One third _____ _____

3/10 Three tens _____ _____

5/7 Five sevenths _____ _____

6/7 Six sevenths _____ _____

1/8 One eighth _____ _____

TO PRACTICE OPERATION WITH FRACTION

Fill with appropriate numbers

Remember:

To add and subtract fractions you need the same denominator and after that you add or subtract the numerators

To multiply fractions you have to multiply the numerator by the numerator and the denominator by the denominator.

To divide fractions you have to multiply the first numerator by the second denominator and the resoult is the numerator and multiply the first denominator by the second numerator and the result is the denominator.

(The students copy the table in his or her notebook)

When I need to distribute paper for an activities I give used papers that have writing on one side.

Explain the solution in English

(Guide)

FIRST

The denominator in the whole first column and in whole first row is ……., using the addition and subtraction fraction.

SECOND………

TO FINISH ……..

___ + ___

= 1

_ .

___ : ___

=

= =

SOLUTION:

FIRST

The denominator in the whole first column and the whole first row is seven, using the addition and subtraction fraction.

SECOND

The numerator in the second row, second column is three using the division fraction.

THIRD

The numerator in first row, second column is two using the multiply fraction.

FOURTH

+

= 1

_ .

: =

= =

The numerator in first row, first column is five using the add fraction.

FIFTH

The numerator in the second row, first column is two using the subtraction fraction.

SIXTH

The denominator in the second row, second column is five, using the division fraction

TO FINISH

you check the multiply of second column

BINGO of summary or review

The most common activity I used is BINGO I used it to review at the end of each lesson or whenever I have enough time to do many activities . Actually, the bingo activity incorporates all learning in a lesson (everything we learn in a lesson

The student write the date: April, Wednesday 18th 2012

The numbers that you can choose

; ; ; ; ; ; ; ; .

In the first column, you put proper fraction, decimal expression and the name of decimal number.

In the second column, you put improper fraction, decimal expression and the name of decimal number.

What do you think about five?

Proper fraction Improper fraction

SOLUTION:

Proper fraction Improper fraction

TERMINATING DECIMAL REPEATING DECIMAL

TERMINATING DECIMAL INTEGER NUMBER

REPEATING DECIMAL REPEATING DECIMAL

TERMINATING DECIMAL TERMINATING DECIMAL

TERMINATING DECIMAL

After that

Put the fractions in order from least to greatest

……. < ……. < ……. < ……. <……. <……. < ……. < ……. < …….

SOLUTION:

< < < < < < < <

You choose three numbers and put them in a table with three squares. The numbers should be from least to greatestspend

YOUR

FRACTIONS

The student chooses a number

Depending on how much time I want to spend, the students choose two, three or four fraction and I prepare the number of exercises I want to do.

SOLUCIÓN:

1)

2)

3)

4)

5) What fraction represent 75%?

6) What fraction represent 20%?

7) What fraction represent the decimal number 0.6?

8) What fraction of omelette I have eaten?

9) Correct a mistake in the name of fraction: five third

five thirds.

…….

DICTATION

Shannon and I dictate a problem, if they are quiet and paying attention we repeat it as many times as they need.

I can ask the students to try to write what they hear word for word or only the data from the problem. Then, Shannon or I read it very slowly.

The first student who finishes the problem has to raise his or her hand then, writes the data on the whiteboard, solves the problem and wins a positive (two tenths) to add to their grade for the evaluation.

When I correct the problem in the whiteboard I show them written problem.

Link book

I like doing many different activities with my students to enjoy ourselves.

This year, all of the bilingual teachers, Music, History, Physical Education, English and myself, decided to work together on the same topic ANCIENT GREECE. In each subject we would work students during the same week, on this topic we made a Web quest about Ancient Greece to work in class if possible or at home.

http://carmenlaffon.blogspot.com.es/

http://zunal.com/webquest.php?w=122044

Some times you have many problems with the classroom computer or the student lap-top and the connection may not work so I always a plan B prepared.

Sometime I prefer to use the chalk. Technology is helpful, but it is not the solution to all problems.

Perhaps I would like to research the relationship between Music and Mathematics to prepare an activity for the next year.

I also used some videos for my classes.

Videos: Sequences 5: Golden Rectangleshttp://www.youtube.com/watch?v=-ncEEXekZek&feature=relmfu

Golden numberhttp://www.youtube.com/watch?v=fmaVqkR0ZXg&feature=related

http://www.youtube.com/watch?v=oLGbggE21sI

The Fingerprint of Godhttp://www.youtube.com/watch?v=-Ibc8sD5sgw&feature=related

Golden numberhttp://www.youtube.com/watch?v=fmaVqkR0ZXg&feature=related

http://www.youtube.com/watch?v=U2bAlIK4KkE&feature=related

http://www.youtube.com/watch?v=gKzcDZswj5A&feature=related

http://www.youtube.com/watch?v=fmaVqkR0ZXg

A good teacher is not the one who is wiser, but the one whose students learn more.