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Main Curriculum Tie:
Background For Teachers:
Intended Learning Outcomes:
Split the class into pairs and give each pair an odd number of the banana Runts. Pairs work together to find a way to split the bananas so each will get the same amount. Since an odd number can't be evenly split, they need to think of possible solutions both can agree on.
Find places in the house where things are balanced.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works. Research and Theory Related on Identifying Similarities and Differences, pg. 14-17. Alexandria, VA. McRel
Researchers have found identifying similarities and differences to be mental operations that are basic to human thought. There is strong research base supporting the effectiveness of having students identify similarities and differences with and without direct input from the teacher. Both student-directed and teacher-directed activities have their place in the classroom.
Association of State Supervisors of Mathematics & Eisenhower Network, (2002). Edthoughts: What We Know About Mathematics and Learning, pg. 73-99.Aurora, CO. McRel
This section of the book discussed how teachers can improve student learning by teaching metacognitive strategies which include: connecting newly learned information with that already known; carefully choosing appropriate thinking strategies; and planning, monitoring and judging the effectiveness of the thinking processes.
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