M6U3A3

Moreland University
13 Oct 202319:46

Summary

TLDRIn this educational video, the instructor prepares students for a summative test on fractions scheduled for Friday. The class is divided into three groups: those who have already taken the test, those who have completed all the grids but haven't taken the test yet, and those still working on the grids. The instructor organizes the session to address each group's needs, including setting up the test for a student, answering questions, and conducting small group sessions. The focus is on revising, reviewing weak areas, and practicing. The instructor also guides students through quizzes on adding and subtracting fractions with like and unlike denominators, emphasizing the importance of understanding the concepts.

Takeaways

  • 📅 The class is preparing for a summative test scheduled for Friday.
  • 📚 Students are categorized into three groups based on their progress: those who have taken the test, those who have finished all grids but not taken the test, and those still working on the grids.
  • 🔍 Students who have taken the test should continue working on their individual plans.
  • 🚫 The teacher asks for no interruptions while setting up for a student taking the test that day.
  • 📝 Students who have finished grids but not taken the test should be revising and reviewing material, focusing on weak areas.
  • 📈 The teacher plans to work with small groups and requires minimum interruptions during these sessions.
  • 💻 An email will be sent containing a folder that leads to the summative test.
  • 👥 The teacher addresses individual students by name, providing specific instructions and support.
  • 📉 A student named Sanji scored 62% on a quiz and is encouraged to understand the material better.
  • 🎓 The teacher emphasizes the importance of understanding concepts rather than just guessing during quizzes.
  • 🔗 The teacher demonstrates how to work with unlike denominators and simplifies fractions, highlighting the process for students.

Q & A

  • What is the main purpose of the video?

    -The main purpose of the video is to organize and guide students through their final fractions week, which includes a summative test on Friday.

  • What does the instructor plan to do with the students who have already taken the summative test?

    -The instructor plans to let the students who have already taken the summative test continue working on their individual plans.

  • What is the status of the students who have finished all the grids but have not taken the test yet?

    -These students are expected to revise, review, and practice the topics they are weak in or need more practice on.

  • What is the special arrangement for Cara who is taking the test on the day of the video?

    -The instructor needs to set up everything for Cara, and she will be working in a separate 'small room' with minimal interruptions.

  • What is the instructor's plan for working with small groups?

    -The instructor plans to work with small groups after organizing and setting up for Cara's test, focusing on quizzes and individual help with minimum interruptions.

  • What does the instructor hope to achieve by Thursday?

    -The instructor hopes that all students will get through the material by Thursday so that everyone is ready for the test on Friday.

  • How does the instructor handle the email with the test folder?

    -The instructor sends an email containing the folder to the students, instructs them to open it, and click on the link to access the summative test.

  • What is the procedure for students to take the test?

    -Students are given a couple of pieces of paper, they take their book, and go into a separate room to read and take the test.

  • What kind of help does the instructor provide for students during the quiz?

    -The instructor provides guidance and answers questions, checks understanding, and gives tips on how to approach problems during the quiz.

  • What is the instructor's approach to teaching improper fractions?

    -The instructor explains that students can leave improper fractions as they are on a test or in a case, and it's not necessary to change them into mixed numbers, although doing so is still correct.

  • How does the instructor handle the end of the session?

    -The instructor instructs students to tidy up their desks and then dismisses them, reminding them to enjoy their day off the next day.

Outlines

00:00

📚 Class Organization and Summative Test Preparation

The instructor begins by welcoming the students and organizing the class for the final week leading up to the summative test on Friday. Students are categorized into three groups based on their progress: those who have taken the test, those who have completed grids but haven't taken the test yet, and those still working on grids. The instructor outlines the tasks for each group, such as working on individual plans, revising, and continuing with video practice. The goal is for everyone to complete the material by Thursday. The instructor also mentions working with small groups and emphasizes the need for minimal interruptions during these sessions. Lastly, the process of accessing the summative test via email is demonstrated.

05:00

🎓 Individual Student Assistance and Quiz Progress

The script continues with the instructor addressing individual students, such as Cara, who is taking the test that day. The instructor checks if Cara has any questions and ensures she understands a particular problem. Other students are invited to approach for quizzes on unlike denominators. The instructor provides guidance on quiz completion and checks results, offering praise for a student who scored 100%. There is also a brief mention of a student named Sanji and an interaction about a quiz on division.

10:01

🧩 Fraction Operations and Classroom Interaction

The instructor engages with a student named Cara, who has already completed work on adding and subtracting fractions with unlike denominators. The instructor checks Cara's understanding by asking her to demonstrate the process, which she does correctly. The instructor provides a tip about leaving improper fractions as they are on tests and emphasizes that it's not necessary to convert them into mixed numbers. The focus then shifts to other students, with the instructor encouraging them to work through quizzes and offering to assist with unlike denominators, demonstrating the process of finding a common denominator and simplifying fractions.

15:05

🔚 Wrapping Up and Post-Class Instructions

Towards the end of the script, the instructor guides the students through the process of adding fractions with like denominators, emphasizing the importance of having a common denominator and simplifying the results. The instructor also checks in with a student named Sanji and ensures that the work is understood. As the class concludes, the instructor reminds students to tidy up their desks and announces that they are free to go. There is a mention of a day off the next day, and the instructor makes arrangements for a student to continue working on a task at home and to check a quiz result.

Mindmap

Keywords

💡Summative Test

A summative test is an evaluation conducted at the end of an instructional unit to assess a student's understanding and retention of the material taught. In the context of the video, the summative test is a significant event that determines the students' grasp of the subject matter. It is mentioned as being scheduled for Friday, indicating that the class is in its final week.

💡Individual Plan

An individual plan refers to a personalized study strategy or roadmap that a student creates to manage their learning and preparation for assessments. In the video, students who have already taken the summative test are advised to continue working on their individual plans, which implies that each student has tailored their approach to reviewing or mastering the material.

💡Grids

In the educational context, 'grids' could refer to a type of worksheet or organized layout used for practicing mathematical problems, often involving fractions, as suggested by the script. Students who have completed all the grids but have not yet taken the summative test are mentioned, indicating that these are practice materials leading up to the main assessment.

💡Revising

Revising is the process of reviewing and re-engaging with previously learned material to reinforce understanding and recall. The script encourages students who have finished their grids but are not taking the test on the current day to revise and review areas where they feel weak, highlighting the importance of ongoing study and preparation.

💡Small Groups

Small groups are a teaching strategy where students work together in smaller, more intimate settings to discuss, learn, and solve problems. The instructor in the video plans to work with small groups during the session, aiming to provide personalized attention and minimize interruptions, which is a way to cater to individual needs and enhance learning.

💡Quizzes

Quizzes are short, informal tests used to gauge a student's understanding of a specific topic or set of topics. In the script, the teacher is organizing and opening quizzes for students, such as 'quiz one unlike denominators,' which is a practice activity to help students prepare for the summative test by testing their knowledge on specific skills like adding and subtracting fractions with different denominators.

💡Denominators

A denominator is the number written below the line in a fraction that indicates into how many equal parts the whole is divided. The script discusses 'like' and 'unlike' denominators, which refers to whether the fractions being operated on have the same or different denominators. This is a key concept in fraction operations, as demonstrated when the teacher guides students through adding fractions with unlike denominators.

💡Improper Fractions

An improper fraction is a fraction where the numerator (the top number) is greater than or equal to the denominator (the bottom number). In the video, the teacher explains that on a test, students can leave their answers as improper fractions if they result from operations, and it is not necessary to convert them into mixed numbers, providing flexibility in how students present their answers.

💡Mixed Numbers

A mixed number is a whole number combined with a fraction, such as '3 and 1/2'. The script mentions that while it is acceptable to convert improper fractions into mixed numbers on a test, it is not mandatory, and students can opt to leave their answers as improper fractions if they prefer or find it simpler.

💡Practice

Practice refers to the act of repeatedly working on a skill or subject to improve proficiency and understanding. Throughout the script, the teacher emphasizes the importance of practice, as students are encouraged to work on grids, take quizzes, and review their weak areas to prepare for the summative test.

Highlights

Introduction to the final fractions week and the summative test scheduled for Friday.

Organizing students into three categories based on their progress: those who have taken the test, those who have not yet taken it but have finished the grids, and those still working on the grids.

Instructions for students who have taken the summative test to continue working on their individual plans.

Guidance for students who have finished the grids but not taken the test to revise and review their weak areas.

The teacher's plan to work with small groups and the importance of minimizing interruptions during these sessions.

Process of sending an email to students containing a folder that leads to the summative test.

Setting up the test environment for a student named Cara, including providing paper and instructions for taking the test in a separate room.

Engagement with a student during the test, discussing a particularly challenging problem and providing reassurance.

Opening quizzes for students and explaining the process of accessing and starting them.

Reviewing quiz results with students, providing feedback, and encouraging understanding over memorization.

Demonstration of how to work with unlike denominators, including finding a common denominator and simplifying fractions.

Emphasis on the importance of understanding the concepts behind fraction operations rather than just memorizing procedures.

Instruction for students to tidy up their desks and prepare to leave, indicating the end of the session.

Discussion about the availability of the classroom for students to continue working at home, showing flexibility and support.

Final reminder for students to check their quiz results and understand their performance.

Closure of the session with a warm farewell and wishes for students to enjoy their break.

Transcripts

00:09

welcome ladies and

00:11

gentlemen come on in yes yeah come on

00:28

in

00:32

[Music]

00:41

which way was the

00:43

camera the camera on camer on camera how

00:49

science all right ladies and gentlemen

00:51

have a look on board please and read the

00:53

message

00:55

there close up

00:58

your

01:02

all right ladies and

01:04

gentlemen just to organize our thoughts

01:07

Z there you go uh it's our final

01:10

fractions week we are having our sum

01:12

summited test this week on Friday okay

01:16

so what does that mean for us today okay

01:20

so I want to go through that briefly so

01:23

to do there are three categories of you

01:27

me I put you in the different boxes okay

01:30

have you taken the summative already yes

01:32

that means if you have you continue

01:35

working on your individual plan that

01:38

you've already created for yourself okay

01:39

you should know that we should we're

01:41

used to that it's all good if you need

01:43

if you have questions if you need help

01:45

with that you can come to me but only

01:47

after I get done with the other two

01:49

groups okay so have you finished all the

01:52

grids but you've not taken the test yet

01:55

there are two groups you view this I

01:56

think for example Cara is taking the

01:58

test today is anyone else going to take

02:00

the summ of it today no just car so I

02:03

need time to set up everything for Caro

02:07

okay so you can't bug you can't bug me

02:08

you can't ask me questions until I get

02:10

Cara set okay the other group of people

02:13

if you've already finished the grids but

02:14

you haven't taken the test but you're

02:16

not taking it today what should you be

02:19

doing revising reviewing going through

02:23

the the things that you think you're

02:24

weak in or that you need more practice

02:27

in and practicing that okay so then you

02:30

still working on a grid then you

02:32

continue watching videos and doing the

02:34

practice okay my hope is that everybody

02:37

can get through the material uh by

02:40

Thursday so we can all be ready for the

02:42

test on Friday I'm going to be working

02:44

with small groups today in the middle so

02:47

I'm gonna kind of organize myself in the

02:49

middle first I'm going to do cars

02:51

business then I'm going to open up

02:52

quizzes and do everything for you guys

02:54

and then I'm going to do small groups

02:56

during small groups I need to have

02:58

minimum interruptions if you have a

03:00

quick question I can answer that like if

03:01

you need to go to the bathroom or

03:02

something like that okay but I need a

03:05

little bit of time to work with those

03:06

people any

03:07

questions no all right get to

03:17

work

03:20

got all

03:22

right here's what's going to

03:24

happen for you okay I am going to send

03:28

you this email

03:30

yes it will contain this folder open it

03:33

and click on the thing and that takes

03:34

you to the Su test okay so let me do

03:38

that right in front of you so you can

03:39

see

03:41

the get

03:43

this

03:46

that now it's

03:48

yours all right this no

03:52

there there you are that's that now the

03:56

next thing I need to do is I need to

03:57

open up the test for you

04:00

so then I'm going to test here's

04:04

us and test is open you are ready now

04:11

what I'd like you to do is go into the

04:13

small room I'm going to give you a

04:15

couple pieces of

04:17

paper and you're going to have to take

04:19

your book and the paper and go in there

04:22

and read the

04:28

test

04:44

[Music]

04:58

andal then

05:00

actually

05:09

[Music]

05:11

extremely

05:14

gambling it's teaching me how to

05:28

G

05:35

hey Cara hello do you have any questions

05:37

about the test no I'm good no okay have

05:41

you looked if you scroll down to number

05:43

number 13 yeah have you checked out that

05:45

problem and youve understand that that

05:47

one's a little bit more thinky than the

05:48

others yeah yeah okay good when you have

05:51

questions you're free to come out of

05:53

this little Prison Room that I put you

05:55

in okay by right

05:58

bye

06:00

okay who needs a quiz or anything come

06:02

on over what do you need for um open up

06:05

on quiz one un

06:07

like unlike denominators quiz

06:10

one unlike quiz one you say qu okay very

06:14

good were you already starting that one

06:17

yeah I think it should be oh there you

06:19

are uh you're good you're

06:23

ready same you can't be doing the same

06:26

as somebody

06:27

else wait are you doing may you doing

06:30

one I'm doing well andar and Zar are you

06:35

doing like or unlike unlike unlike with

06:38

the bottom number different yeah really

06:40

all right you're then you're both in

06:42

you're good qu one right quiz one

06:48

yes you want to see the results very

06:51

good which quiz is

06:55

it Vision one or two One Division are

07:00

you ready you ready here we go here we

07:03

go here we go where is sh boom Oh Oh

07:10

It's

07:11

100% well done what what's your

07:13

[Music]

07:16

name adding and subtracting like or

07:18

unlike denominator like like go yes

07:26

M like denominators so that's addition

07:30

correct

07:32

yeah you want me to open it or do you

07:34

want to see the results open it very

07:36

good very

07:37

good and where is

07:40

Sanji where is your name there there you

07:43

are Sanji it is ready for

07:58

you

08:25

62 oh no 62

08:28

62

08:55

[Music]

08:58

for

09:28

than

09:57

FSE Z for few

10:01

minutes Okie

10:04

doie yes I guess

10:07

got guessing is good but knowing is

10:11

better

10:28

right

10:30

[Music]

10:33

Cara come

10:35

come's car she's taking a

10:38

test I

10:44

said I was I was planning on asking you

10:47

to start adding and subtracting

10:49

fractions but you already did it so

10:51

that's fantastic so I really

10:53

fundamentally have

10:54

nothing this is unlike denominators

10:57

right can you show me real quick how

11:00

you're working with that like I'm going

11:01

to give you an example and I want you to

11:03

just do it for me so if I had 2/3

11:09

plus yes great show me how you

11:27

do

11:29

and then

11:39

I can that be

11:42

simplified yeah yeah yes no maybe I

11:45

don't know what do you

11:50

think

11:52

yes I would do

11:56

it you are correct let me give you tip

11:59

this is

12:00

fantastic you did it 100% correctly okay

12:04

I mean this is just super duper cuz I

12:06

look I looked at some of the the

12:08

responses from the quizzes and I wasn't

12:10

sure that you understood this but you

12:11

understand perfectly this when it's when

12:14

it's an improper fashion you can leave

12:16

it like this on a test or on a case you

12:18

do not need to change it into a mixed

12:20

number if you do it's still correct it's

12:23

perfectly fine but I'm saying that if

12:24

you'd like you can just leave it at that

12:27

okay so right now you're taking the quiz

12:30

for quiz one unlike anom and and you

12:34

obviously okay very

12:57

good can I have sanj and shezza can you

13:01

guys come over here for a

13:05

sec sit

13:09

sit okay you just finished the VIS yeah

13:12

okay and that work super well so that's

13:15

great and right now you're doing adance

13:17

traction with unlike like like what do

13:21

you mean I'm sorry I'm on the quiz which

13:23

qu theik unlike fraction like like

13:27

fractions so you're kind of doing same

13:29

thing that's what I was thinking that's

13:32

great I'm I'm hoping that you can get

13:35

through that and start working on the

13:38

unlike yeah

13:40

I'm that today and the

13:43

unlike wed and I

13:48

come no but she's talking about she's

13:50

going to do some work home which I

13:52

recommend

13:54

yeah quiz I would like can I can I do

13:57

the UNL with you guys right now just to

14:00

show

14:01

you can we just look at it real okay I

14:04

just want I just want to do this I want

14:06

to

14:13

take

14:14

so you need to have a common denominator

14:18

the easiest way to do that is to

14:20

multiply you know you know okay Dad okay

14:24

he did that's fantastic that's super

14:27

good do you

14:31

okay good so then that's going to be

14:33

15 something over 15 now this is going

14:36

to be five over five because I took the

14:40

five from over here and this is actually

14:41

just one 2 * 5 is 10 so I multiply the

14:44

Bottom by five and mul the top by five

14:47

what's this one going to

14:51

be what am I going to multiply this five

14:53

by to get to the

14:57

15

15:00

three okay so 3 * 5 is 15 what's 3 * 4

15:04

12 and then we end up with 10 + 12 now

15:07

we're doing like denominators so that's

15:10

22 over 15 I can stop there our purp you

15:15

can you can change it into a mixed

15:17

number if you want you don't need to

15:21

St is that pretty

15:23

clear you feel like that's okay you know

15:26

what i' want you to do I want

15:31

it is fairly easy I want to do

15:34

34s

15:40

plus I want

15:57

do

16:05

I don't need you really good I

16:06

[Music]

16:20

just it the way your

16:27

dad but the

16:30

first the thing is you want these two to

16:32

have common Den so right now they're

16:34

different if you multiply them together

16:37

they become a common one so what's four

16:38

*

16:40

5 good so you got 20 so now you're going

16:43

to rewrite both of these fractions with

16:46

the 20 at the bottom right

16:50

yeah

16:53

20 that's okay that's okay let's go so

16:56

I'm going to rewrite it I'm going to

16:57

make a fraction here and a plus sign

17:00

and 4 * 5 is 20 I'm G to put that on the

17:04

bottom 4 * 5 is 20 so how did I get from

17:08

this four to this 20 I did it times five

17:12

so now I need to put this one 3

17:15

* how did I get from this five to

17:19

this four oh

17:24

so you just yes yes and then now I have

17:27

two new

17:29

so now I have 15 + 8 what's that going

17:32

to

17:35

be that will

17:47

be you're just adding now we're just

17:50

adding these two across the top'll be

17:54

20 or

17:57

two

17:59

one two three it's one of those 23 23

18:01

there we go we got 23 over 20 and now

18:04

you are done with that okay I want you

18:08

to watch Sanji one time he watched you I

18:11

think it's fair if you watch him okay

18:13

all right

18:21

s sure all right ladies and gentlemen

18:24

tidy up your desks we're getting ready

18:26

to

18:26

go I

18:36

[Music]

18:43

oh all right ladies and gentlemen you

18:46

are free to go

18:49

[Applause]

18:53

byebye bye

18:55

byebye enjoy England tomorrow thank you

18:59

enjoy yourself with the you don't have

19:01

tomorrow very

19:03

good oh yeah that's okay I'll leave it

19:06

open for you okay good and then you can

19:08

work on it and then I'll we'll work

19:10

again on

19:11

Thursday you going to leave open so I

19:13

can work on it at home yes okay good

19:15

yeah um the middle Pap the paper I've

19:18

been walking was in the middle okay very

19:20

good excellent Cara are you finished or

19:23

do you need more time no I need like a

19:26

30 minutes 30 minutes very good uh then

19:29

Thursday when you come you'll have extra

19:31

time

19:32

okay you want to you want to check your

19:34

quiz yes which

19:40

one very good that's a good one

19:44

un