M6U3A3

Moreland University
13 Oct 202319:46

Summary

TLDR在这段视频脚本中,一位老师正在组织一次关于分数的复习和测试。老师首先介绍了本周五将举行的总结性测试,并根据学生的不同情况将他们分为三组:已经完成测试的,已经完成所有练习但尚未测试的,以及仍在进行练习的。老师详细说明了每组学生应该做什么,包括继续个人计划、复习和练习。老师还计划在小组中工作,并强调了小组工作时需要最小化干扰。最后,老师指导学生如何参加测试,并在测试中与学生互动,确保他们理解问题并正确完成。

Takeaways

  • 📅 这周是分数周的最后阶段,将在周五举行总结性测试。
  • 🎓 学生被分为三类:已经完成测试的、已经完成所有练习但尚未测试的、以及正在准备测试的。
  • 👩‍🏫 教师将与小组合作,首先安排Cara的测试,然后是其他学生,最后是小组辅导。
  • 📝 已经完成测试的学生应继续按照个人计划进行学习,如有需要可向教师寻求帮助。
  • 📚 未完成测试但已经完成所有练习的学生应复习和练习自己认为薄弱的部分。
  • 📈 教师希望所有学生能在周四前完成所有材料的学习,以便为周五的测试做好准备。
  • 💻 教师将发送一封电子邮件,包含一个文件夹,学生需要打开并点击链接以访问测试。
  • 📝 教师指导学生如何准备和进行测试,包括如何进入小房间并使用纸张和书籍进行测试。
  • 📊 教师提供了关于如何进行分数加减法的详细解释和示例,包括如何处理不同分母的分数。
  • 🤔 学生在测试中遇到问题时,可以随时向教师提问,教师会提供帮助和指导。
  • 👋 课程结束时,教师提醒学生整理桌面,并告知他们可以自由离开。

Q & A

  • 本周五将进行什么活动?

    -本周五将进行summative test,即总结性测试。

  • 如果已经参加了summative test,接下来应该做什么?

    -如果已经参加了summative test,应该继续按照自己制定的个人计划进行工作。

  • 如果已经完成了所有的grids但还没有参加测试,应该怎么做?

    -应该复习和回顾自己认为薄弱或需要更多练习的内容,并进行练习。

  • 如果正在处理grid,但是不打算今天参加测试,应该怎么做?

    -应该继续观看视频和做练习,直到所有人都能在周四前完成材料准备,以便为周五的测试做好准备。

  • 老师打算如何组织今天的课堂?

    -老师打算与小组一起工作,首先安排Cara的测试,然后为其他学生开放测验,并尽量减少干扰。

  • Cara在测试中需要做什么?

    -Cara需要进入一个小房间,带上几张纸和书,然后在那里进行测试。

  • 如果学生在测试中有疑问,应该怎么办?

    -如果学生在测试中有疑问,他们可以走出小房间向老师提问。

  • 老师如何帮助学生准备测试?

    -老师通过发送电子邮件,提供文件夹链接,帮助学生访问summative test,并在测试中提供指导。

  • 在进行分数加减法的测验时,学生应该注意什么?

    -学生应该注意找到通分母,并正确地进行分数的加减运算。

  • 如果学生完成了一个测验,接下来应该做什么?

    -如果学生完成了一个测验,他们应该检查结果,并准备开始下一个测验或复习其他内容。

  • 老师对学生完成测试后的期望是什么?

    -老师希望学生在周四之前完成所有材料的学习,并准备好参加周五的测试。

Outlines

00:00

📚 准备期末考试

老师在视频中组织学生为即将到来的期末考试做准备。学生被分为三组:已经完成考试的、已经完成所有练习但还未参加考试的、以及仍在完成练习的。老师详细解释了每组学生接下来应该做的事情,包括继续个人学习计划、复习和练习。老师还提到将在周四前与小组一起工作,以确保每个人都准备好参加周五的考试。

05:00

📝 个别辅导与小测验

视频中老师与学生Cara进行了个别辅导,询问她是否对考试有疑问,并帮助她理解考试中的一个较难问题。接着,老师为其他学生开放了小测验,并指导他们如何开始和完成测验。老师还强调了在进行小测验时不要重复他人的工作,并鼓励学生在有疑问时提出。

10:01

🔢 分数的加减法

老师在视频中详细解释了如何进行分数的加减运算,特别是当分母不同时。老师通过具体的例子,如2/3加某个分数,来展示如何找到通分母并进行计算。老师还讨论了在考试中如何处理假分数,指出学生可以选择保留假分数的形式,也可以将其转换为带分数。此外,老师还鼓励学生完成小测验,并对他们的表现给予积极的反馈。

15:05

👋 结束课程并安排后续工作

视频的最后部分,老师指导学生整理桌面并准备离开。老师提醒学生明天可以休息一天,并鼓励他们享受假期。对于那些需要额外时间完成考试的学生,老师安排了额外的时间,并允许他们在周四回来时继续工作。老师还提到了关于小测验的一些后续工作,并确保学生在离开前有机会检查他们的测验结果。

Mindmap

Keywords

💡summit

在视频中,'summit'指的是学生们即将参加的'summative test',也就是总结性测试。这是一个教育术语,通常指在课程结束时进行的综合性考试,用以评估学生对整个课程内容的掌握程度。例如,视频中提到'we are having our summative test this week on Friday',意味着学生们的总结性测试将在周五进行。

💡categories

在视频中,'categories'被用来描述学生根据他们当前的学习进度被分为不同的组别。例如,老师提到'there are three categories of you',意味着学生们被分为三个不同的类别,这有助于老师根据每个类别的特定需求进行教学。

💡individual plan

在视频中,'individual plan'指的是学生为自己制定的个人学习计划。这是教育中常用的一个概念,鼓励学生根据自己的学习风格和进度来规划学习内容和目标。例如,老师提到'if you have taken the summative already, continue working on your individual plan',说明已经完成总结性测试的学生应该继续按照自己的计划进行学习。

💡grids

在视频中,'grids'可能是指学生在学习过程中需要完成的某种练习或者任务。虽然这个词在教育领域不是标准术语,但它可能指的是某种结构化的练习表或者学习框架。例如,老师询问'have you finished all the grids',意味着学生需要完成这些练习才能进行下一步的学习。

💡revising

在视频中,'revisng'是指复习或回顾学习材料的行为。这是一个常见的学习策略,帮助学生巩固记忆和理解。例如,老师指导'if you haven't taken the test but you're not taking it today, what should you be doing? Revising, reviewing',说明在考试之前,学生应该通过复习来准备。

💡quizzes

在视频中,'quizzes'指的是小测验,是教育过程中用来检验学生对特定知识点掌握情况的简短测试。它们是学习过程中的重要组成部分,帮助学生和教师了解学习进度。例如,老师提到'I'm going to open up quizzes',意味着他将为学生提供小测验来练习和检验学习成果。

💡like denominators

在视频中,'like denominators'是指具有相同分母的分数。这是数学中的一个概念,当分数的分母相同时,可以直接进行加减运算。例如,老师在解释'adding and subtracting like or unlike denominators'时,提到'like denominators',说明当分母相同时,分数可以直接相加减。

💡unlike denominators

与'like denominators'相对,'unlike denominators'指的是具有不同分母的分数。在进行加减运算时,需要先找到一个公共分母,然后才能进行计算。例如,老师在讲解分数加法时提到'unlike denominators',强调了当分母不同时,需要采取特定的步骤来解决。

💡mixed number

在视频中,'mixed number'是指一个整数和一个真分数的组合,例如'3 1/2'。这是数学中的一个概念,用于表示比一个整数大但又小于下一个整数的数值。老师提到'you do not need to change it into a mixed number if you do it's still correct',说明在某些情况下,学生可以选择保留假分数的形式,也可以将其转换为带分数。

💡common denominator

在视频中,'common denominator'指的是在进行分数运算时,将不同分母的分数转换为具有相同分母的分数的过程。这是数学中处理不同分母分数的基本步骤。例如,老师在解释分数加法时提到'you need to have a common denominator',强调了在进行分数运算之前,需要确保分母相同。

Highlights

欢迎各位女士们先生们,进入教室并注意阅读屏幕上的信息。

本周是分数复习周,周五将进行总结性测试。

学生被分为三类:已完成测试、未完成测试但已做完所有练习、未完成测试且仍在做练习。

已完成测试的学生应继续按照个人计划进行学习。

未完成测试但已完成所有练习的学生,应复习和练习自己的薄弱环节。

仍在做练习的学生应继续观看视频和做练习。

教师希望所有学生能在周四前完成所有材料的学习,为周五的测试做好准备。

教师将在中间时间与小组学生一起工作,首先帮助Cara准备测试。

教师将通过电子邮件发送测试链接给学生,并指导如何进入测试。

学生Cara正在参加测试,教师询问她是否有关于测试的问题。

教师强调在小组工作时需要最小化的干扰,并希望学生能提出简短的问题。

学生需要完成一个关于异分母分数加减的测验。

教师表扬学生在测验中取得100%的正确率。

学生Sanji在完成一个关于异分母分数的测验,但只得到了62分。

教师鼓励学生通过观看和练习来提高对分数的理解。

教师展示如何正确处理异分母分数的加法问题。

教师强调学生在测试中可以保留假分数的形式,不必转换为带分数。

教师结束课程,提醒学生整理桌面并准备离开。

教师允许学生在课后继续使用教室,并将在周四继续工作。

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

Rate This

5.0 / 5 (0 votes)

相关标签
分数教学互动学习数学课堂教学策略学生参与分数练习教育工具课堂管理学习评估教学互动