Skip to main content

MYP 2 Math Application of Percentages through collaboration and self assessment- Deepika Gupta

Objective of the Learning Engagement: Application of Percentages through collaboration and self assessment

Details of the Learning Engagement:

Station Activity was designed to help the students apply the learning of tax and discount percentages in various real-life situations. Through these interactive scenarios, participants practiced computing discounts, taxes, and percentage change. This dynamic approach encouraged critical thinking and mathematical skills as learners tackled varying discount scenarios. They also collaborated and self-assessed their work.



Impact of the engagement on students and my reflection as a teacher:

The students were engaged and participated actively. This helps them to collaborate and self assess for better learning.

- Deepika Gupta

Labels:

Comments

  1. Chinki ChhapiaAugust 27, 2023 at 11:39 PM

    Good to see that students were given an opportunity to apply their learning in real life context based scenario

    ReplyDelete

Post a Comment

Popular posts from this blog

Beyond the Bill: A Math Lesson in International Dining MYP 2 - Vani Upadhyay

Objective of the Learning Engagement: Culinary Math Expedition: A Real World Adventure in Mathematics where students explored the intricacies of having a meal in a foreign country. Details of the Learning Engagement: In the ever-evolving landscape of education, finding creative ways to blend theoretical knowledge with practical application is key to fostering deeper understanding and engagement among students. Embark on a 'Culinary Math Expedition' a dynamic learning experience that takes students on a mathematical journey through the world of international dining, fostering a deeper understanding of how discounts and taxes affects the final amount of bill and currency conversion. The journey began with forming groups, or "dining tables," tasked with choosing a foreign country and finding a café or restaurant whose menu is available online. Action: The Math Behind the Meal Armed with a detailed handout, each group listed their selected menu items and prices. They dre
3 comments
Read more

Surd-tastic Learning: A Treasure Hunt Experience- MYP 4 Math- Manisha Batra

Objective of Learning Engagement:  Enhance understanding and application of surds through an interactive, collaborative experience Details of the Learning Engagement:  Our Grade 9 students recently participated in an exhilarating Surd Treasure Hunt designed to enhance their understanding and application of surds through an interactive and collaborative approach. Divided into small groups, students embarked on a journey where each clue card presented a surd problem of varying complexity. They worked together to solve these problems, employing critical thinking and teamwork to uncover the location of the next clue. This engaging activity not only deepened their mathematical proficiency with surds but also fostered essential skills such as logical reasoning, effective communication, and collaborative problem-solving. The treasure hunt concluded with the groups finding the final clue, leading them to a well-deserved reward. The event was a resounding success, making learning both fun and i
2 comments
Read more

MYP 4- Mathematics- Mensuration- Promoting critical thinking and communicating information in a logical way- Nagarjuna

Objective of the Learning Engagement: To promote critical thinking and communicating information in a logical way which helps in forming conjectures. Details of the Learning Engagement: Students have engaged in a practical application of both measurement and geometry concepts to determine the distances between each runner on the race track. The students used a measuring tape to measure the radius of the track and also the width of each lane. Then students applied perimeter of the circle, arc formulae to check whether the race track is exactly 200 metres or not. In a relay race, the second runner always stands ahead than the first runner (runner in the inner most lane) and the third person stands ahead than the second person and so on.. Students have identified the reason for the same mathematically and they found how much each runner should stand ahead than the first runner. They organised this information logically and formed a conjecture in finding the distances between the nth runn
3 comments
Read more