Day+4

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 * __Bell Work:__ What do you do when in your heart you know that the math concept you are going to teach is not relevant or important to your students? **=====

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If it is not relevant, i would develop a new lesson. However, if it is not important to my students I would try some how to make it exciting/interesting for my students. As a teacher, you can make the topic a group effort. =====

__**Minds-On:**__ In our group we discussed our minds-on. It was interesting to hear how creative everyone was being. I was unsure about showing a video about "distributive property", however, the group assured me that it would visually grab the attention of students, especially with the music and subtitles. So far, I think I will be using this video ([|The D Property]) for my minds on.

__**STRATEGIES THAT WORK FOR ME:**__ Visual organizers and mathematical stories would be a excellent strategy to incorporate in a math lesson. A visual organizer is a great way for students to learn topics in math class which enable them to define, illustrate and exemplify what they mean. Mathematical stories are uncommon; however, it may grab the attention of more linguistic learners within the classroom. And for once, it would also be fascinating to bring life into a math lesson through a fun story.

__**STRATEGIES THAT I WOULD HESITATE TO USE:** __ I would hesitate to use Fermi Problems because I am not very creative and able to think out of the box. I find it difficult to approximate and estimate mathematical concepts without the support and direction. Thus, teaching this strategy may take some getting use to, however I will strive to utilize it within my classroom.