The teacher used a few methods to engage the students in "pre-reading" activities.
She would include a problem in the fantastic five that would be an example of what the students would learn that day. When they would discuss and solve the fan five problems, the teacher was able to see how much the students already knew about the topic and how much they were able to solve. This let the teacher know how much time and what information she needed to review for prior knowledge before giving the lesson.
The teacher also had the students make a flip-chart prior to learning measurements and conversions. This engaged the students in an activity and made it easier for them to learn the material because they already had created a handy reference chart to use.
The teacher also made sure their prior knowledge of the basic concepts were concrete before discussing more challenging information about the topic. She made sure the students knew how to cross multiple before introducing solving portions with a variable.
She would include a problem in the fantastic five that would be an example of what the students would learn that day. When they would discuss and solve the fan five problems, the teacher was able to see how much the students already knew about the topic and how much they were able to solve. This let the teacher know how much time and what information she needed to review for prior knowledge before giving the lesson.
The teacher also had the students make a flip-chart prior to learning measurements and conversions. This engaged the students in an activity and made it easier for them to learn the material because they already had created a handy reference chart to use.
The teacher also made sure their prior knowledge of the basic concepts were concrete before discussing more challenging information about the topic. She made sure the students knew how to cross multiple before introducing solving portions with a variable.