examples

toc

=Class Discussions= given parallel lines, and they had to discover the relationship between the pairs of angles. This is our follow-up discussion. || media type="custom" key="2293093" ||
 * The class had just finished an activity where they were

=Individuals=
 * This video goes through the "think, pair, share" model of determining what Math 7 students knew about decimals before we started our decimals unit, and what Algebra I students knew about equations before beginning that unit. ||  ||

=Groups= a camera for them to video each other. || media type="custom" key="2277975" ||
 * The class was divided into groups, and I gave each group

=Student Use=
 * In this video students were asked to film any math that they found around the school. We'll probably try this activity again at the end of the year and see if the students have discovered additional math around the school. || media type="custom" key="2297411" ||

=Information for Absent Students= so they can create the foldable notes at home and be prepared for class when they return. || media type="custom" key="2247837" ||
 * These two videos were created for absent students
 * || media type="custom" key="2247841" ||

=Activities for Absent Students= One, to have students watch when they were absent for the activity. And two, I usually end up doing this activity in the dead middle of Winter. This way if it's too cold outside, or there's snow, we can still complete the activity. || media type="custom" key="2255545" ||
 * This activity was created for two purposes.

=Substitute Use= The sub wouldn't have to teach anything and your students wouldn't miss out on a day of learning. You could even make each video personal. "Bobby, sit down now please." "Sally, no more talking!" || ||
 * What if your substitute just turned on a video...and there you were!