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Ideas and Features For New Teachers 
and Veterans with Class

Volume 5, Issue 17

September 2009

StarTeaching Store Advertise with us Previous Articles Submit an Article FREE Reports Feature Writers New Teacher's Niche Tech Center  

Our Back-To-Back, Back-To-School Issues
Packed with excellent articles on getting yourself and your students back into school mode!

Remember to bookmark this page and to visit our website for more great articles, tips, and techniques!

Also, feel free to email this newsletter to a friend or colleague!  

SQ3R Sheet
Check out our NEW FREE online resources, including the SQ3R sheet for reading 
and the Paragraph Graphic Organizer for writing.  These are forms you can fill in online and print, or have your students fill them in and print them for class!

Paragraph Organizer


Would you be interested in becoming a Featured Writer for the StarTeaching website?

Our Newsletter is now posting a opening for a creative educator interested in designing a set of weekly science activities for students and teachers to use.  

Email your resume and letter of interest to:  editor@starteaching.com


  StarTeaching Feature Writer

Reflective Writing - A Learning Process

By Munir Moosa Sewani

Reflection lies somewhere around the notion of learning and thinking. We reflect in order to learn/explore something, or we learn as a result of reflecting. In our day-to-day life, we experience so many things, which eventually we forget when time comes to explore it. Reflective writing is the best way to keep you remembering your day-to-day experiences and to share it with others. It is a learning tool for the classroom practitioner.

Reflective Writing is an evidence of reflective thinking. It is a conscious learning process where we share our experiences. Such writing helps us to evaluate our positive points, while at the same time, it provides us learning opportunities and to improve the areas, where some furnishing is required. It is more personal than other kinds of academic writing. It is mostly done by the classroom practitioners to gain further insights from their work through deeper reflection on their experiences.

Some researchers suggest that teachers move through a series of concerns that impact the focus of their reflections. So we can say that reflective writing may be a means of becoming clearer about something.

Donald Schn (1999) in Educating the Reflective Practitioner writes about reflection-in-action. He describes a process of learning by doing with the help of a coach. This is after all the way we all learned to talk as infants. As mature practitioners we are able to exploit the process more fully. To maximize our learning we can question and challenge the coach, ask for clarification and together build new understandings. In this way we learn to be reflective with our partner.

Another helpful way of understanding the process of reflection is described by Stephen Brookfield in Becoming a Critically Reflective Teacher. ( Brookfield , 1992) describes the process of hunting out our assumptions and critically examining them. Look for the assumptions that underpin your practice and then play devil's advocate and develop a contrary argument. You now have two sides of an argument to evaluate. This is engaging in personal critical reflection. An example might be your assumption that there is no place for collaboration between students completing assignment work, that it should be all their own work if the assessment is to be valid and accurate. Think back to your own collaboration with your partner in peer review.  Did collaborating increase the product of your learning? Did you learn more than you would have done alone? Could this be the case when our students work together?

Reflective writing is a vigorous process. One needs to brainstorm before turning formal ideas in black and white. Many times, it happens that we feel burdened writing a piece on regular basis. The best way is to maintain a reflective diary and to write it on regular basis.  When you feel something challenging in your classroom, grab the paper and pen, and start writing a few lines to remember.

The first step to begin with is to describe what you know --- what you can see and hear, what a person tells you, and so on. While you are in a classroom, ask yourself questions such as the following if you are trying to describe a person, event, or learning context: What is the physical description? What behaviors are observed? What is going on? When did it occur? Who was involved in it? Where am I at that very moment? What is the perspective from which I am observing and what are the perceptions of others about it? How does my perspective impact what I see, hear and know? What did me and others do?  

While you are describing a scene, you are likely to consider why things happened the way they did. You are moving into analysis. This process is critical to reflective practice. To analyze something, one needs to be conscious. You must be optimistic, while at times, you need to criticize things as a positive tool of learning. You can ask a few questions to yourself like why do I think things happened in this way or what are the other ways for that thing to happen? Why did I choose to act the way I did or what alternative act was better to opt for? What was I thinking and feeling? What were the feelings of others? How might this have affected my choice of behavior? How might the context have influenced my and others experience?

Being able to describe something and figure out why it happened isn’t enough to improve one’s teaching. A reflective practitioner needs to see the overall meaning of events in order to use them to improve teaching practice. Consider the following questions: Why did this seem like a significant event to reflect on? What have I learned from this? How could I improve? How might this change my future thinking, behaving, and interactions?

Later, try to find the implications. The most powerful reflection focuses on student learning – how you will shift your practice to improve learning for your students. Edit and compile it once you are done with something achieved. Celebrate your writing with the other colleagues and amateur teachers.

The example of my reflective writing will help you to see how a reflective writing is written.

Reflecting upon my teaching always provides me many dimensions of learning. It helps me to improve and overcome my weaknesses. When I entered the field of teaching, I was an amateur. I had many questions in mind: will the students accept me? Am I really creative enough to bring about changes in teaching profession? For a couple of months, I was in denial- I did not accept criticism and thought myself as a best teacher! But I wasn't. I learned gradually that without reflecting on teaching practices, it wouldn't have been possible to improve. As time passed, I started reflecting upon my teaching. This was actually a transformation process and taught me how to be a reflective teacher.

During eight years of secular and religious teaching, I came across many challenges. I accepted these and they've served as a real evaluation tool for analyzing my teaching growth.

Here I'm sharing one student's examples whose life was changed because of my little effort.

On the first day of my teaching at Religious Centre to class 1, I came across a slow learner child. While I was teaching, he distracted the attention of the others. When I asked questions, he was blank. For few days, I avoided him. The more I avoided, the more he misbehaved. I talked to his parents. When his parents told me that he was a slow learner, I felt ashamed how I ignored him on the basis of his behavior. That event changed my life. At that time, I decided to carry on learning about his problem. I read books and developed different activities and designed easy lessons. I also gave him extra time. I used activity based methods of teaching. At the end of a year, he was able to learn a few things. The headmaster decided to fail him. Being a responsible teacher, I decided that rather than de-motivating, we should appreciate him for learning something. He was shifted to class two. After few years of repetition, he was promoted to class three, where fortunately, I was given a chance to be his teacher again. His mother was guided by the headmaster to send him to our Special School . Being a responsible teacher, I denied this and took his "Adaptive Behavior Skill" testing, which I learned during my Master Trainer in special education.  I identified him as a slow learner not a disabled child.

During class 3, I involved him more in class activities. He was allowed to sit wherever he wanted to sit in class. I also taught him basic skills. His parents were happy with my efforts. At the end of the year, he learned a few things. But again, his gradual learning and improvement in behavior was an achievement.

While teaching him, I observed his interest in graphics, so I told his parents about it. I've wherever possible raised my voice against others to keep him in the Centre and continue to learn. I feel it's important to cater to such children. For there will be many more like him who'll need the attention of the teacher and the Centre. We as a team can make a difference in their lives. This is something which hopefully will be understood in years to come with more awareness of children with special needs.

The tool of appreciation and extra attention brought change in his life. Today, I'm happy that although he's studying gradually, he's working as a graphic helper with his dad too.

I believe that every child can learn, regardless of his/her abilities/disabilities. Accepting challenges and demonstrating confidence to bring change is the sign of a reflective practitioner.

Munir Moosa Sewani is one of the most famous, prominent and creative names in the field of Education in the past 9 years. He is a Master Trainer In Special Education, Post Graduate, Teacher Educator and a Teacher. He is a Freelance Writer and Photographer, in addition to his role as a featured writer for StarTeaching's newsletter for more than two years now. He is an author of the famous self-published storybook for children titled "The MORAL STORIES FOR CHILDREN" and has also written a Biology book for Secondary Classes. He has written more than 50 articles dealing with social, health, educational and cultural issues, which are internationally recognized and published in famous world wide websites, newsletters, magazines and newspapers. 

He is also a Social worker, private tutor, career counselor, musician, lyrics writer and has multi-dimensional talents. His future plan is to write dozens of informative articles and to work for education and media, in order to explore hidden creativity.


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Mastering Basic Skills software:


There are six modules designed to test the basic ability of an individual in terms of Memory & Concentration. Needless to say this is the most important basic skill for not just to survive but also to thrive in this competitive environment. Each of the six modules tests the six variants of Memory & Concentration in an individual, namely: 1. Picture recognition
2. Paired Associate Learning
3. Immediate Recall
4. Serial processing
5. Parallel processing
6. Recognition and Recall
Each of these modules runs at three different levels, from easy to difficult.

At each level, the individual's performance is depicted as Scores Obtained.

A feedback has been built into the software for all these 18 levels depending on the marks one scores during the test. 

Each individual can assess his/her performance any time by clicking on "history", which gives complete details of date and time of taking the tests, marks scored each time and even time taken to do the test. This builds the confidence level and encourages more participation to eventually culminate in improvement and enhancement of memory and concentration.

Essentially, this software is a SELF AWARENESS tool that surely motivates the individual to realize one's capability and seek or be receptive for improvement. Also, if repeatedly done over a period of time works as Training tool to enhance their capability.
This software package is specifically designed to help young children to learn basic skills that will help them in school.  Continued follow-up will give these young learners success as they mature.  

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  TECH/21st Century CORNER

Web 2.0

By Mark Benn
Middle School Teacher

Mark's latest articles are focusing on 21st Century Learning and the latest research to drive 21st Century Teaching. 

Web 2.0 to me is fantastic, exciting, creative, connecting, and finally frustrating. You may wonder why I started with all those great things and then ended with a negative. The reason why I think it is frustrating is because there are so many things you can do with web 2.0 with a multitude of great sites and great applications that it can get overwhelming trying to decide what to use. About the time I find one (a website) that I think will work really well for the content I’m having the students work on, I find another one that looks equally great or even better. I’m learning to look for specific tools that do specific things and keep focused on that so I don’t get overwhelmed. 

As a fifth grade teacher with students that are pre-Facebook and Twitter is blocked I’ve had to look for alternatives. My students have enjoyed blogging at http://www.classblogmeister. com. This blog site has been designed for education where nothing is posted or commented on till it goes through the teacher. It’s been great to see parents post comments to their own children’s blogs. Another site my students have enjoyed is http://voicethread.com/#home. I’ve had students tell stories through a storyboard format with audio. Voice Thread has been described as Power Point on steroids. One of the Web 2.0 tools I want to use more of this year is a Wiki. I’ve had an account with www.wikispaces.com for at least two years, but haven’t used it. Last month in our team project we used Google Docs so much it got me excited about Wiki’s so that has become a goal for my classroom. 

As you’ll find in this Ted talk Web 2.0 is here to stay, but is going to move forward. Kevin Kelly talks about the next 5000 days on the web. This is a Ted talk from Dec. 2007 on what the web is and what it will become as Web 2.0 moves on to Web 3.0. He concludes with the idea that “We are the Web”. You can see this at: http://www.ted.com/index.php/ talks/kevin_kelly_on_the_next_ 5_000_days_of_the_web.html. When you look at all the social connecting tools being used today you can certainly see why “We are the Web”. The users of the web are the molders of what the web is becoming.

The link: http://oreilly.com/pub/a/web2/ archive/what-is-web-20.html? page=1 (Sept. 30, 2005) is another great resource explaining what and where Web 2.0 came from. It goes through the history of Web 1.0 using the example of Netscape and moving into Web 2.0 with Google as its example. It follows many of the leading Web 2.0 tools and what they represent.

I look forward to working more and more with Web 2.0 tools as I immerse my students in using the Internet for their learning.

Mark Benn earned his B.S. from Western Michigan University and his Elementary Certification from Northern Michigan University.  He is a 21 year teaching veteran of 5th and 6th grade students at Inland Lakes Middle School in Indian River, MI.  He is currently working on Masters of Integration of Technology from Walden University. 

Prior to teaching, Mark spent 11 years as Department Manager for Sears, Roebuck and Co. dealing with emerging technologies.  He has been married to his wife Bonnietta for 32 years with one daughter and two sons.  In the summers, Mark works for Mackinac State Historic Parks in the as a historical interpreter.

StarTeaching Featured Writer

Mark Benn is a leading expert in using technology in the classroom.  
You can feel free to contact him on email at mbenn@inlandlakes.org or at his blogsite:  http://www.furtrader.blogspot.com/ 


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  StarTeaching Feature Writer

Evaluation of Reading Activities (Pre, While and Post) for Upper Primary Classes IV, V and VI highlighting the use of those activities by the teachers in the classroom (part 1)
By Rozina Jumani
Educational Consultant

This is the first in a multi-part series displaying Rozina Jumnai's research findings. 


In the words of Joseph Addison, “ Reading is to mind what exercise is to the body”, in fact reading plays an important role in the learning process its vital role in acquisition of knowledge, which leads to independent learning.

This research study was conducted to evaluate pre, while and post reading activities in particular English textbooks for upper primary classes IV-VI in the multi-lingual context of Karachi, where English is learnt as a second, third or a foreign language for most of the students.

The purpose of the study was to identify and evaluate reading activities (pre, while and post) from the particular textbooks for classes IV, V and VI. Besides, it was to find out the relevancy of curriculum with the School’s vision in the light of new learning directions.

The study was divided in to two phases in the first phase reading activities from the textbooks were analyzed as pre, while and post reading activities with the help of a checklist. Phase II was based on the interview session with four teachers who were teaching those text books in classes IV, V and VI, and eleven students who studied from those textbooks were also interviewed.

From the analysis, it was concluded that although, all the reading activities (pre, while and post) are apparently not mentioned in the English textbooks in the form of instructions, but any skilled language teacher might use those text books in the better way.

It was also discovered that most teachers of that school, employed a lot many reading activities while teaching those lessons/units from the text books, keeping in mind students’ level of interest, their perceptibility, their prior knowledge etc. Hence teachers tailored the textbooks’ exercises and use them as per their needs.  


Reading is vital to all learning; it plays an important role in the child’s learning process.

It is an essential skill for children to acquire basic language skills that includes listening, speaking, reading, writing, spelling, vocabulary, punctuation etc; unless they are able to read; they will not understand and comprehend the text. Although, reading and understanding go together as it makes the learning process more effective and meaningful but there comes the role of teachers along with those instructional strategies through which all children eventually comprehend the text, no matter how difficult the text would be. For this reason the focus of the study was to explore those reading activities (pre, while and post) from a particular English textbooks used in Upper Primary section i.e. IV, V and VI that can play a key role in facilitating students to understand the meaning of the text.

My interest in conducting this research study arose from my own concern about teachers’ attitudes towards following language text books. Most of them believed that it is a tool for language learning so teachers need to be skilled while using those text books; hence it is the prerogative of teachers to choose the parts from the textbooks and to devise and many activities that foster students’ motivation to read. On the contrary, other group of teachers felt that textbooks are written for the students keeping their age, cognitive level and interest in mind therefore, it is important to follow them step by step, then only one would be able to contribute properly and does justice with the textbook. Sullivan (1992) mentioned learning as an interactive and on going process, that way we came to conclusion that teachers’ instructional plan decides how to go with that reading text and what to be learnt been when and how to be learnt, its all the choice of the teachers.

During schooling, I did not understand the purpose of reading, for me it was an activity like other instructional activities, when teachers asked us in the classroom to read and then follow questions/exercises at the end of the text, and I used to take reading activity as fun. Richards, J.C (1997: 64) shared the reasons for reading, he mentioned, “there are three major reasons for preparing students to read: (1) to establish a purpose for reading a given text, (2) to activate existing knowledge about the topic and thus get more out of reading the text, and (3) to establish realistic expectations about what is in the text and thus read more effectively.

In my professional capacity, I worked in upper primary section as Teacher Educator, there all language teachers whether they were experienced or novice, grouped together for skills enhancement program. In our regular monthly meetings we used to discuss issues related to classroom teaching syllabus planning, challenges which students faced etc. there we discovered that teachers had difficulty in finding reading activities i.e. Pre, while and Post; thus, I chose this study to review reading activities of the text books used in our school.

Part 2 of this series will detail Rozina's research methodology & context, and literature review.  


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Understanding Depression (part 3)

Courtesy of K12Academics.com

Subjective Experience of Being Depressed

The feeling of depression is one of emotional suffering, sometimes seen as a mental analogue of physical pain. Someone who is depressed may be said to have a 'heavy heart', or if more seriously depressed be 'broken-hearted', because of a common sensation of the emotion in the chest. Other somatic expressions can be a sense of 'low spirits', a 'drag' or being weighed down, and a heaviness in breathing, expressed as despondent or dejected sighing. It may also be associated with apathy, boredom, emptiness and lack of any positive source of interest or joy.

Depression, however, is a medical condition. You can be sad, yet not be depressed. Depression can be a hormonal imbalance that needs to be treated. It may be caused by a loss or personal failure (as in sadness), personal rejection, or indeed by any undesired outcome or situation, particularly if the situation happens or continues despite the efforts of the subject. In addition to sadness, there can in a depressed mood be a conscious resignation that the unpleasant situation is difficult to change. Usually whatever causes the state of depression is consciously recognized as the cause, which is not necessarily the case with longer-term clinical depression. Other conscious factors in maintaining depression may be loneliness and long-term stress. All these factors combine under the heading of innate emotional needs, known as human givens, not being met causing the person to worry excessively.

External affective signs of depressed mood also include a physical hunching or stooping, or putting the head in the hands, and an appearance of being physically subdued, and flatness of speech. See also Dysphoria.


Sadness and sorrow tend to refer to a feeling about specific events, whereas 'depression' can be a state of more generalized, and possibly chronic, gloom and despondency that is not relieved by companionship or hope. Sadness is more likely to involve weeping as an external sign, and the corresponding subjective experience of tension in the throat.



Article courtesy of K12Academics.com



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Part mystery, part science fiction, Year of the Dogman is an imaginative, compelling, and adrenaline-pumping adventure. Author Frank Holes, Jr. takes no prisoners in creating a diabolical creature that leaves the forest to prey on the hapless hamlet of Twin Lakes in Northern Michigan . When night falls, the nocturnal beast, Dogman, scares the living daylights out of anyone he happens upon as he searches for a timeless treasure stolen from a Native American tribe. In the midst of the chaos, a young teacher is forced to put two and two together no matter how high the cost to rid the village of the treacherous man-beast who thrives on destruction and terror.  

In The Haunting of Sigma, Frank Holes, Jr. returns fans of the legendary Dogman to the wild world of cryptozoology in Northern Michigan .  This darker, far more sinister prequel to Holes’s first novel fully establishes his hold upon the imaginations of readers all over the Midwest .  June 1987 ushers in the hot, dry summer season, but something else far more horrifying has taken up residence in the deep wilderness in Kalkaska County .  The Dogman, a supernatural combination of canine and man, has returned to wreck havoc upon the tiny, sleepy community of Sigma.


Based upon the epic Greek tale of The Odyssey, yet set in the American Wild West, The Longquist Adventures: Western Odyssey chronicles the journey of a young boy and his guide through a perilous world of dangerous encounters and fantastic creatures.  It is a world of gun fights at high noon, stampedes on the great plains, stagecoach robbery, and an ultimate showdown with a ruthless, powerful gangster aboard a turn-of-the-century paddlewheel in the San Francisco Bay.  Can the time-traveling boy and the law-abiding Marshal restore order to the chaos of the American West gone truly wild?

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Click Here For The
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The Dogman, a creature of MythMichigan, is an excellent example of modern-day folklore to study in your classes.   


The Longquist Adventures, written for elementary students, is excellent for teaching mythology and classic stories to young children.  

Look for Western Odyssey this summer!

We now have special offers on Classroom Sets of our Novel.  Click here for more information:





New Teachers' Niche: 
A Place for New Teachers, Student Teachers, and Interns

Third Day of Class Writing Assignment

The writing process is important to focus on for all teachers.  The Third Day Assignment gets our kids into the swing of essay writing for the year.

This is the first real attempt by our students to write a paragraph under the rules and guidelines for their grade level. The topic is easy, because it asks them to describe something they learned during the first two days of school. There are dozens of things students learn those two days, in school (classes, passing periods, lunch time, recess) and out of school (at home, at practice, at clubs or organizations, with their families or friends).

Brainstorming and organizing are key to the first paragraph, so we spend a great deal of time in discussion of the topic. It is important that each student has a concrete example to use in his or her paragraph. Have students fill out the graphic organizer, and go over it with them. Even pair up students if necessary. Teach the prewriting at this point and work hard at it so the students can go through this step quickly in the next writing assignment coming up in a few days.

Be sure to allow a generous amount of time this day for the extended teaching of the prewriting and the students' attempt at writing out a paragraph. Now we know some students will be good at this and really fly through it, and that's fine. Make sure those students have a secondary assignment to work on when they're done. Your real task is getting those middle-of-the-road and below average writers kicked in. Keep the time period risk free and encourage your kids, but also prod and push them to finish. Regardless of how much they completed, be sure to collect ALL the essays at the end of the class period.

Keep in mind that this is the first attempt by your students, and there will be a few pretty good ones, several ok ones, and probably a lot of bad ones. Keep the encouragement going. You want the kids to give you an excellent effort, even if it is a poor product. It's much easier to improve the writing than the student's effort.

Interested in FREE writing activities you can print out and use immediately in your classroom? Simply click the following link to our writing page: http://www.starteaching.com/writing.htm

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Be sure to check out our website for more great information, tips, and techniques for new teachers, student-teachers, and interns in teacher prep programs. Also be sure to check out our Who-I-Want-To-Be teacher plan for preparing yourself to enter the educational profession.  Simply click the following link: http://www.starteaching.com/free.htm

Want to check out the articles in our Student-Teaching series?  Check out our special Student-Teaching page through the following link:  http://www.starteaching.com/studentteachers.htm


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"Just Five More Minutes"
Author Unknown

Themes on Life

What are your priorities?

While at the park one day, a woman sat down next to a man on a bench near a playground.

“That’s my son over there,” she said, pointing to a little boy in a red sweater who was gliding down the slide.

“He’s a fine looking boy” the man said. “That’s my daughter on the bike in the white dress.”

Then, looking at his watch, he called to his daughter. “What do you say we go, Melissa?”

Melissa pleaded, “Just five more minutes, Dad. Please? Just five more minutes.”

The man nodded and Melissa continued to ride her bike to her heart’s content. Minutes passed and the father stood and called again to his daughter. “Time to go now?”

Again Melissa pleaded, “Five more minutes, Dad. Just five more minutes.”

The man smiled and said, “OK.”

“My, you certainly are a patient father,” the woman responded.

The man smiled and then said, “Her older brother Tommy was killed by a drunk driver last year while he was riding his bike near here. I never spent much time with Tommy and now I’d give anything for just five more minutes with him. I’ve vowed not to make the same mistake with Melissa.

She thinks she has five more minutes to ride her bike. The truth is, I get Five more minutes to watch her play.”

Life is all about making priorities, what are your priorities?
Give someone you love 5 more minutes of your time today!


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In This Week's Issue 
(Click the Quick Links below):

Reflective Writing - A Learning Process

Tech/21st Century Corner: 
Web 2.0

Evaluation of Reading Activity Research

New Teacher's Niche:
Third Day of Class Writing Assignment

Themes on Life:  
"Just Five More Minutes"

School Issues:
Understanding Depression (part 3)

10 Days of Writing Prompts

10 Days of Math Problems

Back To School Book Sale for Teachers

Book of the Month Club:
Secrets Of The Teenage Brain


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10 Days Of


What does PATIENCE mean?


How do we show patience in school? 


Write down 5 ways you are patient at home.


Describe FOUR jobs that require you to be patient.


Describe two important lessons you've learned this week in class.


Why is it important to be patient with your friends?


How do we maintain our patience when there are difficult situations?


Describe a time when you have not been patient.  What happened? 


Is it always easy to be patient?  Why or why not?


 List four facts you've learned this week in school and tell how each is important to real life.


10 days of writing prompts


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Secrets of the Teenage Brain: Research- Based Strategies for Reaching & Teaching Today's Adolescents

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10 Days of 
Math Problems
by Mary Ann Graziani

Day 1 A rectangular living room measures 12 feet by 10 feet. 
A carpet placed on the floor leaves a border 2 feet wide all around it. 
What is the area of the border?
Day 2 A square has sides that measure 15 cm. 
A rectangle has a length of 18 cm. 
The perimeter of the square is equal to the perimeter of the rectangle. 
What is the area of the rectangle?
Day 3 Kevin can mow a square lawn that is 30 meters of each side in 45 minutes. 
If he works at the same rate, how many minutes will it take Kevin to mow a square lawn that measures 60 meters on each side?
Day 4 To get to school, Chad must either walk around a circular lake or canoe across it.  
The diameter of the lake is 2 miles. 
How much shorter is his trip if he canoes across the lake rather than walks around it? 
For the value of pi, use 3.14.
Day 5 Chloe agreed to wash all of the windows in Todd’s giant art studio. 
There are 400 square panes of glass each measuring 2.5 feet on each side. 
Todd offered to pay 10 cents per square foot.  
Chloe said she would rather get paid 60 cents a pane.  
Todd agreed and was happy that he was actually going to save money. 
How much money will Todd save?
Day 6 Grandma has an old family recipe for blueberry pancakes. 
She can make 8 pancakes that are each 10 inches in diameter.  
Grandma decided that the pancakes were way too large for her grandchildren and decided to make pancakes that were only 2 inches in diameter. 
How many small pancakes will Grandma's recipe make?
Day 7 Ben draws a circle inside a square piece of paper whose area is 400 square inches.  
He makes sure than the circle touches each side of the square. 
What is the area of the circle?
Day 8 A piece of square paper has a perimeter of 32 centimeters. 
Nicky's dog, Rocky, tore off 1/4 of the paper. 
What is the area of the remaining paper?
Day 9 A length of wire is cut into several smaller pieces. 
Each of the smaller pieces are bent into squares. 
Each square has a side that measures 2 centimeters. 
The total area of the smaller squares is 92 square centimeters. 
What was the original length of wire?
Day 10 Theo tied his dog, Flash, to a pole in the middle of the yard using a 10 ft. leash. 
Flash dug holes in the yard everywhere he could reach. 
Theo had to reseed the part of the lawn that Flash destroyed. 
Grass seed costs $1.40 per package and covers 50 square feet. 
What did it cost Theo to reseed the lawn?


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