April 20

Math ⅚
- If you feel like you are getting stuck on an example and you are not sure if they fully
understood it, don't go over that same example again. Start fresh with new values and
see where the issue might be. This makes the stronger students not bored and it helps
the teacher identify areas of misconceptions.
- For struggling students, use only variables, instead of values, to communicate the
process. Then they can replace variables with known values and leave the one that they
still do not know.