ummarize the below passage by including the setting or environment, content or subject, lesson or activity, and the organization of students or groups. Entitled "Stock Up," this math class focuses on fraction and decimal concepts through a stock market simulation. The class features 19 gifted 6th graders from 8 schools, nine 11-year-olds, and ten 12-year-olds. All are native English speakers of high to low middle-class status and are state-identified as academically gifted. With no designated curriculum, I create and acquire my units and resources using gifted standards. I use "systems" and "relationships" concepts to teach accelerated math standards. I accommodate my students' exceptionalities through adequate challenges and higher-level thinkin
Summarize the below passage by including the setting or environment, content or subject, lesson or activity, and the organization of students or groups.
Entitled "Stock Up," this math class focuses on fraction and decimal concepts through a stock market simulation. The class features 19 gifted 6th graders from 8 schools, nine 11-year-olds, and ten 12-year-olds. All are native English speakers of high to low middle-class status and are state-identified as academically gifted. With no designated curriculum, I create and acquire my units and resources using gifted standards. I use "systems" and "relationships" concepts to teach accelerated math standards. I accommodate my students' exceptionalities through adequate challenges and higher-level thinking. Inquiry and social learning contexts are used to foster problem-solving skills, higher-order thinking, and student responsibility. Timid learners are often inhibited by low esteem and anxiety, engaged through individual work and small group collaboration. I assigned students' seats, dispersing confident communicators to ensure that the discussion spanned the room and allowing reluctant students to be heard. Students will make connections and represent mathematics in multiple ways. Applying knowledge of the connections through logical reasoning to formulate and evaluate conjectures requires higher-order thinking and a complex understanding of concepts. Engaging students in rich discourse fosters growth as they process, adapt, and personalize mathematics through the thoughts of others to reach and communicate understanding. The goals enable students to make connections between rational concepts and see how subgroups of a number system build on one another. This facilitation guides students to form conjectures individually, collaboratively (small groups), and collectively (whole class) to predict a fraction's decimal form. Intradisciplinary connections are made to
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