The Kohelet Prize Database

Database Entries Tagged with: math

Film Festival in Bloom

The goal of the fifth grade film festival project is to develop critical thinking across the curriculum by integrating the use of Bloom’s taxonomy in a project that encompasses writing, researching, technology, math, environmental science, and service.

By: Kim Sivick, Jodi Deichman from Katz Hillel Day School

Grade(s): 5, 6, 7, 8, Middle school

Subject(s) of entry: Computer Science, English/ Writing/ Language Arts, Math, Science, Technology, literature

Pedagogy: PBL - project based learning, Wholebrain Teaching, 21st Century Skills

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The Space We Create

The presentation that follows is based on years of perseverance and experimentation as to what makes for a meaningful and happy learning space for children. “The Space We Create" shows how this is cultivated by using everyday materials to create innovative and flexible classroom spaces. With dedication and care, children will thrive.

By: Amy Sroka from Solomon Schechter School of Westchester

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: English/ Writing/ Language Arts, Math, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Social and Emotional Learning, Social Studies

Pedagogy: Blended Learning, Constructivist, Experiential Education, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Building a Mathematical Menorah

The Menorah is one of the most prominent symbols of Hanukkah. Students collaborated to design and build a Menorah based on Mathematical principles. Students then incorporated the “Keshet of Kavod” (Rainbow of Respect) into the design, emphasizing Jewish values. The built Menorah was then used in the Maccabia games and was showcased at the JCC.

By: Danielle Sapiens from Yavneh Day School

Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Engineering, Math, Philosophy/ Values/ Ethics/ Hashkafa, Social Studies

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, PBL - project based learning, UBD - understanding by design

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An Interdisciplinary Study of the Lenape People

SW’s aim is for students to cultivate their identity as global citizens who recognize and respect cultural similarities and differences among kol yoshvei tevel (all who dwell on Earth). Our third-grade study of the Lenape tribe showcases that effort through an integrated curriculum incorporating hands-on, project-based learning and exploration.

By: Elise Goldman, Alyssa Gioio, Sara Herbrand, Denise McGinnity, Glenn Simonelli from Schechter Westchester

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, History, Math, Science, Social Studies, Technology, literature

Pedagogy: Blended Learning, Experiential Education, IBL - inquiry based learning, PBL - project based learning, Wholebrain Teaching, 21st Century Skills

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Shifting Math Models

In order to better differentiate in our math classrooms, we recently shifted our math model from a "pull-out" model, where students were pulled out into above and below level groups, to a "push-in" model, where a third teacher joins the classroom and the teachers teach in small groups.

By: Elana Willig, Yvonne Ostrov from Magen David Yeshivah

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Math

Pedagogy: Constructivist

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Interdisciplinary​ ​Integration Through​ ​Service​ ​Learning for​ ​Middle​ ​School​ ​Students

Classroom instruction focuses on the sources and then the development of Jewish law. It is then taken out of the classroom weekly so that students have the opportunity to put the lessons into practice. Lessons and projects incorporate language arts and math skills, torah, art, technology, science, and health.

By: Edith Horovitz from Martin J. Gottlieb Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Halacha, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Tanach, literature

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Are You ‘Board’ with Traditional Lesson Plans? GAME ON!

GameOn! provides students with innovative skills they use to create board games based on their mastery of a particular topic. Students transform their knowledge of any subject into a tool used by other students. Creating a website, we connected classrooms across the globe through educational game play and development.

By: Stephanie Teitelbaum and Lauren Resnick from Martin J. Gottlieb Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, Math, Science, Social and Emotional Learning, Social Studies, Technology, literature

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Gamification, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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Creating a Culture of Goal-Setting: Intrinsic Motivation and Personalized Learning

In view of the importance of intrinsic motivation as well as personalized learning, kindergarten students at Yeshiva Lab School engaged in an in-depth study of goals and goal-setting. Each child set goals over the course of the year with the guidance of an educator, who used these goals to target instruction.

By: Rachael Simon from Kohelet Yeshiva Lab School

Grade(s): K, 1, 2, 3, Elementary school

Subject(s) of entry: English/ Writing/ Language Arts, Ivrit, Math, Social and Emotional Learning, Tanach, Tefila

Pedagogy: Constructivist, Social and Emotional Learning, 21st Century Skills

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Creating a Positive Learning Culture

Creating a Positive Learning Environment is is divided into five sections:

• The Goals
• The Space
• The Station Rotation Model
• The Language
• The Organization
Each section of the google slideshow portrays how I have developed my learning environment into a space where positivity and child centered learning is of primary focus.

By: Elana Kurtz from Rabbi Pesach Raymon Yeshiva

Grade(s): K, 1, 2, 3, Elementary school

Subject(s) of entry: English/ Writing/ Language Arts, Math, literature

Pedagogy: Blended Learning, Constructivist, Social and Emotional Learning, 21st Century Skills

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ART LAB

Today art rooms have become hubs that dynamically enrich students’ lives in multiple ways. The art room at MJGDS uses traditional materials in addition to modern technologies and the infusion of Judaism, Math, Science, Engineering, Language Arts, and Social Studies make it a high tech space for student creativity and innovation.

By: Shana Gutterman from Martin J. Gottlieb Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, Foreign Language, History, Math, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, literature

Pedagogy: Blended Learning, Design-Thinking Model, Gamification, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Kindergartners Construct a South Campus Community Theater to Enhance Their School’s Learning Environment

In Kindergarten at MILTON, the theme of community guided our work and was woven into all aspects of our curriculum. Over the course of a semester, we explored the concept of community through the lens of theater. Our multi-disciplinary curricular approach to learning culminated in the creation of the South Campus Community Theater.

By: Lisa Davis, Xani Pollakoff, Vasilios Pournaras from Milton Gottesman Jewish Day School of the Nation's Capital (formally JPDS-NC)

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Math, Science

Pedagogy: Design-Thinking Model, Experiential Education, PBL - project based learning, Wholebrain Teaching, 21st Century Skills

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Three Biological Systems – The Fuchs Mizrachi 2016-2017 STE(A)M Learning

Every year, the FMS Lower School embarks on an 8 week intensive learning journey in preparation for our annual STE(A)M fair. This journey encompasses so much, but at its core, this experience lays the foundation for life-long learners and information seekers; involvement in this process remains the most valuable lesson for our students in the LS.

By: Sima Maryles and Jessica Segen from The Fuchs Mizrachi School

Grade(s): 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Foreign Language, Gemara, Halacha, Ivrit, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Technology, Tefila

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, Language Immersion, PBL - project based learning, Social and Emotional Learning, Socratic Method, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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100 Day Sculpture Museum

Happy 100th day of school! In this project, students will be challenged to use exactly 100 items to create a sculpture to be exhibited along with a bar graph and written statement for a special 100th Day Museum. Motivation increases as students apply mathematical skill, creative thinking, and problem-solving to this real-life learning experience.

By: Tamar Volosov from Melvin J. Berman Hebrew Academy

Grade(s): K, 1, 2, Elementary school

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Math

Pedagogy: Blended Learning, Constructivist, PBL - project based learning, 21st Century Skills

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STEM Day 2.0

I organized and planned a school wide STEM Day. This event consisted of 5 different STEM-based activities that all students in the school actively participated in. All activities were hands-on and allowed the students to see the connection between school, STEM, and the real world.

By: Lisa Shamus from Beth Tfiloh Middle School

Grade(s): 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Engineering, Math, Science, Technology

Pedagogy: Blended Learning, Experiential Education, Wholebrain Teaching, 21st Century Skills

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Differentiated Instruction in a Learning Support Class

For the past 3 years I have been finding new ways to use differentiated instruction in my 2nd to 5th grade learning support classroom. In my class I teach students to take charge of their own learning in order to reach their potential. I use positivity and encouragement to build my students up so they have the confidence to take risks and try their best.

By: Mrs. Rachel Glauser from Perelman Jewish Day School-Forman Center

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Ivrit, Literature, Math, Special Education

Pedagogy: PBL - project based learning, Constructivist

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Mah Nishtana Goes Tech

Over the course of last school year first graders learned the basics of coding using Scratch Jr. Each lesson in Scratch Jr. also included concepts that were taught elsewhere in the curriculum. The first graders extended their coding skills late last spring by programming our resident robots to travel to a designated spot and ask and answer the Mah Nishtana in the correct order as we had studied in class in preparation for Pesach.

By: Mrs. Toby Kaplowitz, Ms. Elissa Hozore from Beth Tfiloh Dahan Community School

Grade(s): 1, 2, 3, Elementary school

Subject(s) of entry: Computer Science, Halacha, Ivrit, Math

Pedagogy: PBL - project based learning, Constructivist, 21st Century Skills

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Mrs. K and the Food Festival

To help students explore real-world uses of decimal arithmetic, and also to encourage team building and creativity, I introduce this 2-part challenge to my Math students. First, in groups, they create thematic pop up restaurants for their classmates. In the second part, each student is given a random guest amount and is directed to calculate total costs for their orders from each restaurant to plan for a catering event.

By: Mrs. Sari Kopitnikoff from Rosenbaum Yeshiva of North Jersey

Grade(s): 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Math

Pedagogy: PBL - project based learning, 21st Century Skills

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First Comes Wonder

What does Real World Learning mean in the elementary classroom? Making science, social studies, current events and the children's natural interests the launching point that ties together the reading, writing and math.

By: Mrs. Debra Tolchin from Yeshivat Noam

Grade(s): 1, 2, 3

Subject(s) of entry: Literature, Math, Science, Limudei Kodesh - Ben Adam Lechavero

Pedagogy: UBD - understanding by design

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