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Ms. Raser's Classroom

  • Middle School 662 Liberty Avenue Middle School
  • Brooklyn, NY
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.

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I teach a self-contained 6th grade class. I teach math, ELA, science, and social studies daily with integrity to a group of 30 students, five of whom are diverse learners. To differentiate instruction, I do a one hour block of reading math centers. During that block, I rotate students every 20 minutes to do either an independent center, group center, independent reading, or to me to be pulled for differentiated instruction. Right now in math, we are studying ratios, rates, unit rates, and percentages. As we explore and dive into unit rates, I am setting up a conversion math center so that students can use rates between measurements to convert measurement in one unit to measurement in another unit. They'll use these materials to help them manipulate and transform units appropriately. Specifically, I've requested yardsticks and measuring tapes, as we measure things hands on to aid in our unit on rates and conversions. The graphing calculator will be used in a center in which students work on graphing their rate/ratio data on a coordinate plane. There are also a set of volume beakers for students to assess and measure liquid quantities as well. Students perform better in math when they have hands on experiences and work with manipulatives.

About my class

I teach a self-contained 6th grade class. I teach math, ELA, science, and social studies daily with integrity to a group of 30 students, five of whom are diverse learners. To differentiate instruction, I do a one hour block of reading math centers. During that block, I rotate students every 20 minutes to do either an independent center, group center, independent reading, or to me to be pulled for differentiated instruction. Right now in math, we are studying ratios, rates, unit rates, and percentages. As we explore and dive into unit rates, I am setting up a conversion math center so that students can use rates between measurements to convert measurement in one unit to measurement in another unit. They'll use these materials to help them manipulate and transform units appropriately. Specifically, I've requested yardsticks and measuring tapes, as we measure things hands on to aid in our unit on rates and conversions. The graphing calculator will be used in a center in which students work on graphing their rate/ratio data on a coordinate plane. There are also a set of volume beakers for students to assess and measure liquid quantities as well. Students perform better in math when they have hands on experiences and work with manipulatives.

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About my class

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