Actividad para conocer mejor a los estudiantes mientras se insentiva el pensamiento crítico y la creatividad. 
12 preguntas curisosas
Se puede aplicar con estudiantes pequeños pero tal vez hay que ajustar un poco las preguntas. 

Rambus Dynamic Random-Access Memory (RDRAM) was developed in the 1990s by Rambus Inc. as a high-speed alternative to traditional DRAM. It was designed to provide faster data transfer rates, making it an ideal choice for high-performance computing applications. Initially adopted by Intel for use in its Pentium 4 processors, RDRAM gained recognition for its ability to handle large amounts of data efficiently.

Key Features of Rambus Memory

One of the defining characteristics of Rambus Memory is its ability to operate at much higher clock speeds than conventional SDRAM. RDRAM uses a unique architecture, featuring a narrow, high-speed data bus that allows for increased bandwidth. Unlike traditional memory modules, RDRAM employs a serial memory interface, which reduces signal interference and improves data integrity. Additionally, it utilizes advanced signaling techniques such as Rambus Signaling Logic (RSL) to enhance performance.

Another notable feature is its heat dissipation mechanism. Due to its high-speed operation, RDRAM generates more heat than standard memory modules. To address this, Rambus developed a heat spreader that helps maintain optimal operating temperatures. This feature made RDRAM more suitable for demanding applications, such as gaming and multimedia processing.

The Rise and Fall of RDRAM

Despite its technical advantages, Rambus Memory faced several challenges that limited its widespread adoption. One major drawback was its cost. RDRAM was significantly more expensive than its competitors, such as DDR (Double Data Rate) SDRAM, making it less attractive to budget-conscious consumers and manufacturers. The licensing fees imposed by Rambus Inc. also contributed to the high cost, discouraging widespread adoption.

Additionally, compatibility issues hindered RDRAM’s success. Intel initially supported the technology but later shifted its focus to DDR memory due to market demand and cost-effectiveness. As DDR technology improved and became more affordable, manufacturers and consumers gradually moved away from RDRAM. By the mid-2000s, Rambus Memory had largely disappeared from mainstream computing, replaced by DDR variants that offered similar performance at a lower cost.

Legacy and Impact of Rambus Memory

Although Rambus Memory is no longer widely used in consumer PCs, its influence on memory technology remains significant. The high-speed data transfer techniques pioneered by Rambus paved the way for modern memory innovations, including GDDR memory used in graphics cards and high-performance computing applications. Rambus Inc. continues to develop memory solutions, focusing on next-generation technologies such as high-bandwidth memory (HBM) and security solutions for data centers.

Conclusion

Rambus Memory was a groundbreaking innovation that set new standards for memory speed and efficiency. While it faced challenges that prevented it from becoming the dominant memory standard, its technological advancements continue to shape the evolution of modern computing. The lessons learned from RDRAM have influenced the development of faster and more efficient memory solutions, ensuring that Rambus Inc.’s legacy remains an integral part of the industry.

This is a Power Point in which students will have to quickly recognize if it is a boy or a girl. The idea is to do it as a warming up activity with the whole group, but also you can call random students to say the answers.
At the end, it includes some pointing/circle part.

Complementary ppt to continue working with Boys and Girls vocabulary.

HOLA

Paso por aquí  después de algo de tiempo para compartir con ustedes una actividad para quienes terminan rápido sus  trabajos en clase.
LEE Y ENCUENTRA
Consta de 3 círculos con temas de

Las tarjetillas mencionan que imágenes ubicarán  y señalarán según el tema.

Imprime, recorta, plastifica. 
Usa marcador de pizarra.
Deseo les sea de utilidad.
Gracias.
Mariela

This Power Point was used to introduce the vocabulary of Our Body in a Prekinder (non bilingual school)

At first, you show each one of the body parts and say the name out loud. Student must repeat and point in their own bodies, the part that they are seeing.
After that, you choose some random students to come to the board and circle or cross some specific body part.

At the end, they have to come and point the body part that the teacher says.

This Power Point was used to introduce the vocabulary of Boy and Girl in a Prekinder (non bilingual school)

At first, you show each one of the genders and say the name out loud. Student must repeat and do the mimicry that the teacher does. This helps them to remember.

After that, you choose some random students to come to the board and point with some picture work.
At the end, there is a questions game with: Can you show me a girl/boy in this table?

Queridos maestr@s les tengo el siguiente recurso: "JUEGO: ENCUENTRA LOS NÚMEROS DE LA TABLA DEL 2 Y 3", espero les guste mucho.
Este recurso fue elaborado en JAMBOARD, pueden utilizarlo en sus clases virtuales, con el fin de seguir reforzando las multiplicaciones de manera divertida. Pueden enviar a sus estudiantes en pequeñas salas y jugar de manera cooperativa.  

INDICACIONES:
🖱Dar clic al enlace que te llegará al correo y CREAR UNA COPIA.
🖱 El recurso es editable, podrás realizar todos los cambios necesarios.Podrás añadir otras imágenes de tus personajes favoritos.
🖱 Espero les sirva muchísimo.

👉Les comparto el Link de la RULETA: https://es.piliapp.com/random/wheel/

NOTA:
⭐Ver el VIDEO, allí les explico como usar el material 🤗

📍Si te gustó, no olvides dejarme un comentario y revisar mis otros recursos. 🤗

Con cariño, 
Miss Leidy

             También pueden seguirme en FACEBOOK como 👇
                        MISSES CONECTADAS
          https://www.facebook.com/Misses-Conectadas-1009...

The five-finger rule is a strategy from a student agency to help early reader students choose a personal reading with the perfect difficulty for each one independently.

Tip: Paste this poster in the corner of the classroom library so that they can support themselves in the choice

Pick a Book: Choose one from your classroom library.

Open a Page: Flip to any random page.

Start Reading: Read word by word.

Count: Raise a finger for each word you don't know or can't say.

Check: At the end of the paragraph, see how many fingers you have up.

Decide: Use your finger count to see if this book is a good fit.

This amazing freebie from Teacherspayteachers is a positive reinforcement tool to use in your classroom. 

It has two different bingos: one of 25 numbers and other of 100 numbers. I printed the 100 numbers bingo and I would paste them onto a color paper sheet. On the first day with my students, we would vote for a price (e.g: 5 more minutes of recess, ice cream day, movie or short film, etc)

I also had sticks numbered from 1 to 100 ( I used the 100 numbers bingo) wraped in an elastic band that I left in my classroom. 
After each class I assessed the behavior of the class and I chose a number of sticks they'd earned on that class, and I select one student per stick to randomly pick one of the sticks. The number written on that stick is the number that I would cross out of the bingo chart. 

You can make it as difficult as you want: they have to complete the full bingo card, you can make a letter or a diagonal line. 

The best game to play with the entire classroom and practice different skills:
-Reading numbers and operations.
-Pronunciation.
-Menthal math
-Addition with one digit addens.
-Attention and concentration.

Suggestions:
Print out the “I Have, Who Has” flashcards on card stock or paste the sheet on construction paper, cut each card and laminate them so they will last for many years to come.

How to play the game?:
Distribute the cards randomly to your students (some students may get more than one card)
Select a student to begin by reading their card aloud (example: I have 14. Who has 3+4?)
The student who has the card with the correct answer to the previous student’s
“Who Has...” question reads their card aloud (example: I have 7. Who has 10+5?) And so on.
Students must listen for their turn and try not to break the chain.
When the chain circles around to the first student, the game is over.

Practice the game once with your students so they understand how the game works, then see if they can “beat the timer.” Set a timer for 2 minutes, 5 minutes, or whatever. Challenge them to finish the game before the timer goes off.

Disclaimer: I downloaded this resource from superteacherworksheets with a paid account.