understanding student thinking in geometry and measurement

Understanding Student Thinking in

Geometry and Measurement

January 30-31, 2012

• Geometry – What is and angle?– Attributes and Definitions

• Minimal Defining List

• Measurement– The value of estimation in measurement – Structuring Area– Measurement concepts with Tangrams– Angle Measurement– Aspects of size– Moving from informal to formal

Goals

Literature in Math

Exit Question Activity from October

• Independently look over your answers for 3 minutes.

• Partner up with your elbow partner and discuss for 5 minutes.

• As whole table, discuss your answers for 5 minutes.

What is an Angle?

• Watch video “What is An Angle”

• Read Cases 13-16 and answer focus questions 1-6

• Share out student definitions

Break

Making Polygons

• Make polygons that satisfy each set of conditions on your worksheet. – Make quadrilaterals– Make triangles– Make hexagons

Definitions versus Attributes

• Read Cases 18-20 and answer focus questions 1-5

• What is the difference between an attribute and a definition?

• Minimal Defining List page 230 in Grade 3-5 Van de Walle

Measurement

• Read Van de Walle Measurement Introduction – K-3 Book: Chapter 8 pgs. 223-228– 3-5 Book: Chapter 9 pgs. 252-

257

• Note big ideas while reading

Go-Around One Protocol• Person #1 reports one idea that she/he

recorded• While Person #1 reports, other group

members listen, but do not question Person#1, comment, or give clues.

• When Person #1 finishes, Person #2 reports while the group listens.

• Repeat until all group members have reported all of their ideas.

• The group discusses ideas that were reported.

Measuring Penny – Using Informal Units of Measurement

Dismiss

See you back here at 8:00 tomorrow

morning!!!!

Inch By Inch

String Activity

• Discuss in small groups:–What was the purpose of this activity?

–What did we learn about our students?

Art Class Task

• Complete task independently• Read the scoring guide• In small groups review student work and score their work and compare the scoring that was done. •How would this activity help students make sense of area?

Break

Measurement Concepts with Tangrams

• Work on handout with small group•What are the mathematical concepts being developed?•How would this activity help students make sense of area?

Triangle Areas

• Make as many different triangles with 6 square units on your 10 x 10 dot grid paper.

• If you were not restricted to the 10 x 10 grid, what is the largest perimeter possible?

Lunch

Angle Measurement Activity

• Look at the two angles. Which angle is larger?

• Independently answer these questions:– What is an angle?– What does it mean for a triangle to have

180˚?– What does it mean for a four sided figure

to have 360 ?– What does it mean to say a line has 180

?– What does it mean to say a circle has

360 ?• What is the purpose of this activity?

Amelia Earhart Problem

• Read through the problem and work independently.• Discuss with shoulder buddy.

Break

I can’t respond to any emails today…Something has crashed on my computer and the mouse is missing.

Presentations

• Nancy and Lindsey• Mary and Jami• Cathleen and Gail• Tammy and Joni• Bonnie and Sandra B.• Laurie, Jenny, and Cabrini• Marcy and Pegge

Reminders

• Next class March 19-20– Presentations

• Tammy and Joni• Cheri, Kelly, and Heather• Sandra C. and Trish• Bonnie and Sandra B.• Annie and Pam• Laurie, Jenny, and Cabrini

More Reminders• Book Study Dates and Chapter

– Chapter 4: February 10 (Probably posted February 9)

– Chapter 5: March 9– Chapter 6: April 13

• Summer Classes– ED 751- Leadership Class in

Spearfish: June 5-7– ED 741- History Class at TIE: June

18-22