Thinking Back and Moving Forward

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Understanding Student Thinking in Geometry and Measurement Thinking Back and Moving Forward

description

Thinking Back and Moving Forward. Understanding Student Thinking in Geometry and Measurement . Future Dates. October 22-29: First book study posting January 9, 20, and 24: 8 Standards of Mathematical Practice training January 30-31 : 2 nd Geometry/Measurement Class - PowerPoint PPT Presentation

Transcript of Thinking Back and Moving Forward

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Understanding Student Thinking in Geometry and Measurement

Thinking Back and Moving Forward

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Future Dates

October 22-29: First book study postingJanuary 9, 20, and 24: 8 Standards of Mathematical Practice trainingJanuary 30-31: 2nd Geometry/Measurement ClassMarch 19-20: 3rd Geometry/Measurement ClassApril 15-17: TIE Conference in Sioux FallsApril 25-28: NCTM National Conference in Philadelphia, PAJune 5-7: Leadership ED 751 Class in SpearfishJune 18-22: History ED 741 Class at TIE

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Course Goals

• To deepen instructive content knowledge around geometry and measurement.

• Recognize key mathematical ideas with which their students are grappling.

• Find ways to support the power and complexity of student thinking.

• Recognize typical student misconceptions related to geometry and measurement.

• Develop strategies to help students move beyond these misconceptions and facilitate conceptual understanding.

• To understand how core mathematical ideas in geometry and measurement develop across grades.

• To deepen mathematics content knowledge in geometry and measurement.

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Course Checklist

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Sherry

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Tammy Jo

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Pegge

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Joni

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Annie

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Group Tasks

• Recorder: Traveled the farthest this summer

• Time Keeper and Materials: Took the most classes this summer

• Presenter: Has a birthday closest to July 4th…the peak of summer

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Van Hiele Levels

• In groups, discuss the reading from homework in the Van de Walle book.

• Share the big ideas with your group.

• Write the common big ideas on chart paper and post on wall.

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Shape Sorts• Van de Walle

– K-3 Activity 7.1 pgs. 194-195– 3-5 Activity 8.1 pgs. 212-213

• through bullets one and two, DO bullet three, bullet four, and DO bullet five.

• With your group, discuss the question at the STOP sign and then read and discuss the “Assessment Note” on pg. 214 or 195.

READREAD

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Trish

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Mary

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Marcy

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Pam

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Geoboard Expansion

• Refer toVan de Walle– K-3 Activity 7.3 pg. 197– 3-5 Activity 8.3 pg. 215

• Also refer to Kathy Richardson book pg. 50

• Use “Geoboard Shapes to Copy” handout for this activity

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Mystery Definition

• Refer to Van de Walle– K-3 Activity 7.6 pg. 207– 3-5 Activity 8.6 pgs. 224-225

• Also refer to Kathy Richardson book pg. 52

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Mystery Definition Cont.

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Mystery Definition Cont.

• Partner up with someone at your table who is wearing similar colors as you.

• Design your own Mystery Definition and have your partner solve it.

• Refer to Figures 7.14 pg. 206 (K-3) or 8.14 pg. 225 (3-5)

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Triangle Sort• Refer to Van de Walle• Not in K-3 book• 3-5 Activity 8.7 pg. 225• Your task is to sort the entire

collection into three groups so that no triangle belongs in two groups.

• Once your first sort is done, find a second criterion for creating three different groupings.

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Reflections/Closure• Geometry Presentations tomorrow:

– Nancy/Lindsey– Mary/Jami– Cathleen/ Gail– Marcy/Pegge– Cheri/Kelly/Heather– Annie/Pam

• Complete Daily Reflection handout and turn it in. See you tomorrow morning at 8:00!

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Understanding Student Thinking in Geometry and

Measurement

October 18, 2011

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Should Math Be Taught In Schools?

Miss USA 2011 — Should Math Be Taught In Schools - YouTube.flv

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Jami

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Nancy

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Lindsey

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Cathleen

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3-D Creativity

• Construct your play dough into a 3-D geometric shape that describes you this week. Be ready to explain it.

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Case Studies

• Read Introduction pgs. 1-3• Read Chapter 1 pgs. 5-7• Read Cases 1, 2, and 5• Answer focus question 1-4 on

pg. 38

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Case Studies Cont.

• In small groups discuss focus questions for cases 1,2 and 5.

• When discussing be sure to discuss the language and results you observed when students completed Circle the Triangle activity to the children’s language and thinking in the cases.

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Laurie

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Jenny

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Sandra

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Sandy

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What’s in the Envelope?

In groups of 3:One person describesOne person drawsOne person write description being said.

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Developing Meaning for Geometric Terms

• Read Cases 9, 10, and 11. • Independently answer focus

questions 1-3 on handout pg. 50.

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Kelly

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Cheri

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GailBonnieHeather

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Angles in a Triangle

• In partners, complete Angles and Angle Measures.

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Geometry PresentationsLindsey/NancyMary/JamiCathleen/GailMarcy/PeggeCheri/Kelly/HeatherSandra C./TrishAnnie/Pam

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Gail’s Menu Math

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Closure

• Homework for next class• Exit Question