1 / 25

AMP 2013-2014: Saturday #2

AMP 2013-2014: Saturday #2. Ted Coe, Grand Canyon University, 2013. Some materials were also created or refined as part of the development of the “Math 5: Geometry” curriculum for Arizona State University’s Teaching Foundations Project. . My Summary. Ways of doing Ways of thinking

beyla
Download Presentation

AMP 2013-2014: Saturday #2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. AMP 2013-2014: Saturday #2 Ted Coe, Grand Canyon University, 2013. Some materials were also created or refined as part of the development of the “Math 5: Geometry” curriculum for Arizona State University’s Teaching Foundations Project.

  2. My Summary • Ways of doing • Ways of thinking • Habits of thinking http://www.youtube.com/watch?v=ZffZvSH285c

  3. The Broomsticks The RED broomstick is three feet long The YELLOW broomstick is four feet long The GREEN broomstick is six feet long

  4. Perimeter What is “it”? Is the perimeter a measurement? …or is “it” something we can measure?

  5. Perimeter • Is perimeter a one-dimensional, two-dimensional, or three-dimensional thing? • Does this room have a perimeter?

  6. Measurement What do we mean when we talk about “measurement”?

  7. How about this? Measurement • Determine the attribute you want to measure • Find something else with the same attribute. Use it as the measuring unit. • Compare the two: multiplicatively.

  8. Area: Grade 3 CCSS

  9. Draw the following parallel and perpendicular lines: X Z Y Y: Perpendicular to line “X” passing through the corner of the opposite square Z: Perpendicular to line “Y” passing through the intersection of the square and line “Y”. X: Along the right side of the hypotenuse’s square

  10. Warm-up: Geometric Fractions

  11. Geometric Fractions

  12. How many Rotations?

  13. Draw the following parallel and perpendicular lines: X Z Y Y: Perpendicular to line “X” passing through the corner of the opposite square Z: Perpendicular to line “Y” passing through the intersection of the square and line “Y”. X: Along the right side of the hypotenuse’s square

  14. Area of one green triangle = a b Area of blue square = a c Area of whole (red) square = c b OR This means that: b c c a b a

  15. http://www.cut-the-knot.org/pythagoras/

  16. Find the dimensions of the rectangle • Find the area of the rectangle

  17. Find the dimensions of the rectangle • Find the area of the rectangle • Find a rectangle somewhere in the room similar to the shaded triangle

  18. Or not… http://goldenratiomyth.weebly.com/

  19. What do you mean when you say two figures are similar ?

  20. Working with similar figures • “Similar means same shape different size.” • “All rectangles are the same shape. They are all rectangles!” • “Therefore all rectangles are similar.”

  21. What is a scale factor? Teaching Geometry According to the Common Core Standards, H. Wu Revised: April 15, 2012. Grade 7 notes, p.49:

More Related