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Thinking Back and Moving Forward

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

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Thinking Back and Moving Forward

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

  2. Future Dates October 22-29: First book study posting January 9, 20, and 24: 8 Standards of Mathematical Practice training January 30-31: 2nd Geometry/Measurement Class March 19-20: 3rd Geometry/Measurement Class April 15-17: TIE Conference in Sioux Falls April 25-28: NCTM National Conference in Philadelphia, PA June 5-7: Leadership ED 751 Class in Spearfish June 18-22: History ED 741 Class at TIE

  3. 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.

  4. Course Checklist

  5. Sherry

  6. Tammy Jo

  7. Pegge

  8. Joni

  9. Annie

  10. 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

  11. 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.

  12. 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, DObullet three, bullet four, and DObulletfive. • With your group, discuss the question at the STOP sign and then read and discuss the “Assessment Note” on pg. 214 or 195. READ READ

  13. Trish

  14. Mary

  15. Marcy

  16. Pam

  17. 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

  18. 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

  19. Mystery Definition Cont.

  20. 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)

  21. 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.

  22. 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!

  23. Understanding Student Thinking in Geometry and Measurement October 18, 2011

  24. Should Math Be Taught In Schools?

  25. Jami

  26. Nancy

  27. Lindsey

  28. Cathleen

  29. 3-D Creativity • Construct your play dough into a 3-D geometric shape that describes you this week. Be ready to explain it.

  30. 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

  31. 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.

  32. Laurie

  33. Jenny

  34. Sandra

  35. Sandy

  36. What’s in the Envelope? In groups of 3: One person describes One person draws One person write description being said.

  37. Developing Meaning for Geometric Terms • Read Cases 9, 10, and 11. • Independently answer focus questions 1-3 on handout pg. 50.

  38. Kelly

  39. Cheri

  40. GailBonnieHeather

  41. Angles in a Triangle • In partners, complete Angles and Angle Measures.

  42. Geometry Presentations • Lindsey/Nancy • Mary/Jami • Cathleen/Gail • Marcy/Pegge • Cheri/Kelly/Heather • Sandra C./Trish • Annie/Pam

  43. Gail’s Menu Math

  44. Closure • Homework for next class • Exit Question

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