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EDUC 4334: J/I Mathematics

EDUC 4334: J/I Mathematics. Week Three!. Week 3 : September 23 – 27- - S 3 Overview…. Assignment 1-Any questions? (brief) Focus This Week: Problem Solving Content Areas: Geometry; Patterning To Start: Short Geometry Review Then: getting started on Problem Solving

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EDUC 4334: J/I Mathematics

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  1. EDUC 4334: J/I Mathematics Week Three!

  2. Week 3: September 23 – 27-- S3Overview…. • Assignment 1-Any questions? (brief) • Focus This Week: Problem Solving • Content Areas: Geometry; Patterning • To Start: Short Geometry Review • Then: getting started on Problem Solving • First, some comment on problem solving “today” • Then, aProblem!

  3. J/I Math Week 3Into the details… • In Ontario geometry, three main areas of study: • Geometric Properties • Geometric Relationships • Location and Movement • (These were my “substrands”)

  4. J/I Math Week 3 Geometry… • Geometric Properties • Getting to know 2-D and 3-D shapes and figures • For example: • Name some 2-D shapes • Name some 3-D figures • Name some types or classifications of angles based on their size

  5. J/I Math Week 3Geometry… • Geometric Relationships: • Learning and understanding the relationships or connections among 2-D and 3-D shapes and figures…for example, the rectangle… • Is a rectangle always/sometimes/never also a square? • [sometimes—reversing it, a square is also always a rectangle] • Is a rectangle always/sometimes/never also a parallelogram? • [always] • Or…Why is a cube also a “squared-based rectangular prism”? • [Because, as above, a square is also a rectangle] • Or…When are two shapes “congruent”? • [When they are identical in shape and size]

  6. J/I Math Week 3Geometry… • Location and Movement • Use of 2-D grids, Cartesian plane (x-y), points, plotting, etc. • Also, movements such as slides (translations), flips (reflections), and turns (rotations), symmetry, etc. • Also, changes such as enlargements and reductions in scale(dilatations)

  7. J/I Math Week 3Geometry… • A Few Resources (there are many): • Small’s text (2013 chaps 15 & 16) is excellent • Manipulatives—e.g. 3-D solids • Virtual manipulatives—e.g., NLVM • http://nlvm.usu.edu/en/nav/vlibrary.html • (e.g. pattern blocks)

  8. J/I Math Week 3Problem Solving… • On to PROBLEM SOLVING! • First, What is this focus on Problem Solving? • See PowerPoint “TTPS-Perspectives” for a brief introduction [found on Resources page of 4334] • Second, A Problem! • Go to EDUC 4334 Resources in Franks’ website • http://faculty.nipissingu.ca/dougf/ • Open “North Bay October Workshop Menu 1” • Scroll to p. 8: Pattern Block Families

  9. J/I Math Week 3Problem Solving in Geometry… • Pattern Block Families • Read the problem (all four questions) • What properties of 2-D shapes might be useful here? • Each table will need: • Bag of pattern blocks • Sheet of chart paper • Marker(s) • You have XX minutes to solve-show all work on paper • Then post your work on board… • We will discuss!

  10. J/I Math Week 3Problem Solving in Geometry… • Problem Solving—Pattern Block Families • In remaining time we will discuss the activity and our reporting on it in a bit more detail. • Handout. • Take 10 minutes (dependent on time remaining) to consider individually or with members of your group the questions on the sheet . (Consider all reporting sheets as a single set.) • We’ll discuss as a large group • This activity was really all about exploring the properties of, and relationships among, the six 2-D polygons that make up the set of Pattern Blocks. Since young students are quiert familiar with using PBs, this activity represents a slightly more complex investigation. Can be TTPS example. • Next time we meet: Assignment 1, Part A, due

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