This week in class, we went over measurement, estimation, geometry and spatial sense, and perimeter/ area. I understood all of the concepts with perimeter and area however, I was stumped
when I had to think on the spot, about what the area/ perimeter was for that shape. Today's class had 4 different presenters, presenting their knowledge on geometry and spatial sense. all of the presenters did a great job of using manipulatives, and visuals in order to teach the lesson more effectively. In today's lesson we used mirrors, isometric paper, shapes, toothpicks, marshmallows and measuring tape in order to supplement the learning process. I feel that all of these learning materials are effective for all grade levels, from grades 4 to 7. The first presenter we had was Marissa, explaining
 |
| Heartwell, 2015 |
reflections, and spatial sense. She did a really effective job on showing the class how to do a reflection, using manipulatives, and the white board. This example was a great way of catering to the visual learners.
The textbook has a specific section on using Euclidean transformations (pg. 393), for explaining how to transform an object using spatial sense. This example can be represented as showing a flip of reflection, using a Mira, or a transparent mirror to reflect the shape. In the textbook they use the transparent mirror to represent flipping a shape across a side, across a line of symmetry, changing orientation, distance from the flip line, and an angle at the flip line. To the left, is a picture that I took in class, which represents how to flip a shape across a side. I found this task rather difficult without the
 |
| Heartwell, 2015 |
mirror, and was actually forced to use one in this example. Transparent mirrors or (Mira) can be very helpful for explaining flips and tranformations to a student who has difficulty visually representing a flipped shape. Students can actually see the flipped picture when they look through the plastic, so it is easier for the students to trace the image onto the paper.
The next presenter was Nicole, who explained 2-D and 3-D shapes to the class rather effectively. She originally had the class explain how a piece of paper is represented by a 2-D shape and a text book is represented as a 3-D shape. The activity represented below, reveals the manipulatives she used to explain vertexes, vertices, and edges on a shape. In the example below, the vertexes were represented by marshmallows, having
Nicole explain that the plural term for vertexes were vertices. I feel that this terminology will be difficult for the students to understand, and needs to be explained before the lesson takes place. On page 348 of the Small textbook, it explains the many components of 3-D shapes. It does a great job of visually representing what bases (face), vertexes/ vertices, and edges are.
The next presentation was Anthony's presentation on measurement, explaining the differences between defining perimeter and area. He explained perimeter, as being the measurement of the outside edges, and area as the amount of space within the object. His example on the board was excellent for explaining how to calculate area (LXW) and perimeter (L+L+L). The competition he had the class do was complete a series of questions on area and perimeter, and whomever completed it
the quickest got to display their work on the board. This example was a very effective way of getting the class competitive, and testing their knowledge at the same time.
In the text book (pg.448), it does a good job of visually representing area as being cubes within the shape, and hence why area is a cubed number. This example also is a good way of representing that shapes can have the same are, yet have different perimeters. What I learned from this example was how to measure perimeter the quickest and most efficient way, by recognizing similar lengths and just doubling them.
Our last presenter was Tim, on measurement, using standardized numbers. A few students within the class were asked to mark their own height on the white board, having the class estimate their height, before we actually measured it. In the text book (Small, 418), there is a great example of comparing lengths, exactly what Tim had us do in his example. He had us estimate our own height as a comparison for measuring the smallest to tallest volunteer. What I liked the most about this presentation was the real life connections, he used in order to effectively explain his topic of measurement.
All of these presentations were very well done, and gave me the resources to use in my upcoming placement. Each presenter was very knowledgeable about their topic, which would give the students a more effective understanding of the topic. Thanks for the treats Joyce!!
 |
| Heartwell, 2015 |
The next presentation was Anthony's presentation on measurement, explaining the differences between defining perimeter and area. He explained perimeter, as being the measurement of the outside edges, and area as the amount of space within the object. His example on the board was excellent for explaining how to calculate area (LXW) and perimeter (L+L+L). The competition he had the class do was complete a series of questions on area and perimeter, and whomever completed it
 |
| Heartwell, 2015 |
In the text book (pg.448), it does a good job of visually representing area as being cubes within the shape, and hence why area is a cubed number. This example also is a good way of representing that shapes can have the same are, yet have different perimeters. What I learned from this example was how to measure perimeter the quickest and most efficient way, by recognizing similar lengths and just doubling them.
Our last presenter was Tim, on measurement, using standardized numbers. A few students within the class were asked to mark their own height on the white board, having the class estimate their height, before we actually measured it. In the text book (Small, 418), there is a great example of comparing lengths, exactly what Tim had us do in his example. He had us estimate our own height as a comparison for measuring the smallest to tallest volunteer. What I liked the most about this presentation was the real life connections, he used in order to effectively explain his topic of measurement.
All of these presentations were very well done, and gave me the resources to use in my upcoming placement. Each presenter was very knowledgeable about their topic, which would give the students a more effective understanding of the topic. Thanks for the treats Joyce!!
No comments:
Post a Comment