The three students I focused on all struggled because they had a partial understanding of how to use a protractor. These students were confused about which way they should measure their angle. Instead of following the numbers the way their angle opened, they measured it from the opposite side. This resulted in a large number when they were measuring an acute angle. These students still had a partial understanding of how to use their protractor because they set it up correctly. The angle measurement they should have had was 57 degrees. These students’ answers were around 123 degrees. This means that their protractors were set up correctly, they were just looking at the wrong side. 3: Developing Students’ Mathematical Understanding Based …show more content…
Standards: 4.G.3: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. 4.G.4: Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge and technology). Identify these in two-dimensional figures. 4.M.6: Measure angles in whole-number degrees using appropriate tools. Sketch angles of specified …show more content…
Although only half of the students misunderstood the types of angles, I thought it would be useful for everyone to review. Only two of my students were able to master using a protractor correctly, so I felt that this was an important concept that the whole group needed to be taught in a new format. When teaching the students how to use a protractor in my original lesson, I did not have a large example for everyone to see while I was explaining this. I think that this visual was necessary for the students to gain a better understanding. As a result, I included a guided practice portion where everyone could see how I was using and manipulating the protractor. To begin my re-engagement lesson, we reviewed the different types of angles. I had my students show me the different types of angles with their arms. I gave them examples of a few different angle measurements and they showed me which type of angle it would be. With each example I had the students explain to me why they chose their answer. I used this explanation process help them think through their answers and conceptualize each type of angle. This activity helped the students that were confusioned about the different types of
Upon completion of this task, the students will have photographs of different types of lines, the same lines reproduced on graph paper, the slope of the line, and the equation of the line. They will have at least one page of graphing paper for each line so they can make copies for their entire group and bind them together to use as a resource later in the unit.
A triangle has certain properties such as all of the angles. add up to 180o and even if we have never thought about it before we clearly recognise these properties ‘whether we want to or not’. Cottingham. J. 1986). The 'Secondary' of the 'Se A triangle’s real meaning is independent of our mind, just as God’s existence is.
Branson also uses various verbal prompts to increase student performance and correct behavioral responses. These prompts are also displayed on posters in the classroom identify and remind students of appropriate classroom behavior. When the students are changing actives or leave the room, Mrs. Branson holds up one finger and says “one” aloud to the class. “One” represents the the acronym SLANT, which is a strategy that enhances learning and student performance by creating a behavior incorporating the conscious use of positive body language (Professional Learning Board). SLANT prompts students to sit up, listen, ask and answer questions, nod your head, track the speaker. When Mrs. Branson says “two” students stand up and push in their chair and get ready for “three” which is the transition to the next activity and students systematically line up in a single
In my Teaching Professions with Field Experience class, we were to create two lesson plans throughout the semester; one that involved the use of technology and the other without. The rules that went along with the lesson plans were as follows: the speaker is supposed to act out the lesson that they have prepared and their classmates were supposed to act accordingly to what grade level the lesson pertained to. Lastly, during the presentations, the students were to write three good qualities the speaker or the presentation had. In addition, they had to write one wish which was something a student thinks would make the lesson better. For the first project lesson I constructed, I incorporated the use of technology to discuss the identification and use of monochromatic colors for the sixth grade level.
Researchers have commenced that manipulatives are a powerful addition to mathematics instruction. Achievement in mathematics could be increased by the long-term use of manipulatives, as found by Meta-analyses by Suydam and Higgins (1977), Parham (1993), and Sowell (1989). The history of manipulatives for teaching mathematics extends at least two hundred years. More recent crucial influences have included Maria Montessori, Jean Piaget, Zoltan Dienes, and Jerome Bruner. Each of these pioneers and researchers has accentuated the importance of authentic learning experiences
...o identify any geometric shapes someone would recognize. We see trees, people, and clouds. As a matter of fact, not even the staff the man in the focal point is holding is geometrical in shape, but crooked, as if it had been used for years. It is amazing how both geometric and organic shapes can create something that looks almost as authentic as a picture.
Instead of teaching us how to do projects and essays, how to use the quadratic formula, how to understand the concept of war, teach us instead the art of persuasion. Teach us the ways of entertaining an audience, the dilemmas that the world faces. Teach us that there are an enormous amount of issues in the world and they come with an abundant amount of solutions. To learn how to engage an audience is to learn how to teach one.
The movie “The Class Divided” was a very inspirational movie because it taught a lesson on discrimination and racism. The film covers Jane Elliot experience with the “eye-color” exercise and it shows how the participants responded to being a victim of discrimination. The teacher who came up with the exercise was a third grade –teacher that wanted to explain to her kids the reasons behind Martin Luther King death. She divided each class she taught up by their eye color and treated them according to whatever eye color was more superior that day. Her lesson influenced and inspired the younger kids and older adults because it taught them a life learning lesson that could stick with them for years to come.
The construction phase would not be possible without the knowledge of basic geometry. Points, lines, measurements and angles are often used to lay out the building in accordance to the architect drawings.
The general consensus was that either of the other three was fine. So I have chosen to base my resource on angles with some properties of quadrilateral and triangles as supplement to the angles work. A factor in this decision was that angles were a topic coming up in the scheme of work. My resource will probably end up not being one resource, but several that when used together, hopefully creates a good lesson or series of lessons. My mentor also added that my resource should be used on a Promethean interactive whiteboard, as the department were going to have two of them introduced into the department, and the teachers who were going to use them, are not very ICT literate and could find a good resource extremely useful.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
There are six diagonal lines. At one end there are circles on them giving the impression of three circular prongs. At the other end the same size lines have cross connecting lines consistent with two square prongs. These perceptions can violate our expectations for what is possible often to a delightful effect.
The first impossible construction to be examined is the trisection of an angle. Its purpose, to divide an arbitrary angle into three equal angles, could have proved useful for a variety of fields. However, mathematicians failed time after time to come up with a solution using only a compass and straightedge. It began to be pondered circa 5th century B.C. in Greece during the time of Plato. T...
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.