Task 1
docx
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
AVA2
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
8
Uploaded by kclinedinst
Kyle Clinedinst
Student ID-001029234
BMM2- Task 1: Understanding and Teaching Plane Geometry or Measurement Of Plane Figures
Part A:
A. Study the plane geometry or measurement of plane figures content standards for your state and do the following:
1. List three content standards from your state that apply to plane geometry or measurement
of plane figures for grades K–6. The three selected standards must represent three different grade levels.
Grade 1: “1.MD.2 Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.” -Ohio Learning Standards/Mathematics Grade 1
Grade 2: “
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.” -Ohio Learning Standards/Mathematics Grade 2
Grade 3: “3.MD.8 Solve real -world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.”-Ohio Learning Standards/Mathematics Grade 3
2. Write a sample problem for each
of the three standards to illustrate the evolution of student understanding.
Grade 1: How long is each object? Use paper clips to measure the length. (For this hands-on question, the teacher will provide the students with the materials needed. Example below.)
Pencil: _____ Paper Clips
Marker: _____ Paper Clips
Grade 2:
Use a ruler to measure the lengths of the following objects in inches. (For this hands-on question, the teacher will provide the students with the materials needed. Example below.)
Pencil: __________
Scissors: ________
Grade 3:
Using the centimeter ruler, measure the length of each side of the quadrilateral. Then find the perimeter. Perimeter = ______
3. Provide a solution for each
problem that demonstrates each
step or explains the thinking process involved in determining the solution.
Grade 1: How long is each object? Use paper clips to measure the length. (For this hands-on question, the teacher will provide the students with the materials needed. Example below.)
Pencil: __
6
__ Paper Clips
Marker: __
4
___ Paper Clips
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Thinking- For this problem, the students will need to understand that the length of an object is measured from one end to the other. Students will need to take the paper clips
and align them from one end of the object all the way to the other with very little space in between. The measurement is the number of paper clips, and the unit is one paper clip. Grade 2:
Use a ruler to measure the lengths of the following objects in inches. Pencil: ____
7 inches
____
Scissors: ___
8 inches
___
Thinking- For this problem, students will need to be taught that most rulers do not measure from the edge. The zero is usually a small amount away from the edge. Then, students will take what they learned from first grade to measure the object. (The length of an object is measured from one end to the other.) Students will place the objects at zero and measure from one end to the other and find the whole number that is closest. Some measurements will not be exact, so they will measure to the nearest whole number. Mixed numbers are not taught until 3rd grade.
Grade 3: Using the centimeter ruler, measure the length of each side of the quadrilateral. Then find the perimeter. 10 cm
5 cm
Perimeter = __
30 cm __
Thinking- For this problem, students will first need to understand that the perimeter can be found by adding the length of all the sides. Next, students will need to find the length
of each side using their centimeter ruler. This is building on their knowledge of measurement from 2nd grade. Once students have measured each side, they can add 10 + 10 + 5 + 5 to get a perimeter of 30. As an extension, some students will take their understanding of rectangles and just measure 2 sides. If they measure the top, they will
know the bottom measurement is the same. They can do the same for the left and right
sides. 4. Discuss how the chosen standards and problems build student understanding of plane geometry or measurement of plane figures across the three K–6 grade levels selected in part A1.
I have chosen these standards and problems because they help students build their understanding of measuring plane figures. In order to measure plane figures, whether that be perimeter or area, students first need to learn how to measure. The first grade standard and problem teaches students that measuring the length of an object or shape
is taking smaller units and combining them from one end of the object to the other. Then, in the second-grade standard and problem, students build on their understanding of measurement and start measuring with units such as inches, feet, yards, or centimeters. Finally, students take these measurement skills and apply them to plane figures. The next step is to learn vocabulary words in third grade such as perimeter and
area.
Part B:
Watch the “A Table for 22” video and do the following:
1. Describe one instructional strategy the teacher successfully incorporates in the geometry lesson and explain how it helped students develop a deeper understanding of plane geometry.
One instructional strategy used by this teacher was interactive instruction or practice by doing exercises. As described by literacy basics “
Interactive Instruction relies heavily on discussion and sharing. Interactive instruction allows for a range of groupings and methods, such as debates, role-playing, simulations, brainstorming, peer learning, discussion and cooperative learning.” In this lesson, students used the interactive instruction to practice the learning goal with real world applications. The learning goal was to find 2 rectangles with the same perimeter, but the smallest and largest possible area. Rather than giving the students graphing paper and having them draw it, the students were applying a real-world situation to this problem. They had to make the tables using border paper as their seats. This challenged the students to work together, share ideas, have mathematical discussions all at the same time. Not only did the students work with area and perimeter, but the teacher also incorporated other geometric standards such as right angles, parallel lines, and properties of a rectangle. This lesson was successful because students used real world applications to complete the learning goals, but more importantly had fun doing it. As the teacher describes, this lesson will stick because the
students were engaged. 2. Explain how you could incorporate one strategy from this lesson into your own instructional practice.
This lesson was perfect for me because I teach 3rd grade and we do area and perimeter. This lesson built off the 3rd grade standards we use. I try to incorporate the practice by doing exercises as much as possible in my classroom, but I will use this lesson as a wrap-up to our area and perimeter unit. For example, this year, I have 20 students, so I will take this same lesson, table for 22, and turn it into table for 20. I really liked how the teacher had the students brainstorm before doing the activity. This
is another instructional strategy that I will use. As the teacher in the video describes, it was good for the students to brainstorm in small groups because it gives every child a
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
chance to say something. If they jumped right into the activity, it would have been “mayhem” and the more vocal students would have taken over the whole activity. 3. Describe how you would modify this lesson for students with special needs.
There are many ways this lesson could be modified for students with special needs. Examples:
●
If a student was in a wheelchair, the students could stand around the table rather
than place their spots on the floor. ●
For students with learning disabilities:
○
More pause time after the teacher gives directions or asks questions. ○
When grouping the students for the brainstorming activity, the teacher could group students with learning disabilities with others who they know will be accepting and allow SWD students to have a voice.
○
Group low students with on level or above level students for support.
●
The teacher could check in with SWD students frequently.
●
Allow breaks if needed.
Part C:
Prepare to create an original lesson plan on plane geometry or measurement of plane figures by doing the following:
1. Describe an evidence-based instructional strategy that will be incorporated into your original lesson plan.
One evidence-based instructional strategy that I will be incorporating is the “scavenger hunt.” For this lesson, I will be teaching a plane geometry lesson on quadrilaterals. “Families (or teachers) can adapt the usual car games of spotting things like an octagon
and many other mathematical properties. What a great way for you to view your students’ environment through their eyes!”
(Van De Wallie & Karp & Bay-Williams, 2012, p.73) For this lesson, I will post attributes of a quadrilateral around the room. First, I will show
and/or say a quadrilateral and the students will spy an attribute that matches. Next, they will walk and stand under the attribute that matches. (Many quadrilaterals have more than 1 attribute.) Then, the students will discuss a real-life example of the given quadrilateral that they either see in the classroom or have seen in their lives.
a. Explain why the chosen instructional strategy would be beneficial in a lesson on plane geometry or measurement of plane figures using evidence from a credible source to support your selection.
I have chosen the strategy of “scavenger hunt” to teach plane geometry for a few reasons. First, this strategy gets the students up and moving. Many 3rd graders have a
hard time staying seated all day and learn better when they are active. Next, many of these geometry attributes are vocabulary words. A great way to teach vocabulary is by playing games with the words. Scavenger hunt is a game the children know and enjoy. Finally, the students will have a chance to share their thoughts. After they decide which
attribute to stand by, they will explain their thinking with a partner, promoting peer learning. Part E:
Ohio Learning Standards Mathematics
. (2017). Ohio Department of Education. https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Mathematics/
Ohio-s-Learning-Standards-in-Mathematics/MATH-Standards-2017.pdf.aspx?
lang=en-US
Instructional Strategies
. (2013). Literacy Basics. https://literacybasics.ca/training/instructional-strategies/
Bay-Williams, J.V.D.W.K.S.K.J. M. (2012). Elementary and Middle School Mathematics: Teaching Developmentally, VitalSource for Western Governors University (8th Edition). Pearson Learning Solutions. https://wgu.vitalsource.com/books/9781256957669