Lesson 2 Duration of Lesson: 120 minutes Content Standards: CCSS.MATH.CONTENT.7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. CCSS.MATH.CONTENT.HSG.CO.B.8: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Standards for Mathematical Practice: CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. CCSS.MATH.PRACTICE.MP3 …show more content…
Material Management: We will begin class with a warm-up that will be displayed on the projector. After discussing the warm-up we will move into our “Triangle Congruences and Rigid Motion Notes,” packet. In the packet we will go over some notes and examples directly in the packet. As the students and I work through the packet together, I will be projecting it so that everyone can follow along. We will then take our whiteboard and do some individual practice. Once completed we will put all of the materials away where they belong. Lastly, they will get an exit slip and complete by the end of class. Grouping Structure: For the warm-up they will start individually, then proceed to groups and finally end with a whole class discussion. While working in the packet we will work through as a whole class and will have sections where they will collaborate in groups and as pairs. For the exit slip they will work individually, in order for me to assess their understanding of
1. State who the members of your group are and describe the task. The members of the group are 579430T, 972816H, 475745X and 536694H. The tasks will be teams and fixtures for the day which requires a team member to put a group of 16 students into groups of two for the event, and also have back up plans for the day.
These groups helped him express his own ideas while also allowing him to see other people's ideas and let those help him build of his. While in this class however he did not transfers his skills from one to the other. Dave did not understand that even though the teachers were asking for two different things (Comp asking for summaries and Biology asking for Lab reports) they were actually the same
The learning objective for lesson one is, “students will be able to identify and draw points, lines, line segments, rays, and angles.” The learning objective for lesson two is, “students will be able to classify triangles by the size of their angles.” The learning objective for lesson three is, “students will be able to identify and draw parallel lines and perpendicular lines.” The learning objective for lesson four is, “students will be able to sort and classify quadrilaterals.”
We will have to show the group how to use “I” statements, how to address members with respect, how to give appropriate feedback, and how to maintain appropriate boundaries. It is our task to get the group to talk to each other rather than talking to us or through us. We also need to teach the students how to listen by modeling the way we attend to them. Thus, when participants state specific issues related to the group, my coleader and I will actively get involved to assist each member to solve their conflict such as another member not following guidelines. This will also give us an opportunity to explore why a person is feeling the way they do and bring it to the
Frank has the following items: eighteen graduated cylinders, nineteen beakers, eighteen rulers, twenty-three sets of wooden blocks, sixteen sets of colored pencils, and ten scales. Frank’s biggest worry is the shortage of colored pencils and scales, but he really wants every student to get hands-on experiences. While Frank has plenty of select materials, he is worried about his current lab set up, but he believes he can manage. Frank has almost a full lesson planned, but he has to relate to his past experiences for guidance. When preforming labs, Frank has had difficulty with classroom management, but the problem is easy to solve.
1A / 2A (Demonstration Stations): (12 minutes) The lead teachers will pass out a piece of drawing paper to each student. The lead teachers will then walk students through how to fold their papers, in order to create four separate boxes as we model for them the correct way to fold their papers.
Second, I would introduce a problem that the student might find interesting and excite their interest for the challenge of solving a long division problem. Third, I would model how to work through some long division problems with the use of material scaffolding in the form of the mnemonic device and guided examples mentioned in answer 4-B. Fourth, I would use the mnemonic device as a handout, and poster on a wall, to let practice my student practice long division problems with the mnemonic device as a reminder tool. The mnemonic device could be “Dad, Mom, Sister, and Brother,” which would stand for “Divide, Multiply, Subtract, and Bring Down.” I would also model and practice the guided examples with the student on a handout. Fifth, I would begin task scaffolding by walking through each step in solving long division using the mnemonic device provided above along with the guided examples.
Overall, the fundamental approaches shown in the video can provide educators with valuable data which can guide instructional procedures in the classroom. One approach shown in the video is station teaching. In this strategy students are divided into small groups and placed into stations. By using groups teachers can focus on different aspects of the curriculum, which builds upon previously learned material. In addition, station teaching breaks the traditional cycle of large group instruction and allows students to receive individualized attention.
The purpose of group learning and development is to ensure that all learning styles are catered for and the ultimate goal of sharing knowledge is achieved. When using a group to deliver something new each individual can call on a fellow participant to confirm understanding. 1.2 Explain why delivery of learning and development must reflect group dynamics When delivering to a group it is important to consider, what is the normal behaviour within the group? Who plays what role?
As time progresses, students know more about each other and tend to feel more comfortable bouncing ideas off of each other to form a cohesive group project. Second order change can be seen through the deeper relationship between group members. John Bonner’s slime mold video is a great representation of self-organization. The slime groups together and even when it is separated, they pull themselves back into a group, self-organizing themselves. Self-organizing is another important aspect within groups.
Part B Introduction The importance of Geometry Children need a wealth of practical and creative experiences in solving mathematical problems. Mathematics education is aimed at children being able to make connections between mathematics and daily activities; it is about acquiring basic skills, whilst forming an understanding of mathematical language and applying that language to practical situations. Mathematics also enables students to search for simple connections, patterns, structures and rules whilst describing and investigating strategies. Geometry is important as Booker, Bond, Sparrow and Swan (2010, p. 394) foresee as it allows children the prospect to engage in geometry through enquiring and investigation whilst enhancing mathematical thinking, this thinking encourages students to form connections with other key areas associated with mathematics and builds upon students abilities helping students reflect
It will briefly discuss the feedback from my tutor and the group members. And finally the conclusion. Definition of group According to Berg, Fall, & Landre (2013, p 195) "Group work is a broad professional practice involving the application of knowledge and skill in group facilitation to assist an interdependent collection of people to reach their mutual goals which may be intra-personal, interpersonal, or work related" Planning In order to prepare for our group facilitation exercise, my colleague and I sat together for the first time in class to plan and discussed our understanding of what we thought was expected of us.
Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to
But many pupils do not have adequate Language proficiency to learn from this excessive verbalism. Hence it interferes with effective class-room communication. To avoid excessive verbalismthe teacher may use a variety of instructional materials like charts, diagrams, specimens, models, tape recorders, sound films, video-cassettes and many others which use the best of the communication techniques to transmit the subject