Central Elementary School NMSU Lesson Study Project Cobre Team Lisa Armstrong Jose Carrillo Margaret Kesler Connie Perez Amanda Sanchez

Lesson Study Central Elementary School  th & 5 th grade teachers TIA-RETA/NMSU/WNMU Science/Technology  K-5 th grade teachers TIA-RETA/NMSU/WNMU Science/Technology  K-5 th grade teachers TIA-RETA/NMSU/WNMU Math/Technology  Pre-K-6th grade teachers NMSU Lesson Study Project Math

Lesson Study Central Elementary School  Title of the Lesson Comparing Polyhedrons  Goals To Identify Solid Figures To Name and Count the Faces, Edges, & Vertices of Prisms and Pyramids To Learn How Different Views of a Solid Figure Compare To Compare & Contrast Polyhedrons and Explain their Relationships

Comparing Polyhedrons  Rationale NMSBA Math Scores Content Standards Benchmarks Performance Standards Algebra Focus for NMSU LS Project

Comparing Polyhedrons  Question? Can students compare polyhedrons, explain the relationship and use variables to express an equation?

Planning and Collaborating  Discussion  Connect Geometry and Algebra

Teaching  Mrs. Armstrong – First Teach  Mrs. Sanchez – Second Teach  Mrs. Armstrong – Public Teach w/Algebra Connection

Observing  Public Lesson- February 1, 2007 Lesson started with large group instruction Students applied prior knowledge to the task within small groups Groups presented their findings to the large group

Debriefing  Short discussion after lesson  Viewed video of lesson Invited fifth grade and middle school educators to view the video of the sixth grade lesson. Debriefed and made recommendations

Revising  Provide more class time to continue the lesson.  Prepare students to better see the relationship between the polyhedrons and the numbers of faces, edges, and vertices.  Continue to provide practice until equation is developed.

Comparing Polyhedrons  If teaching this lesson again we would: Have a list of questions  To stimulate thinking in their small groups  To guide the students into finding relationships Give students guidelines  To work in groups effectively  To help students communicate their mathematical thinking Anticipate student responses.