Understanding Student Thinking in Geometry and Measurement Thinking Back and Moving Forward

Future Dates October 22-29: First book study posting January 9, 20, and 24: 8 Standards of Mathematical Practice training January 30-31: 2 nd Geometry/Measurement Class March 19-20: 3 rd Geometry/Measurement Class April 15-17: TIE Conference in Sioux Falls April 25-28: NCTM National Conference in Philadelphia, PA June 5-7: Leadership ED 751 Class in Spearfish June 18-22: History ED 741 Class at TIE

Course Goals To deepen instructive content knowledge around geometry and measurement. Recognize key mathematical ideas with which their students are grappling. Find ways to support the power and complexity of student thinking. Recognize typical student misconceptions related to geometry and measurement. Develop strategies to help students move beyond these misconceptions and facilitate conceptual understanding. To understand how core mathematical ideas in geometry and measurement develop across grades. To deepen mathematics content knowledge in geometry and measurement.

Course Checklist

Sherry

Tammy Jo

Pegge

Joni

Annie

Group Tasks Recorder: Traveled the farthest this summer Time Keeper and Materials: Took the most classes this summer Presenter: Has a birthday closest to July 4 th …the peak of summer

Van Hiele Levels In groups, discuss the reading from homework in the Van de Walle book. Share the big ideas with your group. Write the common big ideas on chart paper and post on wall.

Shape Sorts

Trish

Mary

Marcy

Pam

Geoboard Expansion Refer toVan de Walle –K-3 Activity 7.3 pg. 197 –3-5 Activity 8.3 pg. 215 Also refer to Kathy Richardson book pg. 50 Use “Geoboard Shapes to Copy” handout for this activity

Mystery Definition Refer to Van de Walle –K-3 Activity 7.6 pg. 207 –3-5 Activity 8.6 pgs Also refer to Kathy Richardson book pg. 52

Mystery Definition Cont.

Partner up with someone at your table who is wearing similar colors as you. Design your own Mystery Definition and have your partner solve it. Refer to Figures 7.14 pg. 206 (K-3) or 8.14 pg. 225 (3-5)

Triangle Sort Refer to Van de Walle Not in K-3 book 3-5 Activity 8.7 pg. 225 Your task is to sort the entire collection into three groups so that no triangle belongs in two groups. Once your first sort is done, find a second criterion for creating three different groupings.

Reflections/Closure Geometry Presentations tomorrow: –Nancy/Lindsey –Mary/Jami –Cathleen/ Gail –Marcy/Pegge –Cheri/Kelly/Heather –Annie/Pam Complete Daily Reflection handout and turn it in. See you tomorrow morning at 8:00!

Should Math Be Taught In Schools?

Jami

Nancy

Lindsey

Cathleen

3-D Creativity Construct your play dough into a 3-D geometric shape that describes you this week. Be ready to explain it.

Quick Images Read Introduction pgs. 1-3 Read Cases 1, 2, and 5 Answer focus question 1-4 on pg. 38

Quick Images Cont. In small groups discuss focus questions for cases 1,2 and 5. When discussing be sure to discuss the language and results you observed when students completed Circle the Triangle activity to the children’s language and thinking in the cases.

Laurie

Jenny

Sandra

Sandy

What’s in the Envelope? Refer to handout pg. 39

Developing Meaning for Geometric Terms Read Cases 9, 10, and 11. Independently answer focus questions 1-3 on handout pg. 50.

Gail Bonnie Heather

Kelly

Cheri

Angles in a Triangle In partners, complete questions 1, 2, 4, and 5 on handout pg. 51.

Geometry Presentations  Lindsey/Nancy  Mary/Jami  Cathleen/Gail  Marcy/Pegge  Cheri/Kelly/Heather  Sandra C./Trish  Annie/Pam

Gail’s Menu Math

Closure Homework for next class Exit Question