Presentation is loading. Please wait.

Presentation is loading. Please wait.

Grade Two PARTNERS for Mathematics Learning Module 5 Partners

Similar presentations


Presentation on theme: "Grade Two PARTNERS for Mathematics Learning Module 5 Partners"— Presentation transcript:

1 Grade Two PARTNERS for Mathematics Learning Module 5 Partners

2 What is Geometry? “geo” - means earth “metry” – means measure
2 What is Geometry? “geo” - means earth “metry” – means measure “Measurement of the earth” Partners for Mathematics Learning

3 Geometry … “is grasping space…. that space
3 Geometry … “is grasping space…. that space in which the child lives, breathes and moves. The space that the child must learn to know, explore, conquer, in order to live, breathe, and move better in it” Freudenthal, Mathematics as an Educational Task How would you define geometry? Partners for Mathematics Learning

4  Geometry can provide a more complete
4 Why Study Geometry?  Geometry can provide a more complete appreciation of the world  Geometry can be found in the structure of the solar system, in rocks and crystals, in plants and flowers, even in animals  Virtually everything that humans create has geometric forms Partners for Mathematics Learning

5 Why Study Geometry?  Spatial reasoning and geometric
5 Why Study Geometry?  Spatial reasoning and geometric explorations are important forms of problem solving, a major reason for studying mathematics  The ability to look at situations visually, geometrically, and analytically makes students better problem solvers  Geometry plays a major role in other areas of mathematics such as measurement, ratio and proportion, and fraction concepts Partners for Mathematics Learning

6  Interpreting 2-D representations of 3-D
6 Why Study Geometry?  Interpreting 2-D representations of 3-D models: increasingly important as tools become more visual (such as computer- aided design)  Visual skills: central to many occupations including scientists, architects, artists, engineers, land developers, etc.  Home: building a fence, planning a garden, arranging furniture, decorating with art Partners for Mathematics Learning

7  Children develop skills and conceptual
7 We Know That…  Children develop skills and conceptual understandings over time through their experiences Partners for Mathematics Learning

8 Children’s Experiences
8 Children’s Experiences  When given appropriate experiences in mathematics, children can use the knowledge to make sense of the world  Think about important classroom experiences that you will make part of your program Partners for Mathematics Learning

9 9 Big Ideas of Geometry  Shapes or groups of shapes can be classified by their properties (attributes)  Two-dimensional shapes are combined to make three-dimensional shapes  Shapes can be described in terms of their location and viewed from different perspectives ; geometric figures can be moved in a plane without changing their size or shape  Coordinate systems can be used to describe locations precisely  Area, perimeter, and volume are examples of measureable attributes in geometry Partners for Mathematics Learning

10 Essential Standards  Look at the Essential Standards
10 Essential Standards  Look at the Essential Standards for 2 nd grade  What is new to 2 nd grade? Partners for Mathematics Learning

11  Two-dimensional shapes are combined to
11 Big Idea for Geometry  Two-dimensional shapes are combined to make three-dimensional shapes Partners for Mathematics Learning

12 What’s in the Box?  One partner places a shape in the
12 What’s in the Box?  One partner places a shape in the box without the other partner seeing the shape  The other partner feels the shape, without looking, and describes the shape  Think about what the teacher would need to do before this activity to better ensure the students connect the faces with the shape

13 13 What’s in the Box? Partners for Mathematics Learning

14 Mystery Bag Grab  Place shapes in a bag
14 Mystery Bag Grab  Place shapes in a bag  Place a matching set of shapes on the table  One student reaches into the bag and “grabs” a shape  Without removing the shape from the bag, the student describes the shape by attributes and indicates the match on the table Partners for Mathematics Learning

15 Geometry Definitions  Look back at the geometry definition
15 Geometry Definitions  Look back at the geometry definition handout  Read through the other definitions  As we go through the module, look for activities that address these items  Think about which concepts are developed in your 2 nd grade classroom Partners for Mathematics Learning

16 2-Dimensional to 3-Dimensional
16 2-Dimensional to 3-Dimensional Polyhedron means “many faces” Edge--3-D term Formed where two faces coincide Face—3-D term A flat surface on Vertex—a point A polyhedron where two or more (Faces are polygons) edges meet Partners for Mathematics Learning

17 Three-Dimensional Shapes
17 Three-Dimensional Shapes Partners for Mathematics Learning

18 Types of Prisms  These are three-  They are prisms
18 Types of Prisms  These are three- dimensional shapes whose sides are all formed by polygons  They are prisms because ends (or bases) are congruent and sides are parallelograms Partners for Mathematics Learning

19 Types of Pyramids Pyramids
19 Types of Pyramids Pyramids  Are pointed polyhedrons with a polygon as a base  Have triangle faces that meet at a point or vertex  Are named by their bases Partners for Mathematics Learning

20 Tracing Faces  Choose one of the prisms  Trace each face
20 Tracing Faces  Choose one of the prisms or pyramids  Trace each face  How would this activity help students relate the faces of three-dimensional objects to two-dimensional shapes? Partners for Mathematics Learning

21 Questions To Ask Students
21 Questions To Ask Students  What shape do you have and how do you know?  What are the faces of your shape?  Are any of the faces the congruent?  Are any of the faces the same shape?  Are any of the faces different?  How many faces does your shape have?  Can you draw around each of them? Partners for Mathematics Learning

22 Stamping Faces  The teacher chooses several 3-
22 Stamping Faces  The teacher chooses several 3- dimensional shapes  On separate pages stamp all the faces of each shape  In a center, students match the faces with the shapes Partners for Mathematics Learning

23 Other Ideas?  What are other ways we can help students
23 Other Ideas?  What are other ways we can help students relate the shapes of the faces of 3-dimenstional to 2-dimenstional shapes? Partners for Mathematics Learning

24 24 Creating 3-D Shapes Partners for Mathematics Learning

25 Making Polyhedra  Use the 2-dimensional  What Essential Standards
25 Making Polyhedra  Use the 2-dimensional shapes to create 3-dimensional shapes  What Essential Standards does this activity address? Partners for Mathematics Learning

26 26 Making Shapes Partners for Mathematics Learning

27 27 Sorting Polyhedra Partners for Mathematics Learning

28 28 Making Boxes Partners for Mathematics Learning

29 Match Me  This square is one of the faces of a
29 Match Me  This square is one of the faces of a 3-D shape  What 3-D shapes could this be?  What 3-D shapes do not have a square face? Partners for Mathematics Learning

30 Geometric Match Me Cards
30 Geometric Match Me Cards  For each card, decide which three- dimensional shapes match the description  As you work with a partner think about  The prior knowledge needed for this activity  Discussion questions  Extensions Partners for Mathematics Learning

31 Comparing Shapes  How do the activities in this
31 Comparing Shapes  How do the activities in this module address the second Essential Standard?  What’s in the Box?  Tracing Faces  Stamping Faces  Creating 3-D Shapes  Sorting Polyhedra  Geometric Match Me Partners for Mathematics Learning

32 Shapes on the Geoboard  How are these shapes alike?
32 Shapes on the Geoboard  How are these shapes alike?  How are they different? Partners for Mathematics Learning

33 Shapes on the Geoboard  How are these shapes alike?
33 Shapes on the Geoboard  How are these shapes alike?  How are they different? Partners for Mathematics Learning

34 Sorting Triangles  Look at the triangles  How could they be sorted?
34 Sorting Triangles  Look at the triangles  How could they be sorted? Partners for Mathematics Learning

35 Vocabulary Opportunities
35 Vocabulary Opportunities  Students become familiar with and develop understanding of vocabulary through many opportunities to hear and use words and their meanings in context, discussions, and writing  Class chart  Frayer model  Math journal  Other ideas? Partners for Mathematics Learning

36 36 Frayer Model Partners for Mathematics Learning

37 Ways to Build Vocabulary
37 Ways to Build Vocabulary  Because “sense-making” often precedes vocabulary, provide repeated experiences with the same terms and concepts  Teachers use the correct mathematical terms in “context”  Explain meanings of vocabulary to students informally, not with formal definitions  Through conversations encourage everyone to agree on “classroom” vocabulary Partners for Mathematics Learning

38 Communication and Reasoning
38 Process Standards: Communication and Reasoning  Why provide opportunities for students to write and talk about mathematics?  “…if mathematics were treated as a native language rather than a foreign language, using repeated exposure and immersion, everyone could learn a significant amount of mathematics” Zalman Usiskin, 1996 Partners for Mathematics Learning

39 Revisiting Geometry Valentine Quilt  Symmetry  Congruent  Squares
39 Revisiting Geometry Valentine Quilt  Symmetry  Congruent  Squares  Triangles  Fractions Partners for Mathematics Learning

40 Geometry “Some students' capabilities with geometric
40 Geometry “Some students' capabilities with geometric and spatial concepts exceed their number skills. Building on these strengths fosters enthusiasm for mathematics and provides a context in which to develop number and other mathematics concepts.” Razel and Eylon 1991

41 “Geometry is a significant branch of
41 Geometry “Geometry is a significant branch of mathematics, the one most visible in the physical world.” Marilyn Burns Partners for Mathematics Learning

42  Look back at the grade 2 Essential  Talk with your neighbor
42 Essential Standards  Look back at the grade 2 Essential Standards  Talk with your neighbor  How has this module addressed the Essential Standards?  How will your instructional plans be different this school year? Partners for Mathematics Learning

43 Renee Cunningham Kitty Rutherford Robin Barbour Mary H. Russell
43 DPI Mathematics Staff Everly Broadway, Chief Consultant Renee Cunningham Kitty Rutherford Robin Barbour Mary H. Russell Carmella Fair Johannah Maynor Amy Smith Partners for Mathematics Learning is a Mathematics-Science Partnership Project funded by the NC Department of Public Instruction. Permission is granted for the use of these materials in professional development in North Carolina Partners school districts. Partners for Mathematics Learning

44 PML Dissemination Consultants
44 PML Dissemination Consultants Susan Allman Julia Cazin Cara Gordon Tery Gunter Shana Runge Yolanda Sawyer Ruafika Cobb Anna Corbett Gail Cotton Jeanette Cox Leanne Daughtry Lisa Davis Ryan Dougherty Shakila Faqih Patricia Essick Donna Godley Barbara Hardy Penny Shockley Kathy Harris Julie Kolb Renee Matney Tina McSwain Marilyn Michue Amanda Northrup Kayonna Pitchford Ron Powell Susan Riddle Judith Rucker Partners for Mathematics Learning Pat Sickles Nancy Teague Michelle Tucker Kaneka Turner Bob Vorbroker Jan Wessell Daniel Wicks Carol Williams Stacy Wozny

45 2009 Writers Partners Staff Kathy Harris Rendy King Tery Gunter
45 2009 Writers Partners Staff Kathy Harris Rendy King Tery Gunter Judy Rucker Penny Shockley Nancy Teague Jan Wessell Stacy Wozny Amanda Baucom Julie Kolb Freda Ballard, Webmaster Anita Bowman, Outside Evaluator Ana Floyd, Reviewer Meghan Griffith, Administrative Assistant Tim Hendrix, Co-PI and Higher Ed Ben Klein , Higher Education Katie Mawhinney, Co-PI and Higher Ed Wendy Rich, Reviewer Catherine Stein, Higher Education Please give appropriate credit to the Partners for Mathematics Learning project when using the materials. Jeane Joyner, Co-PI and Project Director Partners for Mathematics Learning

46 Grade Two PARTNERS for Mathematics Learning Module 5 Partners


Download ppt "Grade Two PARTNERS for Mathematics Learning Module 5 Partners"

Similar presentations


Ads by Google