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[Channel-talkgeometry] Response to Session 10 Problem B5

From: Pamela Brereton <pbrereton@comcast.net>
Date: Thu Jul 14 2005 - 13:27:36 EDT
X-Mailer: Apple Mail (2.622)

Re: Session 9 - Solids
How I would adapt this activity for my students

My students have difficulty with recall of vocabulary and concepts.
They often have difficulty with calculation. Many have organizational
difficulties, and are not methodical about completing homework, keeping
notes and references, and building sequentially. Some have poor
attendance, and have missed information and skills.

I would definitely want to purchase manipulatives to teach the making
of polygons. The activity as shown in the video with the shapes is very
engaging. It also gives clear results: either it works, or it doesn’t.
It is efficient and definite.

I would provide reference material (handout, wall chart) for
vocabulary, and for the measure of angles and names of polygons, which
we would have already covered before doing solids. I provide
calculators. I would provide a structured worksheet for their data
collection, so they do not get bogged down in setting this up (many
have handwriting, spelling and spatial organization difficulties.)

I would structure the lesson so they identify " what happens?"
separately from "why do you think this happens?" We would spend more
than one day on this.

What must students know and be comfortable with to get the most out of
this activity?
1. Names and properties of shapes (triangle, square, pentagon; also
hexagon and others to test out that won't work for solids)
2. Angle measures of the shapes; exterior angle measures
3. Vocabulary: angle, face, vertex (vertices), edge
4. 3D vs. 2 dimensional shapes
5. Should be comfortable with testing cases and recording data
6. Should be comfortable looking for patterns in recorded data
7. Should be comfortable working in pairs or 3's

What are potential stumbling blocks for them?
1. Materials. I cut the shapes from paper and used bits of tape to
construct my polyhedra at home. This level of detail would be too much
of a distraction for my students. There are too many ways to lose the
focus of the lesson, such as cutting the shapes wrong, folding them
during use, getting the tape stuck on them and ruining them, bending
them to fit, or even not having enough patience to cut the shapes in
the first place.
2. Vocabulary. I would review and list all the terms we would need.
3. Angle measures of the various polygons, both interior and exterior.
I would have a reference chart and do a brief review before starting
the lesson.
4. Going from data to generalizations about what happens
5. Constructing a logical argument about why it happens

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Received on Thu Jul 14 15:16:49 2005


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