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[Channel-talkmeasurement] Session 10 Posts

From: <coffeemom212@comcast.net>
Date: Tue Jul 10 2007 - 08:38:07 EDT
X-Mailer: AT&T Message Center Version 1 (Oct 4 2006)

Here are my ideas for A3 and B4:

A3. Students could think about the conservation of area by participating in some of the following activities:
a) Have students fill in one rectangle with small squares and then the same sized rectangle with larger squares. Compare the number of squares it took to fill each rectangle. Discuss if one rectangle is bigger than the other. Have students cut out the rectangles and lay them on top of each other to see that they are the same size. It was just the size of the squares covering them that changed.
b) This type of activity can also be repeated with the rectangle oriented in a different direction. Students can predict if it will still be covered by the same number of squares, and should then lay out the squares on the rectangle to test their theory.
c) Give students opportunities to work with a variety of shapes such as pattern blocks. They can start with the hexagon and see which other patterns blocks cover it completely.
d) Students can take certain pattern block pieces such as a hexagon, two trapezoids and four triangles and arrange them to make a picture. Have them explore whether or not their picture and a classmate’s cover the same amount of the surface.

B4. I love it when misconceptions appear because they provide such rich opportunities for a teachable moment. I certainly don’t want misconceptions to stay hidden below the surface! When I can get a better understanding of what my students are thinking, I can guide them and provide activities that help them to further explore a concept. This will help them to then develop a greater understanding of that concept and why their misconceptions do not work out. Learning from mistakes is a great way to develop students’ deeper understanding of concepts.

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Received on Tue Jul 10 09:11:19 2007


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