 |
|
|
|
|
Session 10, Part B:
Reasoning About Measurement
In This Part: Exploring Standards | Analyzing a Case Study
|
To begin the exploration of what measurement topics look like in a classroom at your grade level, you will watch a video segment of a teacher who took the Measurement course and then adapted the mathematics to her own teaching situation. We will begin by looking at some of the content addressed in the videotaped lesson. Note 2
|
|
|
| |
 |
Problem B1 |  |
Prior to this lesson, students worked with nonstandard units to measure area. What might students learn from measuring objects using units like circular discs and paper clips?
|
|
|
| |
|
Problem B2 | |
Before her students determine which rectangle has a larger area, Ms. Guerino asks them to predict which one is larger. Where in the lesson are students using estimating techniques to decide which rectangle is larger? Why is it important to have students make estimates before they actually begin measuring?
|
|
|
| |
|
Problem B3 | |
Why do you think Ms. Guerino asked students to measure the two shapes using both square inches and square centimeters? How might discussion among students and the teacher contribute to students' understanding of conservation of area? What other measurement concept was Ms. Guerino exploring when she asked students to cover the shapes with different-sized units? |
|
|
| |
|
Problem B4 | |
Is it important to have misconceptions surface in a lesson? If misconceptions do occur, how can they be addressed? |
|
|
|
|
