Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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ConnectionsSession 06 OverviewTab atab btab ctab dtab eReference
Part A

Observing Student Connections
  Introduction | Hexominos | Sorting Hexominos | Student Work | Problem Reflection #1 | Hexominos Into Cubes | Problem Reflection #2 | Classroom Practice | Observe a Classroom | Your Journal

 
 

Think about the student work and reflect on the following questions. Once you've formulated an answer to each question, select "Show Answer" to see our response.


Question: What connections, including those to and among Process Standards, are evident in Marissa's response?

Show Answer
Sample Answer:
Marissa clearly communicated, and worked with representations, to demonstrate her understanding of connections to geometric transformations of rotations and flips and to congruent figures. She recalled previous work with hexominos and used reasoning to eliminate duplicates, but she did not work systematically to find all the possibilities. She did use labeled pictures to help with communication.
 

Question: What connections, including those to and among Process Standards, are evident in Malik's response?

Show Answer
Sample Answer:
Malik explains his problem-solving process and shows that he made a strategic plan to find all the possibilities. He describes his use of connections to prior experiences, including the use of tiles, and of physically matching figures to test for congruence. He communicates his findings through a clearly drawn representation. He does not explain his reasoning for thinking that he has found all the possibilities other than by saying that he had eliminated duplicates.
 

Question: What connections, including those to and among Process Standards, are evident in Jimmy's response?

Show Answer
Our Answer:
Jimmy was encouraged by the teacher to continue and extend his investigation. He saw connections to a very different context for a problem involving finding all the possibilities. He drew on several processes to support his investigation. He used a variety of representations to make his work clear for himself and for the reader of his report, and used several problem-solving strategies. His representations made it possible for him to use systematic reasoning about his solution.
 

Question: How does this problem provide an opportunity to connect a problem-solving experience to earlier learning?

Show Answer
Sample Answer:
The students used trial and error to produce 4-line hexominos. However, they also used geometry concepts, such as congruence, and mentioned transformations, such as rotations and flips. One student saw a connection to another problem-solving experience where the class had tried to count all the possible handshakes. He used effective strategies, including a table that had been used to record possibilities during prior problem-solving experiences.
 

Question: What connections are made to other Process Standards?

Show Answer
Sample Answer:
The students used a variety of representations to investigate and discuss hexominos. They used problem-solving strategies that had been effective in the past. They used diagrams and clear explanations to communicate their thinking. They were engaged in an effort to informally prove that they had found all possibilities.
 

Next  Observe another example of student work

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