Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
Teaching Math Home   Sitemap
Session Home Page
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 you just observed and reflect on the following questions. Once you've formulated your own answer to each question, select "Show Answer" to see our response.

Question: What about this problem makes it appropriate for building connections between mathematics and the real world?

Show Answer
Sample Answer:
This investigation begins with working on basic shapes in ways that students can understand but without a related real-world situation. Because students understand and use vocabulary about the shapes and their attributes, they have the basic means of understanding real-world connections. The concepts of comparing shapes and folding two-dimensional shapes to make three-dimensional shapes have many real-world connections the students can understand. The instruction to interview adults extends the students' exposure to connections beyond those that come to the students' minds. The adults share a number of ways in which two-dimensional shapes are transformed into three-dimensional shapes in daily life. This may heighten students' future attention to other examples when they are encountered.

Question: How does this problem encourage the use of a variety of Process Standards?

Show Answer
Sample Answer:
The students presumably engaged in considerable discussion in their groups as they developed their ideas about hexominos and cubes. They communicated their thoughts clearly to the teacher and to one another. They engaged in reasoning and problem solving as they looked for attributes that do and do not lead to a cube. During the dialogue with the teacher, they used references to "T-shapes" and "Z-shapes" to describe specific hexomino pieces that they had cut out and folded.

Question: How does this open-ended problem allow for a variety of levels of participation by students?

Show Answer
Sample Answer:
Some students can work with the actual cut-out shapes one by one, sort them, and look for characteristics that make it possible to make a cube. All students gain additional experiences with cubes and with talking clearly about shapes. Some students can extend the problem to see if they can find additional hexominos that will make a cube. They may also try to make a more general statement of what type of shape does and does not work.

Next  Observe what a fifth-grade class did with the Sorting Hexominos activity

    Teaching Math Home | Grades 3-5 | Connections | Site Map | © |  

© Annenberg Foundation 2017. All rights reserved. Legal Policy