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 | Cutting Squares | Problem Reflection #1 | Designing a Paper Quilt | Problem Reflection #2 | Classroom Practice | Observe a Classroom | Reflection Questions | Your Journal


As you think about the activity you just observed, reflect on these questions. Select "Show Answer" to see our comments, or if you need help thinking about the questions.

Question: What connections do you see in this activity?

Show Answer
Sample Answer:
Students make a variety of connections among different mathematical ideas. They continue to work with the concept of "half" and extend it to additional squares. They identify patterns among their new "four square" shape, using shapes and color. They recognize similar patterns. They are also beginning to explore the concept of rotation as they describe the different orientation of the rectangles.

Question: What other questions could you ask students about their work and the patterns?

Show Answer
Sample Answer:
Here are some suggestions: Are there any other ways that you could arrange your small square halves to make a larger square? In this activity, we all cut our squares in half the same way; are there other ways we could cut the squares in half? What shapes might we get?

Question: What other connections might be included in this lesson?

Show Answer
Sample Answer:
Students could begin to explore symmetry of shapes by using only symmetrical squares to make the big quilt. Number topics could include counting the halves and perhaps extending to repeated addition or skip-counting by twos –– each small square has two halves; the larger squares have two, four, six, or eight halves. These patterns could be used to determine the number of halves that make up the quilt.

Next  See some students work on a similar problem

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