1 / 19

Building Math in the classroom - Teaching Through Problem-Solving -

Building Math in the classroom - Teaching Through Problem-Solving -. Day 6. What we can learn from all your posters. Three triangles are similar triangles (table 1,3,4,5,6,7,10,12) Area changes (table 2, 8, 9,eM) Fold, symmetry, slope (table 11). Three triangles are similar.

ofira
Télécharger la présentation

Building Math in the classroom - Teaching Through Problem-Solving -

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Building Math in the classroom- Teaching Through Problem-Solving - Day 6 Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  2. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  3. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  4. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  5. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  6. What we can learn from all your posters. • Three triangles are similar triangles (table 1,3,4,5,6,7,10,12) • Area changes (table 2, 8, 9,eM) • Fold, symmetry, slope (table 11) Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  7. Three triangles are similar Conditions for similarity • congruent angles or proportional sides (table 6) Hands-on approach • Cut out three triangles and line up to see the similarity (table 7) Comparing three triangles • Describe similarities and differences among the triangles (table 10) • What commonalities do all three triangles share (table 12). • Conjecture and proof (table 3) Specific to general • What changes and what stays the same (table 5). • How does moving your fold change or affect your findings (table 1) • Can you fold differently so the angles are no longer the same (table 4) Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  8. Curriculum & Textbook Students Problem Designing a lesson for teaching through problem solving Teaching through problem solving Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  9. From Curriculum • NCTM Curriculum Focal Points Grade 4: Explore congruence and similarity • Examine the congruence, similarity, and line or rotational symmetry of objects using transformations Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  10. PPSM & Curriculum Focal Points PSSM: 6-8 • Transformations can also be used to help students understand similarity and symmetry. Work with magnifications and contractions, called dilations, can support students' developing understanding of similarity. For example, dilation of a shape affects the length of each side by a constant scale factor, but it does not affect the orientation or the magnitude of the angles. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  11. PPSM & Curriculum Focal Points NCTM Curriculum Focal Points • Grade 7: Number and Operations and Algebra and Geometry: Developing an understanding of and applying proportionality, including similarity • They also solve problems about similar objects (including figures) by using scale factors that relate corresponding lengths of the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  12. PPSM & Curriculum Focal Points PSSM: 9-12 • explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them; establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others; Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  13. Similarity Define (4th, 7th) • Develop the concept through transformation (magnifications, enlargement, reduction) -informal definition Properties (7th) • dilation of a shape affects the length of each side by a constant scale factor, but it does not affect the orientation or the magnitude of the angles Application (7th) • Solve problems by using scale factors that relate corresponding lengths of the objects Logical Reasoning (9th-12th) • make and test conjectures about them, and solve problems involving them; establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  14. From Students • Questioning is a powerful tool for teachers to lead students to the goal • Asking students to find “relationship” might be a bit too broad. • Right triangles • Can you make 3-4-5 triangles? Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  15. The next step (a) what the students need to learn in the lesson [according to the standards and/or curriculum]; (b) what the students have learned previously; (c) what is the major focus of this lesson [by comparing (a) and (b), the objective/goal of this lesson should be clearly stated]; and (d) the way to help students accomplish the above objective [Posing a problem/ questioning] Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  16. Begin with a mathematical situation that your table choseto design a lesson for teaching through problem solving Another paper folding (rectangular sheet of paper) Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  17. Begin with a mathematical situation that your table choseto design a lesson for teaching through problem solving Triangular pool table Start from the midpoint of a side. The ball moves parallel to another side. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  18. Begin with a mathematical situation that your table choseto design a lesson for teaching through problem solving Paper Pool NCTM Illumination web site http://illuminations.nctm.org/ActivityDetail.aspx?ID=28 Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  19. Task for each table-Tuesday and Wednesday- • Short sketch of teaching through problem solving • Purpose of the problem solving (goal of the lesson) • What mathematics, beside developing problem solving skills, would you teach by using this situation? • Questioning • How would you pose the problem? • What question(s) would you ask to your students to learn mathematics? • Beyond show and tell • Anticipate students’ responses to your questions that including misunderstandings to facilitate discussion. • Briefly describe how you would facilitate discussion. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

More Related