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APH MathBuilders : Unit 6, Geometry

APH MathBuilders : Unit 6, Geometry. A Supplemental Math Program for Braille Users, K-3 Presented by Derrick W. Smith, Ed.D., COMS. What Teachers Need to Know About Geometry. Focuses on Spatial Sense Allows students to understand AND be able to discuss their physical world.

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APH MathBuilders : Unit 6, Geometry

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  1. APH MathBuilders: Unit 6, Geometry A Supplemental Math Program for Braille Users, K-3 Presented by Derrick W. Smith, Ed.D., COMS

  2. What Teachers Need to Know About Geometry • Focuses on Spatial Sense • Allows students to understand AND be able to discuss their physical world. • Teaches the concepts of using physical proof and logic to explain. • Mastery is needed for many specific careers.

  3. Geometry • Teacher’s Guide • Introduction for specific content theme • Recommended children’s literature • Lessons for grades K-3 • 34 Worksheets • Print over Braille • Answer sheet in teacher’s guide • Manipulatives • CD

  4. Materials Included in Kit • Story Board and Diagramming Strips • Geometric Shapes • 3-D Geometric Figures • Geometro* • Nemeth Code Reference Sheet

  5. Introduction of Nemeth • Shapes • Similar • Congruent • Parallel • Perpendicular

  6. Sample Objectives for 2nd Grade • G 2-1 Identify and label two-dimensional shapes in drawings, maps, and diagrams. • G 2-2 Compare perimeters of common shapes – larger, smaller, same as. • G 2-5 Identify and label the following three-dimensional shapes: cube, rectangular prism, sphere, cylinder, cone, and pyramid. • G 2-6 Describe common three-dimensional shapes by characteristics: the number of faces, edges, and vertices.

  7. Sample Lesson G 1-4: Objective: The student will examine and relate three-dimensional shapes to two-dimensional shapes: circle to sphere, square to cube, triangle to pyramid. CC.1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

  8. Sample Worksheet G 1-6 Geometry Objective: The student will identify symmetrical figures (lines of symmetry with two matching parts).

  9. Brainstorming Time • As a group, look through the Unit Manipulatives and develop a “lesson idea”. • The lesson idea should include: • A measureable objective written with Bloom’s Taxonomy verbs • An engagement “thought” (how will you get the child “wanting” to learn this concept?) • A use of the kit in teaching the concept.

  10. Unit 6: Brainstorming Activity • 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes • 7.G.3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

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