Math Lesson activity

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Western Governors University *

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Mathematics

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Apr 24, 2024

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docx

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Uploaded by DrWaterFish17

1 Strategies for Teaching Geometry Department of Mathematics, Midway University EDU 302: Math for Teachers 11 Kadian Allen Professor Debbie Waggoner March 31 st , 2024

2 Strategies for Teaching Geometry Geometry helps us understand the world around us. It's the branch of mathematics that deals with shapes, sizes, properties of space, and relative position of figures. This understanding can help us appreciate the world in a more holistic way. A 'hands-on' approach to teaching geometry involves engaging students in activities that allow them to physically manipulate objects and shapes. This method is often more interactive and experiential, allowing students to learn by doing. It makes learning more engaging and interactive, which can help students better understand and retain geometric concepts . This approach is beneficial because it allows students to visualize and understand geometric concepts in a tangible way. One such activity is "Building 3D Shapes"(Teachervision, 2019). In this activity, https://www.youtube.com/watch?v=L616eNqExTc students are given materials such as toothpicks and marshmallows or straws and clay and are asked to construct various 3D shapes. For example, they might be asked to build a cube, a pyramid, or a prism. This activity is a great example of a hands-on approach because it allows students to physically construct the shapes they are learning about. They can see and feel the number of edges, vertices, and faces each shape has, which can help them better understand these concepts. They can also experiment with how changing the number of edges or vertices changes the shape. This activity also encourages students to work collaboratively and to solve problems, both of which are important skills in geometry and in life. Constructing 3D shapes can improve spatial reasoning skills. Students must think about how different shapes fit together and how they can be manipulated in space. Hands-on activities are often more engaging than traditional lectures or worksheets. This can make learning more enjoyable and motivate students to invest more effort. When students

3 encounter difficulties while building shapes, they must figure out how to overcome them. This can enhance their problem-solving skills. Building 3D shapes allows students to apply the geometric theories they've learned. They can see how these theories work in practice, which can deepen their understanding. Building 3D shapes can make learning geometry more engaging and fun. It provides a break from traditional pen-and-paper methods and can help to maintain students' interest in the subject. Hands-on instructional strategies for geometric instruction can be highly effective in enhancing students' understanding of the subject. I would use physical objects/manipulatives like geometric shapes, blocks, or tangrams which will help students visualize and understand geometric concepts. This is successful because it allows students to physically interact with the shapes, seeing and feeling the properties of the shapes, such as the number of sides, vertices, and angles. I would encourage students to draw or sketch geometric shapes and figures which can help them understand properties and relationships. This is successful because it allows students to actively engage with the material and see the concepts in a concrete way. I would incorporate real-world examples and applications of geometry that can help students see the relevance and applicability of the concepts. This is successful because it makes learning more meaningful and relatable ( Shi. L, Dong. L, Zhao W & Tan. D, 2023). Analysis (Level 1) will address this activity. This is where building 3D shapes fall. At the Analysis level, students start to understand the properties of 3D shapes. They might build 3D shapes to explore these properties, such as the number of faces, edges, and vertices. They can identify and name shapes based on these properties, not just by their appearance. However, they do not yet understand the relationships between different properties or realize that some properties imply others. For example, they might recognize a parallelogram due to its two pairs

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