Difference Between Compass And Straightedge

The Lodestone was a very popular tool of choice for early Mariners. The Lodestone would be the equivalent of today's compasses. “Apparently used by the Olmec in Central America around 1000 B.C. the Lodestone- it is one of the earliest known navigation tools due to its natural magnetic properties, which it gains from being struck by lightning.” “The Chinese used the lodestone compass many years later and so did the early nomadic travelers..”

Students decide when to use: a metric or English standard ruler, a protractor, a compass, or any other tool. Nowadays, many tools can also be found on the internet as “Virtual Manipulatives”. After selecting the correct tool, it is important for the student to use it correctly in order to make precise measurements. Students should understand that in many mathematical oriented jobs, both precision and accuracy are paramount. Minor mistakes in a calculation might lead to a major error in any engineering discipline.

[The learning goal states that the focus learner will be able to formulate learning that all circles are similar through application of transformation techniques (translation and dilation), by the end of the learning segment. The IEP goal states requires the focus learner to describe relationships between similar geometric shapes with 70% accuracy on informal assessments, utilizing one to two supports, by the ending of May 2016. In each lesson the objectives systematically build upon each other as they support the focus learner in accomplishing the learning goal that is based on the focus learner’s IEP goal. The lesson goal and the IEP goal both relate to learning of geometric shapes, with the learning goal being more specific, the circle. After selecting the circle a Common

Even thou, geometry involve shapes, nature, conjectures, proofs, angles, formulas and patty paper, one needs the common language to express attributes. She was able to tell the number of sides a triangle, pentagon, and rectangles. She could not complete parallel line task because she did not know what parallel meant, which affected the parallelogram activity. I know that we were not supposed to give instruction, but what a great learning moment we shared. We found lines and shapes in the classroom environment and talk about where the lines started and ended. We addressed corners and where two lines met. We traced tile lines on the floor. She came to the conclusions that “top and bottom don’t touch.” We marked parallel lines and talked about what parallel meant. She remembered parallel the next day so it did make sense in her mind. In fact, she remembered the words from the warm-up. Many activities had a rubric that made it clear on how to analysis the

3. Placing your drafting compass point at 0 on the scale and the compass pencil at the proper distance for a seismograph station. Then, place your compass point on the seismograph station and draw a circle around the station. Make sure the circle has a radius equal to the distance between the station and the epicenter.

Justification: It gives the teachers a chance to draw and model quadrilaterals. Then it suggests partners to draw together and present them to the class.

Many explorers used different devices to help them navigate during their exploration. Explores used a device called an astrolabe which was used to figure out latitude at sea. They also used a something called a sextant. Sextants aided sailors and explorers with navigation. They help calculate the distance between the horizon and celestial bodies, like stars and planets. The calculations could then be used to establish how far north or south a person is standing. Explorers also used a magnetic compass. The magnetic compass was an important advance in navigation because it allowed explorers to determine their direction even if clouds concealed their usual astronomical cues such as the North Star. It uses a magnetic needle that can turn freely so that it always points to the north pole of the Earth's magnetic field. Many more devices helped explorers navigate when they were exploring, but

I will develop a handout to supplement the oral directives of the lesson in a flow chart form. I will provide a list of websites that include tanagram formations but also encourage the students to discover websites of their own. I will include reference materials and diagrams of other tanagrams for students. I will provide math manipulative shapes that can be used for the assignment or borrow these manipulatives from the math teacher.

In this activity, I will be working with Carolyn Ulrich, a fellow geometry teacher, to improve our students’ achievement in our “Similar Triangles” unit. This application will occur at Deer Valley High School in Glendale, Arizona; the website is: http://www.dvusd.org/Domain/42. The mathematical level of geometry is the second-year math class taken by all sophomores and is tested on the Arizona state standardized test. Mrs. Ulrich is our geometry level leader on our campus, but she teaches four honors geometry classes and one regular geometry class, where I teach three of the regular geometry classes on campus. In this activity, we have decided on three standards to focus on when we instruct our students in this unit, which I will state in the next section. We will work together in a collaborative inquiry which “involves identifying and agreeing on one problem or area of student need.” (Nelson et al., 2010, p. 36) We will meet throughout the week and discuss what we did in class for our instructional practice, how we thought it went for each class, administer the common assessment, and see how our students did on these three standards and compare results.

My lesson will be addressing the kindergarten math standard of identifying and describing shapes. In kindergarten, this consists of being able to identify various shapes such as squares, circles, rectangles, triangles, hexagons, cubes, cones, cylinders, and spheres. To do this we will first go over what each of the shapes looks like and we will also review how to describe where a shape is, above, below, next to, on top of etc. We will make use of Frank Lloyd Wright’s artwork in order to review shapes and location. We will discuss the artwork as a class and talk about the shapes that we can identify in the artwork. We will then label the different shapes on the board as a class, to help children who are still learning the shapes by

1) Set the radius of the compass to 5 cm. It is critical that it stays at this length. Throughout the process check that the length stays at 5 cm.

Argument A: There is a need for students to understand and be able to construct geometric figures using a compass and straightedge.

In the second Kindergarten math Cornerstone, students will take on the role of monument designers. Students will examine monuments from the National Mall, create their own unique monuments, and compare them to their peers’ creations. Following the 5E instructional model, students will be challenged to apply their understanding of describing and comparing attributes of objects and shapes. Students will have the opportunity to construct viable arguments and attend to precision as they plan and create their monuments. Teachers will guide students and provide feedback with targeted questions and prompting support.

| This book fits with fourth-grade instruction because they are expected to understand the attributes of various shapes and how many degrees there are in a circle.

Referring to the Common Core Appendix A and Attachment H and I we can analyze the quality dimensions of text complexity and reader and task considerations. The vocabulary words in the chapter have a single level of meaning with an explicitly stated purpose. The words listed such as needle leaf tree, county, and lines of latitude and longitude are clearly defined within the chapter using words that can be easily understood by 4th graders (see Attachment H for full listing). The dimension of structure found on the Common Core Appendix A, figure 2, discusses the use of graphics within the text. Our chapter use graphics such as maps, charts, real life pictures, and graphs to deepen the reader’s understanding of the content. After reviewing our graphics, we conclude that they are simple and easy to read because the students have most likely seen maps before. If a map does zoom in on a particular area, it includes a caption to describe what the students are looking at. The real life pictures are supplementary to the text, as they are not required to understand the material. We found that most of the maps and charts are essential to the chapter because they extend the reader's knowledge and can help to solidify any misunderstandings.