Using Tangrams To Explore Mathematical Concepts Essay

These learning activities help students make connections between what happens in and out of the classroom. They also help children begin to informally develop their concept of spatial sense through such observations as "close" and "far away." Giving students opportunities to practice developing their spatial sense will increase their awareness and application of geometric concepts in different areas of mathematics and other disciplines, including art, science, and social studies.

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

A work tray will have been compiled of the necessary resources for the Numeracy task. A student may be working on shape/colour recognition; the resources may contain a tracing card with a square, a circle and a triangle; a pencil and paper. Then the student is asked to trace the shape which may require hand over hand support. Other resources will also be used but using a different approach such as solid shapes in various colours, the student will be shown a shape and asked “what is the shape?” or more simply “it’s a .....” leaving time for the student to respond and complete the sentence. They may be asked to “take the yellow circle” from a choice of two shapes. Progress is then recorded and will aid the teacher to plan for future lessons depending on the progress made or whether the task is achievable and needs adapting to best suit the ability of the

The teacher gathers students on the carpet and draws a circle with a dot at the center on the IWB and questions children about their feedback on it and expects for mathematical terms circle, round, one, center, radius, diameter and circumference. She concludes that a single picture represents more mathematical concepts.

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

During student teaching both of my placements were in math classrooms. With math being my endorsement, having a strong understanding of the content and knowing different methods (standards I & XII) lead to success with my students As a future teacher, I believe these two standards are the most important. I need to create learning experiences that are meaningful and age appropriate for my students. I created a lesson for my 8th grade students that showed the importance of content and methods of teaching. In this lesson, students had to solve questions involving the 8th grade math standards, but the questions were made in puzzle pieces. Students had to match the question and answers, making a shape once the problems were completed. This is called a tangram, which is a concept students had learned in an earlier grade. This lesson used a variety of strategies and met the needs of my diverse learners (standards III & V). The puzzle pieces had students use creative thinking and

Come up to Smart Board to circle objects. Students take note of the objects that they do not see.

The Case of Randy Harris describes the lesson of a middle school mathematics teacher, and how he uses diagrams, questions, and other methods to guide his students to a better understanding. Throughout his case study, Harris’ methods could be easily compared to that of the Effective Mathematics Teaching Practices. There are eight mathematical teaching practices that support student learning, most of which are performed throughout Randy Harris’ lesson. Harris didn’t perform each teaching practice perfectly, despite doing the majority of them throughout his lessons. The following are examples of how Randy Harris implemented the eight mathematical teaching practices into his lesson, and how the ones that were neglected should have been

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.
3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds,

: In this vivid picture book kids discover a variety of shapes all around them. This book help children to learn about the shapes as well as some Spanish words. For instance, rounds are tortillas and moon, squares are board game, clock, and photo frames, park, and fountain, rectangles are ice cream cart, stone metates, and flag, and furthermore triangles are slices of water melon and quesadillas. The good thing about book is that there is a glossary at the end of the book which translate the Spanish words.How would use this book in the class: During the class time we can cut the paper in different shapes, like square, round, rectangle, and triangle, and let the students to match every shape. Also, we can ask the children about the objects,

The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]

When educating students, it is essential to their growth, that teachers have the ability to learn and grow with their students. Every child learns, thinks, and comprehends differently; therefore, the same material should be taught in multiple ways. For example, in my Math 106 class, all students solve the same problem, the teacher then has a few students explain and depict the different ways they received the correct answer. When a student has a difficult time explaining their method, Mrs. Graybeal provides encouragement and guidance; thus. Also, students who are having a difficult time solving the problem used one of the methods provided by a peer to help them comprehend and solve the problem. Math 106 teaches future educators the

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.

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

In addition to their value as learning exercises, doing a careful and thorough job on the