Module 11

Coordinate Grids

Catch the Fly: http://hotmath.com/hotmath_help/games/ctf/ctf_hotmath.swf

What’s the point? : http://www.funbrain.com/cgi-bin/co.cgi?A1=c&A2=0&A3=0&A4=1&A5=Ov@7tB&A6=[3][4]

Maze Game: http://www.shodor.org/interactivate/activities/MazeGame/

The websites above are games that I explored about coordinate grids. I found them to be very useful and engaging. Students love games and love doing things that do not make them feel as though they are learning. However, there are a variety of tools that can be learned form using these games. Students can practice finding coordinates, placing coordinates and learning which is X & Y. The only disadvantage to using online systems is that sometimes glitches happen when an answer is correct. This happened to me and unfortunately students might look at this as discouraging. I would consider using all three websites within my classroom. Many schools are implementing math rounds as a means for enhancing student learning. With this in mind, these websites would be great for a technology round when working on this unit.

Further Discussion: Misconceptions

Presenting students with definitions to begin a lesson and not go further until they are know is setting students up for failure. Definitions can be wordy and sometimes bring forth a variety of misconceptions for students. One of the largest misconceptions is that students would begin to only visualize geometrical shapes in one way. Therefore, when students see the same shape turned sideways or of different sizes it because a challenge for them to break from this view. Instead rather, this teacher should consider creating definitions with students so that they understand the different varieties of shapes rather than one solid definition. Students need the opportunity to examine shapes and see how they work in different ways.

******How can we avoid these types of misconceptions for our students?

 

How has your view of the key ideas of geometry that you want your students to work though changed?

My view on geometry has changed dramatically after working through these modules. I realize now that I want my students to learn through work rather than definitions. Geometry has a many forms beyond just shapes and I want my students to be able to see that as well. Working with pentominos is a way to see other geometrical shapes put together to create ones that they are familiar with. I also want my students to visualize geometry as a real life concept rather than math only. Using tessellates and patterns can teach students that geometry is everywhere and has been a useful tools for many years.

 

*****How can you implement real world geometry experiences into the classroom?

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One thought on “Module 11

  1. Hi Amy,

    I enjoyed exploring the websites that you chose and they were great to implement in the classroom! In the classroom it can be difficult to have no misconceptions at all with students, but for teachers we should never be the ones creating those misconceptions through our own way of thinking. For us to avoid creating these misconceptions we need to let the students take control. I think by letting them take over their way of thinking can help a lot! We can guide them and give them the information needed, but they know what way they can learn the best. I find implementing real world geometry quite easy because it is everywhere! There is so much around us that can be used and to help students make connections. They will constantly be learning at school, home, grocery store, etc. A fun activity for students is to create a scavenger hunt to find geometric shapes outside of the classroom! There is so much that can be done with implementing real world geometry. Great job on your blog and all of your great information!

    Melissa

    Like

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