Post 2
Post #2:
We finished the unit on fractions last week. The students had a test towards the end of last week. The night before the test they were given some practice and friendly notes/reminders (such as cross simplify and when dividing fractions change the operation and flip the second fraction)
I reviewed with the teacher how she grades the tests. If the work is shown and the answer was incorrect, there is opportunity for partial credit.
This week the teacher started with a lesson on area. She projects the math textbook pages on the smart board for easy viewing and teaching. The textbook had a visual of a square and a rectangle. She went over what it meant to find the area of something. She then asked and showed where the length is vs the width and how to calculate the area. She then did two area calculations with the visuals on the smart board and then had two students come up to the board to answer two area calculations. Next, the figures changed to imperfect rectangles. They were more like two or three figures put together. She first had them carefully look at the visuals to see that there were two figures in one and to show them how they would find the area of them separately and then add them together. A few practice examples were done on the board with students and then the students did a practice page or two in their workbook. Students were able to check their answers with me or the teacher and we were able to see who needed some additional help.
Some things I am thinking about:
-I wonder how to make this unit more life like.... maybe it's something that's asked of the students to come up with ways they would be needing to the find the area of regularly shaped spaces and irregularly shaped spaces.
- I haven't looked too far in the teacher's manual so I am wondering what will be next!
I'm curious, what text/program do you use? It sounds like it's built with the assumption area of rectangles is not only retained, but easily recalled from the students' work in 3rd and 4th grade. I agree with you, some review would've been valuable, especially with what our students have been through these last couple years.
ReplyDeleteI was just going to explore the area of rectangles! (as I remember learning that further on maybe middle school?!) I love the use of visual learning and variation of instruction for all learners.
DeleteIs this 5th grade? The review sheet strategy seems great but isn't that primarily used in older grades? I am with K right now so forgive me for my inexperience.
Hi! Yes, fifth grade. They use Primary Mathematics textbooks and workbooks. It turns out the following day after my last post the teacher had some review sheets on area for the students since they first learned about area in fourth grade. We graded them to check their understanding on basic area and perimeters of squares and rectangles before moving forward.
DeleteHi Susie,
ReplyDeleteI think that involving your students in coming up with areas to explore is very beneficial for both you and the students. It allows the students to put their learning and wonders into a relevant context. It also helps you to assess how the students see these objects in everyday life. As we know, we see rectangles in everyday objects quite often so I think it would be fun to see what objects your students come up with so that you may all explore together!
I hope this idea helps.
Best,
Jackie
Susie,
ReplyDeleteThis sounds like an important aspect of your curriculum. When it comes to making area and perimeter more life like, we found one approach that worked well in fourth grade.
After reviewing perimeter and area for squares, rectangles, and eventually irregular shapes, students used graph paper to make their own irregular shape. With straight lines and half shaded boxes, they created images that meant something to them and formed a connection between their lives and the math in front of them. There may be many other options but this is the one we found that works for us. Maybe designing a playground?
John