MH502: Developing Mathematical Proficiency, Geometry and Measurement, K-5 Seminar 1 September 28, 2010

Agenda Introductions Contact information Upcoming Assignments Review of Unit 1 Overview of Unit 2 Discussion Question and Answers

Introductions Let’s get to know one another: – Where do you live? – Are you currently teaching? What grade/subject? – What do you hope to learn in this class? – What are your memories about geometry in school?

Contact Information My address is This is usually the best way to contact me. I am available via AIM on Saturday mornings from 9:00-11:00 am ET - schulzedrwendy I cover the Resource Center on Mondays and Wednesdays from 10:00-11:00 pm ET. In emergencies, you may call me at , between 7:00-9:00 pm ET.

Upcoming Assignments Weekly Discussion Board (240 points) Units 1-9 Peer Review (30 points) Units 3 & 5 Research Analysis Assignment (60 points) Unit 5 Instructional Plan (400 points) Unit 9 Final Project (270 points) Unit 9

Research Analysis Read the article and address the questions that follow: – What general field of knowledge does this study investigate? – List three key points from the study's literature review that help the reader understand what is already known about the subject AND the purpose of this study in light of other studies. – Cite at least one study used by the author for each of the three points you list.

Instructional Plan Components Introduction Rationale: why is the topic you have selected important? How does it relate to content? What learning outcomes do you expect? State learning objectives To what national and/or local standards will it align? Why is the topic, content or approach important? Two lessons Assessment Step-by-Step Unit 1: Select focus Unit 2: Develop rationale Unit 3: Peer review of rationale Unit 4: Develop learning activities Unit 5: Peer review of learning activities Unit 6: Continue developing learning activities Unit 7: Select/describe technology for learning activities Unit 8: Develop assessments. Unit 9: Submit final instructional plans.

Final Project Introduction: state the topic and the thesis statement for the essay. Body: Summarize key points to describe, explain, support or argue your thesis. Include a minimum of five peer-reviewed articles. Summary and Conclusions: Sum up final points and draw conclusions that provide perspectives on the thesis. Step-by-step Unit 4: Select a topic. Unit 5: Locate relevant peer- reviewed resources. Unit 6: Review the resources to identify key themes and main ideas. Unit 7: Draft the introduction and body. Unit 8: Draft the conclusions. Unit 9: Compile, edit, proofread and submit the final project.

NCTM Standards - Geometry Instructional programs should enable learners to: – Analyze characteristics and properties of two- and three- dimensional geometric shapes and develop mathematical arguments about geometric relationships; – Specify locations and describe spatial relationships using coordinate geometry and other representational systems; – Apply transformations and use symmetry to analyze mathematical situations; – Use visualization, spatial reasoning, and geometric modeling to solve problems.

State Standards See Education World, world.com/standards/state/index.shtmlhttp:// world.com/standards/state/index.shtml to locate standards for your state. Find your state’s Geometry Standards for 2 and 3 dimensional figures in 2 nd grade Find your state’s Geometry Standards for congruence and symmetry in grades 3, 4 or 5

State or National Standards? Would it be better to have one set of national standards for math or to let each state have its own state standards? Take a position. Give reasons to support your position.

Virtual Field Trip Van Hiele's Levels Click on the link labeled Van Hiele’s Level 1 How can you use this in your classroom?

Unit 2: Two-and Three Dimensional Shapes (K-2) In Unit 2, you will explore translating van Hiele Levels of Geometric Thought into practice in the K-2 classroom. Explain how you could include van Hiele levels of geometric thought into your mathematics instruction in K-2. What methods and materials would you use? How would students benefit from this approach?

Unit 3: Geometric Shapes (3-5) This unit will focus on ways to engage all grade 3-5 students in class activities. What are your personal experiences about engaging students in “doing math”? If you were to begin teaching a class of students who had never experienced learning mathematics in a problem-solving environment, they are not likely to know how to solve problems, work with a partner, or engage in a classroom discussion. How would you deal with these challenges so that students would begin to understand their role in such a classroom?

Teacher’s Role Explain how using a problem-solving approach enables students to “construct” knowledge. What is the role of the teacher in a problem- solving environment and how is this different from a traditional classroom? Explain how you could teach location and position using a problem-solving approach.

Technology What is your position on integrating technology into the elementary math classroom? What technology items or websites have you used before? How would you integrate technology into a lesson on shapes?

Manipulatives What is the importance of using manipulatives in elementary math classrooms? Describe one manipulative you could use to introduce a geometric concept. What are the pros and cons of hands-on manipulatives versus virtual manipulatives? What is your best idea for finding manipulatives in today’s budget-cutting environment?

Questions and Answers Any questions? – Comments? – Concerns? Feedback for the class?

Next Week Instructional Plan – Develop the rationale for your instructional plan. Why is the topic you have selected important? How does it relate to K-5 geometry content? What learning outcomes do you expect? To what national and/or local standards will it align? See you on the DB’s – Post Early! – Post Often!

Next Seminar Our next seminar will be: October 19 th at 9 pm ET