1. 1

2. Perusing Polygons Finding Perimeter and Area 2

3. INSTRUCTIONAL BEST PRACTICES FOR TEACHING QUANTITATIVE PROBLEM SOLVING Perusing Polygons Activity 3  Start with the poster that coincides with the group number that you were assigned.  Measure the dimensions needed to find the perimeter and area of each polygon to the nearest whole unit of measure.  Find the perimeter and area of the polygon to the nearest whole unit of measure.  Rotate to the next poster when you hear the chime.  Complete your activity sheet with the perimeter and area of each polygon.

4. Sizing Up Circles Circumference and Diameter 4

5. INSTRUCTIONAL BEST PRACTICES FOR TEACHING QUANTITATIVE PROBLEM SOLVING Sizing Up Circles Activity 5 1.Choose 3 circular objects of different size. 2. Write the name of each object on the chart paper for your group (look at the example). 3. Measure the circumference (cm) of each object using a string. Tape the string to the paper under the heading for each object. 4. Measure the diameter (cm) of each object using a string. Tape the diameter string under the circumference string for that object. 5. Record the lengths of the circumference and the diameter on your activity sheet for each object.

6. INSTRUCTIONAL BEST PRACTICES FOR TEACHING QUANTITATIVE PROBLEM SOLVING 6 Describe the difference between the concept of perimeter and area. Give an application of when you might need to find each. Is the concept of finding circumference of a circle like finding perimeter or area? Justify your answer. What geometric dimensions of a circle must you know in order to find its circumference and its area? If you know the area of a circle, can you find its circumference? Explain how. IN YOUR OWN WORDS

7. INSTRUCTIONAL BEST PRACTICES FOR TEACHING QUANTITATIVE PROBLEM SOLVING GEOMETRIC VOCABULARY Polygons Polygon Triangle Right Triangle Hypotenuse, legs Parallelogram Trapezoid Bases of a trapezoid Circles Circle Center of the circle Diameter Radius Pi (π) Circumference 7

8. INSTRUCTIONAL BEST PRACTICES FOR TEACHING QUANTITATIVE PROBLEM SOLVING Looking at our data… 8 What conclusions can we draw from our data from the Perusing Polygons Activity? What conclusions can we draw from our data from the Sizing Up Circles Activity?

9. Reflections of Learning 9

10. INSTRUCTIONAL BEST PRACTICES FOR TEACHING QUANTITATIVE PROBLEM SOLVING Triad Microlabs Process –Form triads (three people) –Number off 1-2-3 –Three rounds of questions (you will have 30 seconds to jot down thoughts before each round begins) –Each person will have 1 minute to answer the question –Other group members listen (if you are done before 1 minute, people should sit in silence and reflect) –When time is called by the chime, the next person speaks

11. INSTRUCTIONAL BEST PRACTICES FOR TEACHING QUANTITATIVE PROBLEM SOLVING Microlab Questions 11 1. Thinking about the work we have done in this institute thus far, as well as, the pre-institute assignment, what have you learned that you did not know before? 2. Based on your experience as a student, what conditions must be in place for you to be successful in your learning and why? 3. Based on your experience with working as an adult educator, what conditions must be in place for your students to be successful in their learning?