Describe Ms. Scrivner's techniques for letting students explore the relationship between circumference and diameter. What other techniques could you use?
Ms. Scrivner had students to review their definition's's of the words circumference and diameter as a whole group. She also had students to compare the world circle to the term circumference as a way of having students to see their similarities. She had students to realize that both words were measurements that could be used when working with a circle but that the diameter was the distance across a circle where as the circumference was the distance around the outside.
In essence, students in this lesson were learning about the ratio of the circumference to the diameter. Compare how students in this class are learning with how you learned when you were in school.
In essence, students in this lesson were learning about the ratio of the circumference to the diameter. Compare how students in this class are learning with how you learned when you were in school.
I was actually surprised to see the ratio of the circumference to the diameter used in this video. I do not recall learning about the ration between circumference and diameter when I was in school but in learning about in within this video it actually made sense to me. I remember learning about diameter and circumference by being given a definition, a demonstration, and then exploring on our own.How did Ms. Scrivner have students develop ownership in the mathematical task in this lesson?
Ms. Scrivner had students to develop ownership in the mathematical task in this lesson by having them to select their own objects that were circular that they had to find the measurements on and then share with the class. For example: the one group who measured this boys head learned that was incorrect because the head was not in fact circular but in an ellipse shape.
How can student's understanding be assessed with this task?
Students understanding can be assessed from this task if:
-They chose a circular object.
-If the circumference and diameter are close to a 1:3 ratio.
-If the students know the difference between circumference and diameter.
For further Discussion:
1. Pentomino Activities: are something I would use in my own classroom one day. Although I struggled with using them myself during the lessons I feel like it would be a good learning experience for myself and my students. Students like hands on activities that teach them and I could see students leaning through the pentomino activities.
2. Nets: I would use nets when teaching about 3-D figures and 2-D figures. I like the usage of nets when teaching about 2-D and 3-D figures because students are able to see how a 2-D figure can form a 3-D figure and are able to see how a "flat object" can be transformed.
3. Spatial Reasoning Activities from Annenberg: I would use these activities on Spatial Reasoning in my classroom because I feel like the concept of spatial reasoning is taught better through these actual activities than I know how to teach them myself. I struggled with the concepts of spatial reasoning and I feel like in having an interactive model such as the Annenberg models that the students will gain more knowledge.
4. Quick Images: this is a concept that I saw introduced in this class and one I actually found to be rather interesting. In showing the picture to the students for a brief amount of time it makes them have to think about what the object is and try and recreate it. I like this activity also because it allows students to compare the shape(s) they were shown to real life objects. Students come up with all sorts of explanations as to how they remembered the shape which is quite interesting.
5. Coordinate Grids: I loved the way coordinate grids were used during module 11. The website which included all of the different activities to teach about the coordinate grids I really enjoyed and learned a lot from and I could see students doing the same. Interactive games online I have noticed to be beneficial because students are having fun while learning concepts.
Circles and Pi:
When on Problem A1 I was able to find the diameter and perimeter of the hexagon but I struggled when it came to finding the perimeter of the square as well as the circumference of the circle.
When on Problem A2 and A3 I struggled with pretty hard but then I looked at the solutions and when I read the solutions for both problems the concepts made more sense and I felt rather silly that I did not know how to figure them out at first.
Throughout the rest of session A I would get parts of the problems correct and then get stumped. I would then go to the solution and look at it and read through it and they would all make more sense to me than when I tried them originally.
In session B I found it neat how the circle was able to be cut up and formed into the shape of a rectangle. I had never seen this before and was shocked to see it now. I worked through the problems in session B and did good on the first 3 but the last 7 I struggled with. I enjoy there being solutions to look at because it makes it where if you do not understand at first you will afterwards.
