Luck number 13

Annenberg Video Circumference and Diameter  

Describe Ms. Scrivner's techniques for letting students explore the relationship between circumference and diameter.  What other techniques could you use?

Ms. Scrivner had the students relate the definitions of circumference and diameter to had gestures.  By giving her students something physical to do, they are able to make better connections.  She also helped clarify the definition of the word circumference by showing students other words that started the same way and had similar meanings such as circle and circus.  Then through inquiry, the students went around the room and measured different circles.  I love how the octagon team got down on the rug and drew out a circle in chalk using a hand made compass.

In my classroom I would add songs and movements to enhance learning and memorization. 

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.

 As Ms. Scrivner mentioned, I was handed a worksheet and all the information was given to me.  We were given the circles, all the measurements, and the formula and were told to answer the question.

How did Ms. Scrivner have students develop ownership in the mathematical task in this lesson?

Students developed ownership by taking their own measurements and problem solving together in their groups.  

How can student's understanding be assessed with this task?

Assessment was present during this lesson.  The teacher used observation and questioning.  When students went off track, she brought it to their attention by asking questions that would make them think about their answer.  Such as the case of the group that measured the trashcan.  The teacher pointed out a measurement that the group did correctly and asked them to compare they way they measured that object to the trashcan.  The students knew immediately what they did wrong and fixed it. 

Annenberg Circles and Pi Module 

Most of the questions from problems B 1-4 I had issues with.  It wasn’t that I got the wrong answer it’s just my way about getting the answer was different than the formula given.  This makes me very nervous. 

 Em, Even though I came up with the right answers how important is it for me to know the exact formulas they gave?

Problem B10

If a circle has a radius of 5 cm and the margin of error in measurement is 0.2 cm, what is a reasonable approximation for the area of the circle?

Em, I have no clue what I did wrong and when I read the solution it was like reading a foreign language. Did you understand this?

Textbook Pages 1-26

2. A general instructional plan for measurement has three steps.  Explain how the type of activity used at each step accomplishes the instructional goal.

Step One – Making Comparisons

Students must understand what they are going to measure when comparing objects. They must chose similar attributes in order to make a fair comparison, such longer/shorter and heavier/lighter. They cannot compare the volume of one object and compare it to the length of another, as one has nothing to do with the other.

Step Two – Using Models of Measuring Instruments

Inquiry and investigation are important tools for students to use to build their understanding of any topic.  Using physical models to measure attributes, both non-standard and standard, of a particular object or when comparing two objects will facilitate the measuring concept. Our books shows us the example of using many index cards to cover a desk to measure the area verses using one index card.  With the one card you would have to move and keep track of those movements, the margin for era is high.

Step Three – Using Measuring Instruments

It is important that students know not only how to measure correctly but also how to read these measurements and how the measuring device they are using works.  Having students make their own measuring devices is a great way to achieve this.  Once they master using the device they made they can compare it with standard measuring tools such as rulers.  

3. Four reasons were offered for using nonstandard units instead of standards units in instructional activities.  Which one of these is seem most important and why?

Nonstandard units make it easier to focus directly on the attribute being measured.

When we use nonstandard items to measure with we are developing a deeper understanding of what measurement means. We take to focus away from lines and numbers and refocus on different attributes of the item being measured.  It also allows for a good transition into standard units.

For further consideration….

We have explored numerous areas throughout this semester.  Pick five ideas that you will later use in your classroom. 

Technology- I have saved all the websites given and the ones I have found throughout the semester.  

Data collection- I definitely will have my students collect and interpret their own data.  

Manipulatives- These are vital learning tools.  In my last classroom, the teacher never used these. 

Vocabulary – Let me stress that I believe that learning a concept trumps learning the correct vocab of said concept.  However, it is important to know the vocab as well. Sometimes understanding the concept will help in learning the vocab.

Inquiry- I want my students to put their hands on everything. Explore, investigate and collaborate with their peers.