Middle Measurement and Geometry MASSI
Jhunsucker (Talk | contribs) (→Activity: Preparing Posters for Spirit Club) |
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'''TEACHING OVERVIEW:'''''' '''The first section of the MASSI provides remedial practice on the concepts of perimeter, area, length, width, surface area, height, and tiling to find area. Then, the 6<sup>th</sup> grade aligned component, calculating area, is introduced. This is a good review for your 7<sup>th</sup> and 8<sup>th</sup> graders. Next, the 7<sup>th</sup> grade aligned component, calculating surface area, is introduced. This is useful for your 6<sup>th</sup> and 8<sup>th</sup> graders to gain fluency with equations. Lastly, the 8<sup>th</sup> grade aligned component is calculating changes in area. While the 8<sup>th</sup> graders work on calculating changes, 6<sup>th</sup> and 7<sup>th</sup> graders can also work on this skill or you can let the 6<sup>th</sup> and 7<sup>th</sup> graders practice calculating area and surface area. | '''TEACHING OVERVIEW:'''''' '''The first section of the MASSI provides remedial practice on the concepts of perimeter, area, length, width, surface area, height, and tiling to find area. Then, the 6<sup>th</sup> grade aligned component, calculating area, is introduced. This is a good review for your 7<sup>th</sup> and 8<sup>th</sup> graders. Next, the 7<sup>th</sup> grade aligned component, calculating surface area, is introduced. This is useful for your 6<sup>th</sup> and 8<sup>th</sup> graders to gain fluency with equations. Lastly, the 8<sup>th</sup> grade aligned component is calculating changes in area. While the 8<sup>th</sup> graders work on calculating changes, 6<sup>th</sup> and 7<sup>th</sup> graders can also work on this skill or you can let the 6<sup>th</sup> and 7<sup>th</sup> graders practice calculating area and surface area. | ||
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'''BUILD THE ESSENTIAL UNDERSTANDING: CONCEPT AND SYMBOLS: Perimeter, Area, Length, Width, Surface Area, Height, and Tiling to Find Area '''''(Skip this section for students who understand these relationships and can identify these concepts).'' | '''BUILD THE ESSENTIAL UNDERSTANDING: CONCEPT AND SYMBOLS: Perimeter, Area, Length, Width, Surface Area, Height, and Tiling to Find Area '''''(Skip this section for students who understand these relationships and can identify these concepts).'' | ||
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'''MODEL THE PROCESS: '''Hold up your poster. Use your finger to trace the outside edge of the poster. '''The perimeter is the edge that goes along the outside of the poster. Show me the perimeter of this poster.''' Wait for students to point or eye gaze towards the perimeter of your poster. Correct? Praise: '''Good. '''No response? Guide student to make the response. | '''MODEL THE PROCESS: '''Hold up your poster. Use your finger to trace the outside edge of the poster. '''The perimeter is the edge that goes along the outside of the poster. Show me the perimeter of this poster.''' Wait for students to point or eye gaze towards the perimeter of your poster. Correct? Praise: '''Good. '''No response? Guide student to make the response. | ||
'''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | '''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | ||
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CHECK AND SCORE | CHECK AND SCORE | ||
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− | Student uses finger to trace the outside edges of the poster.''' ''' | + | ||'''Now let's practice with your poster. Show me the perimeter of your poster.''' |
− | + | ||Student uses finger to trace the outside edges of the poster.''' ''' | |
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'''MODEL THE PROCESS: Now let's review area. '''Use the poster to indicate area with hand showing the full area.''' Area is the space inside the perimeter. Show me the area of this poster. '''Wait for students to point or eye gaze towards the area of your photo. | '''MODEL THE PROCESS: Now let's review area. '''Use the poster to indicate area with hand showing the full area.''' Area is the space inside the perimeter. Show me the area of this poster. '''Wait for students to point or eye gaze towards the area of your photo. | ||
'''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | '''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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'''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | '''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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'''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | '''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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'''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student their own net. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | '''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student their own net. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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'''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | '''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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'''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | '''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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'''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | '''[[File:Insert Picture here.jpg]]STUDENT PRACTICE: '''Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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GENERALIZATION: '''Good. You are almost ready to work on making the posters. Before we begin, let's make sure you know the math vocabulary really well! Let's practice with some other things we might find in our school. '''Give each student new objects/pictures (e.g., sheet of paper, calendar, picture [steps 9-12], a net or unfolded box [step13], and rectangular prism or cube, such as cereal box [steps 14-16], etc.) to use. NOTE: Each day use different items so student does not memorize the correct answer. | GENERALIZATION: '''Good. You are almost ready to work on making the posters. Before we begin, let's make sure you know the math vocabulary really well! Let's practice with some other things we might find in our school. '''Give each student new objects/pictures (e.g., sheet of paper, calendar, picture [steps 9-12], a net or unfolded box [step13], and rectangular prism or cube, such as cereal box [steps 14-16], etc.) to use. NOTE: Each day use different items so student does not memorize the correct answer. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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\*\*Note: When students are counting: If the student is nonverbal, counting may be done using an assistive technology device or with a response board (containing the numbers 1-10 or higher when appropriate). The student should "count" by pointing to the tile, then pointing to the corresponding number. For example, the student points to the first tile and points to the number one, then points to the second tile and points to the number two, etc. Student may also tap as teacher counts or move hands/AT scanner from number to number as teacher counts. Look for an action that the student can perform independently and encourage this action as the tiles are counted. Some examples are: a tap, a head nod, blink, leg movement, finger movement. | \*\*Note: When students are counting: If the student is nonverbal, counting may be done using an assistive technology device or with a response board (containing the numbers 1-10 or higher when appropriate). The student should "count" by pointing to the tile, then pointing to the corresponding number. For example, the student points to the first tile and points to the number one, then points to the second tile and points to the number two, etc. Student may also tap as teacher counts or move hands/AT scanner from number to number as teacher counts. Look for an action that the student can perform independently and encourage this action as the tiles are counted. Some examples are: a tap, a head nod, blink, leg movement, finger movement. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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\*\*Note: When students are counting: If the student is nonverbal, counting may be done using an assistive technology device or with a response board (containing the numbers 1-10 or higher when appropriate). The student should "count" by pointing to the tile, then pointing to the corresponding number. For example, the student points to the first tile and points to the number one, then points to the second tile and points to the number two, etc. Student may also tap as teacher counts or move hands/AT scanner from number to number as teacher counts. Look for an action that the student can perform independently and encourage this action as the tiles are counted. Some examples are: a tap, a head nod, blink, leg movement, finger movement. | \*\*Note: When students are counting: If the student is nonverbal, counting may be done using an assistive technology device or with a response board (containing the numbers 1-10 or higher when appropriate). The student should "count" by pointing to the tile, then pointing to the corresponding number. For example, the student points to the first tile and points to the number one, then points to the second tile and points to the number two, etc. Student may also tap as teacher counts or move hands/AT scanner from number to number as teacher counts. Look for an action that the student can perform independently and encourage this action as the tiles are counted. Some examples are: a tap, a head nod, blink, leg movement, finger movement. | ||
CHECK AND SCORE | CHECK AND SCORE | ||
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Revision as of 13:00, 6 November 2013
MASSI: Math Activities with Scripted Systematic Instruction
Activity: Preparing Posters for Spirit Club
==Grade Band: Grades 6-8==
==Concept: Measurement/Geometry==
Common Core State Standard | Core Content Connectors | MASSI OBJECTIVES |
6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. | 6th 6.GM.1d1 Find area of quadrilaterals | Using formula to calculate area of rectangles |
6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. | 7th 7.GM.1h2: Find the surface area of three-dimensional figures using nets of rectangles or triangles | Using nets and formula to calculate surface area of rectangles |
8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. | 8th 8.ME.1e1 Describe the changes in surface area, area, and volume when the figure is changed in some way (e.g., scale drawings) | Using formula to calculate changes in area |
Be sure to provide specific practice to students on the skills that correspond to their grade level.
Combined materials provided: finished examples of posters decorated for local team, paint (may want to sabotage by labeling something like "recommended for an area of _____"), stickers, markers, glue, pictures of school/local team's mascot and players, tiling squares
Teacher materials: Multiple sizes of poster board, calculator, measuring tape/yardstick, box, printed nets (see materials), laminated equation for area and surface area. Note: Although this lesson has a lot of steps, a large majority of the steps break down the calculations into discrete steps.
Student materials (need one set for each student): Scientific or graphing calculators; multiple sizes of poster board (pre-labeled with length and width); worksheets 2, 3, 4; smaller pictures of favorite team's players/mascots (e.g., 3"x 5", 4"x 6"); boxes (pre-labeled with height, width, and length); printed nets Worksheets: There are student worksheets to review each component of the lesson. Assessments: Progress Monitoring for taking data during the lesson; Skills Test 'TEACHING OVERVIEW:' The first section of the MASSI provides remedial practice on the concepts of perimeter, area, length, width, surface area, height, and tiling to find area. Then, the 6th grade aligned component, calculating area, is introduced. This is a good review for your 7th and 8th graders. Next, the 7th grade aligned component, calculating surface area, is introduced. This is useful for your 6th and 8th graders to gain fluency with equations. Lastly, the 8th grade aligned component is calculating changes in area. While the 8th graders work on calculating changes, 6th and 7th graders can also work on this skill or you can let the 6th and 7th graders practice calculating area and surface area.
SCRIPT FOR LESSON
BUILD THE ESSENTIAL UNDERSTANDING: CONCEPT AND SYMBOLS: Perimeter, Area, Length, Width, Surface Area, Height, and Tiling to Find Area (Skip this section for students who understand these relationships and can identify these concepts).
INTRODUCE ACTIVITY: Today we are going to learn about how to be good spirit club members. We are going to be in a spirit club to cheer for and support the (insert school team name or local sports team). We are going to make posters to hold up to support our team. In order to make the posters correctly, we must first learn about area and surface area. Show students an already completed/decorated poster. This is my spirit poster. See how I painted it, and then I decorated it with buttons, pictures, and markers. Before we get started decorating our posters, we need to review some vocabulary.
INTRODUCE THE PROBLEM: We need to know what the words "perimeter," "area," "length," "width," "height," and "surface area" mean.
MODEL THE PROCESS: Hold up your poster. Use your finger to trace the outside edge of the poster. The perimeter is the edge that goes along the outside of the poster. Show me the perimeter of this poster. Wait for students to point or eye gaze towards the perimeter of your poster. Correct? Praise: Good. No response? Guide student to make the response. File:Insert Picture here.jpgSTUDENT PRACTICE: Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.
CHECK AND SCORE
Step | Teacher Says/Does | Student Response |
Now let's practice with your poster. Show me the perimeter of your poster. | Student uses finger to trace the outside edges of the poster. |
MODEL THE PROCESS: Now let's review area. Use the poster to indicate area with hand showing the full area. Area is the space inside the perimeter. Show me the area of this poster. Wait for students to point or eye gaze towards the area of your photo. File:Insert Picture here.jpgSTUDENT PRACTICE: Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. CHECK AND SCORE
Step | Teacher Says/Does | Student Response |
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Component | Activity | What Student Does | 'Generalization/ Fluency' |
Measuring in feet and inches | Practice using yardstick or measuring tape to measure distances, and converting to feet and inches (e.g., 28 inches = 2 feet, 4 inches). | Uses yardstick or measuring tape to measure objects or distances. Makes conversion. | Vary the objects/distances you have students measure. Try different yardsticks or measuring tapes. |
Calculating area of irregular shapes (e.g., trapezoid) on grid paper by dividing them into regular shapes and adding areas together. | Give students graphing paper with irregular shapes drawn on them and have them divide shape into regular shapes, find areas, and add together (e.g., rhombus = rectangle and triangle). | Student divides irregular shape into two or more regular shapes, then calculates area for each shape using formulas, and then adds together to find area of irregular shape. | Use a variety of irregular shapes. |
Calculate area when given dimensions, but not told the formula. | Give students the dimensions to a rectangle and ask them to calculate the area. Incorporate word problems to provide context. | Student multiplies length times width to find area without visual prompts or formula provided. | Use a variety of different size rectangles and word problems. |
Find area of triangles and circles | Give students formula for area of a triangle (area = ½ length x width) or a circle (area = πr2; π=3.14) and ask them to calculate area. | Student uses formula to calculate area of triangle or circle. | Use a variety of different size triangles. |
Volume | Give students the dimensions to a rectangular prism or cube and ask them to calculate the volume. Incorporate word problems to provide context. | Student uses formula to calculate volume of a box/cube. | Use a variety of different size boxes and cubes. |
Changes in Surface Area and Volume | Teach students to calculate changes in surface area and volume. | Student uses formula to calculate changes in surface area and volume. | Use a variety of different sizes of rectangular prisms and cubes. |