High Measurement and Geometry MASSI
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||'''Student Response''' | ||'''Student Response''' | ||
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− | || | + | ||1. |
'''Now let's practice with your photo. Show me the perimeter of your photo.''' | '''Now let's practice with your photo. Show me the perimeter of your photo.''' | ||
Student uses finger to trace the outside edges of the photo.''' ''' | Student uses finger to trace the outside edges of the photo.''' ''' | ||
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||'''Student Response''' | ||'''Student Response''' | ||
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− | || | + | ||2. |
'''Now let's practice with your photo. Show me the area of your photo.''' | '''Now let's practice with your photo. Show me the area of your photo.''' | ||
Student uses hand to indicate the area of the photo. | Student uses hand to indicate the area of the photo. | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||3. |
'''Now let's practice with your photo. Show me the length of your photo.''' | '''Now let's practice with your photo. Show me the length of your photo.''' | ||
Student uses finger to point to the length of their photo. | Student uses finger to point to the length of their photo. | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||4. |
'''Now let's practice with your photo. Show me the width of your photo.''' | '''Now let's practice with your photo. Show me the width of your photo.''' | ||
Student uses finger to point to the width of their photo. | Student uses finger to point to the width of their photo. | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||5. |
'''Now let's practice with the boxes you have. Show me the volume of the box.''' | '''Now let's practice with the boxes you have. Show me the volume of the box.''' | ||
Student uses hand to indicate the volume of the box. | Student uses hand to indicate the volume of the box. | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||6. |
'''Now let's practice with the boxes you have. Show me the length of the box.''' | '''Now let's practice with the boxes you have. Show me the length of the box.''' | ||
Student uses finger to point to the length of the box. | Student uses finger to point to the length of the box. | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||7. |
'''Now let's practice with the boxes you have. Show me the width of the box.''' | '''Now let's practice with the boxes you have. Show me the width of the box.''' | ||
Student uses finger to point to the width of the box. | Student uses finger to point to the width of the box. | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||8. |
'''Now let's practice with the boxes you have. Show me the height of the box.''' | '''Now let's practice with the boxes you have. Show me the height of the box.''' | ||
Student uses finger to point to the height of the box. | Student uses finger to point to the height of the box. | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||9. |
'''Show me the perimeter of the _____.''' | '''Show me the perimeter of the _____.''' | ||
Student uses finger to trace the outside edges of the item. | Student uses finger to trace the outside edges of the item. | ||
− | + | 10. | |
'''Show me the area of the _____.''' | '''Show me the area of the _____.''' | ||
Student uses hand to indicate the area of the item. | Student uses hand to indicate the area of the item. | ||
− | + | 11. | |
'''Show me the length of the _____.''' | '''Show me the length of the _____.''' | ||
Student uses finger to point to the length of their item. | Student uses finger to point to the length of their item. | ||
− | + | 12. | |
'''Show me the width of the _____.''' | '''Show me the width of the _____.''' | ||
Student uses finger to point to the width of their item. | Student uses finger to point to the width of their item. | ||
− | + | 13. | |
'''Show me the length of the __(3D object).''' | '''Show me the length of the __(3D object).''' | ||
Student uses finger to point to the length of their item. | Student uses finger to point to the length of their item. | ||
− | + | 14. | |
'''Show me the width of the __(3D object).''' | '''Show me the width of the __(3D object).''' | ||
Student uses finger to point to the width of their item. | Student uses finger to point to the width of their item. | ||
− | + | 15. | |
'''Show me the height of the __(3D object).''' | '''Show me the height of the __(3D object).''' | ||
Student uses finger to point to the height of their item. | Student uses finger to point to the height of their item. | ||
− | + | 16. | |
'''Show me the volume of the __(3D object).''' | '''Show me the volume of the __(3D object).''' | ||
Student uses hand to indicate the volume of the item. | Student uses hand to indicate the volume of the item. | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||17. |
'''Look at your worksheet. This says length '''(pointing to the length space in the equation)'''. What is the length of your photo?''' | '''Look at your worksheet. This says length '''(pointing to the length space in the equation)'''. What is the length of your photo?''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length. | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length. | ||
− | + | 18. | |
'''Now we need to find the width. What is the width of your photo? ''' | '''Now we need to find the width. What is the width of your photo? ''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width. | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width. | ||
− | + | 19. | |
'''Now enter the formula into your calculator to find the area of your photo. '''Wait for students to independently enter the length into the calculator or say '''"What's next?"''' | '''Now enter the formula into your calculator to find the area of your photo. '''Wait for students to independently enter the length into the calculator or say '''"What's next?"''' | ||
Student enters the length into the calculator. | Student enters the length into the calculator. | ||
− | + | 20. | |
Wait for students to independently enter the times button or say '''"What's next?"''' | Wait for students to independently enter the times button or say '''"What's next?"''' | ||
Student enters the multiplication sign into the calculator. | Student enters the multiplication sign into the calculator. | ||
− | + | 21. | |
Wait for students to independently enter the width or say '''"What's next?"''' | Wait for students to independently enter the width or say '''"What's next?"''' | ||
Student enters the width into the calculator. | Student enters the width into the calculator. | ||
− | + | 22. | |
Wait for students to independently enter the equals button or say '''"What's next?"''' | Wait for students to independently enter the equals button or say '''"What's next?"''' | ||
Student enters the equals button into the calculator. | Student enters the equals button into the calculator. | ||
− | + | 23. | |
'''What is the area of the photo?''' | '''What is the area of the photo?''' | ||
Student says or writes/stamps/Velcro's the area of the photo onto the worksheet. Student must say/indicate unit of measurement squared (e.g., "inches squared"). | Student says or writes/stamps/Velcro's the area of the photo onto the worksheet. Student must say/indicate unit of measurement squared (e.g., "inches squared"). | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||24. |
'''Look at your worksheet. This says length '''(pointing to the length space in the equation)'''. What is the length of the box?''' | '''Look at your worksheet. This says length '''(pointing to the length space in the equation)'''. What is the length of the box?''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length. | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length. | ||
− | + | 25. | |
'''Now we need to find the width. What is the width of the box? ''' | '''Now we need to find the width. What is the width of the box? ''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width. | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width. | ||
− | + | 26. | |
'''Now we need to find the height. What is the height of the box? ''' | '''Now we need to find the height. What is the height of the box? ''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the height. | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the height. | ||
− | + | 27. | |
'''Now enter the formula into your calculator to solve for volume of the box. '''Wait for students to independently enter the length into the calculator or say '''"What's next?"''' | '''Now enter the formula into your calculator to solve for volume of the box. '''Wait for students to independently enter the length into the calculator or say '''"What's next?"''' | ||
Student enters the length into the calculator. | Student enters the length into the calculator. | ||
− | + | 28. | |
Wait for students to independently enter the times button or say '''"What's next?"''' | Wait for students to independently enter the times button or say '''"What's next?"''' | ||
Student enters the multiplication sign into the calculator. | Student enters the multiplication sign into the calculator. | ||
− | + | 29. | |
Wait for students to independently enter the width or say '''"What's next?"''' | Wait for students to independently enter the width or say '''"What's next?"''' | ||
Student enters the width into the calculator. | Student enters the width into the calculator. | ||
− | + | 30. | |
Wait for students to independently enter the times button or say '''"What's next?"''' | Wait for students to independently enter the times button or say '''"What's next?"''' | ||
Student enters the multiplication sign into the calculator. | Student enters the multiplication sign into the calculator. | ||
− | + | 31. | |
Wait for students to independently enter the height or say '''"What's next?"''' | Wait for students to independently enter the height or say '''"What's next?"''' | ||
Student enters the height into the calculator. | Student enters the height into the calculator. | ||
− | + | 32. | |
Wait for students to independently enter the equals button or say '''"What's next?"''' | Wait for students to independently enter the equals button or say '''"What's next?"''' | ||
Student enters the equals button into the calculator. | Student enters the equals button into the calculator. | ||
− | + | 33. | |
'''What is the volume of the box?''' | '''What is the volume of the box?''' | ||
Student says or writes/stamps/Velcro's the volume of the box onto the worksheet. Student must say/indicate unit of measurement cubed (e.g., "inches cubed"). | Student says or writes/stamps/Velcro's the volume of the box onto the worksheet. Student must say/indicate unit of measurement cubed (e.g., "inches cubed"). | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||34. |
'''Look at your worksheet. This says area '''(pointing to the area space in the equation)'''. What is the area of your photo?''' | '''Look at your worksheet. This says area '''(pointing to the area space in the equation)'''. What is the area of your photo?''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the area (pink box). | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the area (pink box). | ||
− | + | 35. | |
'''This says length '''(pointing to the length space in the equation)'''. What is the length of your photo?''' | '''This says length '''(pointing to the length space in the equation)'''. What is the length of your photo?''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length (yellow box). | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length (yellow box). | ||
− | + | 36. | |
'''We don't know the width of the photo. We need to write "width" (or "w") here. '''Have students copy the equation into the spaces below before moving to step 37. | '''We don't know the width of the photo. We need to write "width" (or "w") here. '''Have students copy the equation into the spaces below before moving to step 37. | ||
Student writes/stamps/uses Velcro "width" or "w"/points to/eye gazes to the width (blue box). | Student writes/stamps/uses Velcro "width" or "w"/points to/eye gazes to the width (blue box). | ||
− | + | 37. | |
'''Now solve for the width of your photo. '''Wait for students to independently write the number for the length under both sides of the equation or say '''"What's next?"''' | '''Now solve for the width of your photo. '''Wait for students to independently write the number for the length under both sides of the equation or say '''"What's next?"''' | ||
Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the length under both sides of the equation (yellow boxes). | Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the length under both sides of the equation (yellow boxes). | ||
− | + | 38. | |
Wait for students to independently cancel out the \#'s for length on the right side of the equation or say '''"What's next?"''' | Wait for students to independently cancel out the \#'s for length on the right side of the equation or say '''"What's next?"''' | ||
Student writes an "X"/stamps/Velcro's/or eye gazes to cancel out the length on the top and bottom of the right side of the equation. | Student writes an "X"/stamps/Velcro's/or eye gazes to cancel out the length on the top and bottom of the right side of the equation. | ||
− | + | 39. | |
Wait for students to independently rewrite the equation reflecting the cancelled numbers or say '''"What's next?"''' | Wait for students to independently rewrite the equation reflecting the cancelled numbers or say '''"What's next?"''' | ||
Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the area on the top of the left side of the equation (pink box) and the number for length on the bottom side of the left side of the equation (yellow box) leaving the word width alone on the right (blue box). | Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the area on the top of the left side of the equation (pink box) and the number for length on the bottom side of the left side of the equation (yellow box) leaving the word width alone on the right (blue box). | ||
− | + | 40. | |
'''Now use your calculator to solve for the width.''' | '''Now use your calculator to solve for the width.''' | ||
Student enters the number for the area into the calculator. | Student enters the number for the area into the calculator. | ||
− | + | 41. | |
Wait for students to independently enter the divide button or say '''"What's next?"''' | Wait for students to independently enter the divide button or say '''"What's next?"''' | ||
Student enters the division sign into the calculator. | Student enters the division sign into the calculator. | ||
− | + | 42. | |
Wait for students to independently enter the length or say '''"What's next?"''' | Wait for students to independently enter the length or say '''"What's next?"''' | ||
Student enters the length into the calculator. | Student enters the length into the calculator. | ||
− | + | 43. | |
Wait for students to independently enter the equals button or say '''"What's next?"''' | Wait for students to independently enter the equals button or say '''"What's next?"''' | ||
Student enters the equals button into the calculator. | Student enters the equals button into the calculator. | ||
− | + | 44. | |
'''What is the width of the photo?''' | '''What is the width of the photo?''' | ||
Student says/writes/stamps/selects the width of the photo onto the worksheet. Student must say/indicate unit of measurement (e.g., inches). | Student says/writes/stamps/selects the width of the photo onto the worksheet. Student must say/indicate unit of measurement (e.g., inches). | ||
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||'''Student Response''' | ||'''Student Response''' | ||
|- | |- | ||
− | || | + | ||45. |
'''Look at your worksheet. This says volume '''(pointing to the volume space in the equation)'''. What is the volume of the box on your desk?''' | '''Look at your worksheet. This says volume '''(pointing to the volume space in the equation)'''. What is the volume of the box on your desk?''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the volume (pink box). | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the volume (pink box). | ||
− | + | 46. | |
'''This says length '''(pointing to the length space in the equation)'''. What is the length of the box?''' | '''This says length '''(pointing to the length space in the equation)'''. What is the length of the box?''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length (yellow box). | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length (yellow box). | ||
− | + | 47. | |
'''This says height '''(pointing to the height space in the equation)'''. What is the height of the box?''' | '''This says height '''(pointing to the height space in the equation)'''. What is the height of the box?''' | ||
Student writes/stamps/uses Velcro numbers/points to/eye gazes to the height (brown box). | Student writes/stamps/uses Velcro numbers/points to/eye gazes to the height (brown box). | ||
− | + | 48. | |
'''We don't know the width of the box. We need to write "width" (or "w") here. '''Have students copy the equation into the spaces below before moving to step 49. | '''We don't know the width of the box. We need to write "width" (or "w") here. '''Have students copy the equation into the spaces below before moving to step 49. | ||
Student writes/stamps/uses Velcro "width" or "w"/points to/eye gazes to the width (blue box). | Student writes/stamps/uses Velcro "width" or "w"/points to/eye gazes to the width (blue box). | ||
− | + | 49. | |
'''Now solve for the width of the box. '''Wait for students to independently write the number for the length under both sides of the equation or say '''"What's next?"''' | '''Now solve for the width of the box. '''Wait for students to independently write the number for the length under both sides of the equation or say '''"What's next?"''' | ||
Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the length under both sides of the equation (yellow boxes). | Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the length under both sides of the equation (yellow boxes). | ||
− | + | 50. | |
Wait for students to independently cancel out the \#'s for length on the right side of the equation or say '''"What's next?"''' | Wait for students to independently cancel out the \#'s for length on the right side of the equation or say '''"What's next?"''' | ||
Student writes an "X"/stamps/Velcro's/or eye gazes to cancel out the length on the top and bottom of the right side of the equation. | Student writes an "X"/stamps/Velcro's/or eye gazes to cancel out the length on the top and bottom of the right side of the equation. | ||
− | + | 51. | |
Wait for students to independently rewrite the equation reflecting the cancelled numbers or say '''"What's next?"''' | Wait for students to independently rewrite the equation reflecting the cancelled numbers or say '''"What's next?"''' | ||
Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the area on the top of the left side of the equation (pink box) and the number for length on the bottom side of the left side of the equation (yellow box) leaving width variable (blue box) and height (brown box) alone on the right. | Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the area on the top of the left side of the equation (pink box) and the number for length on the bottom side of the left side of the equation (yellow box) leaving width variable (blue box) and height (brown box) alone on the right. | ||
− | + | 52. | |
'''Now use your calculator to divide the left side of the equation.''' | '''Now use your calculator to divide the left side of the equation.''' | ||
Student enters the number for the volume into the calculator. | Student enters the number for the volume into the calculator. | ||
− | + | 53. | |
Wait for students to independently enter the divide button or say '''"What's next?"''' | Wait for students to independently enter the divide button or say '''"What's next?"''' | ||
Student enters the division sign into the calculator. | Student enters the division sign into the calculator. | ||
− | + | 54. | |
Wait for students to independently enter the length or say '''"What's next?"''' | Wait for students to independently enter the length or say '''"What's next?"''' | ||
Student enters the length into the calculator. | Student enters the length into the calculator. | ||
− | + | 55. | |
Wait for students to independently enter the equals button or say '''"What's next?"''' | Wait for students to independently enter the equals button or say '''"What's next?"''' | ||
Student enters the equals button into the calculator. Student writes/stamps/uses Velcro \# /points to/eye gazes to the quotient (green box) and copies right side of the equation (width variable in blue box and height in brown box). | Student enters the equals button into the calculator. Student writes/stamps/uses Velcro \# /points to/eye gazes to the quotient (green box) and copies right side of the equation (width variable in blue box and height in brown box). | ||
− | + | 56. | |
Have students copy the equation into the spaces below. '''Now you need to finish isolating the width. That means we need to move the height to the other side of the equation. Do it just like you did for the length.''' Wait for students to independently write the number for the height under both sides of the equation. | Have students copy the equation into the spaces below. '''Now you need to finish isolating the width. That means we need to move the height to the other side of the equation. Do it just like you did for the length.''' Wait for students to independently write the number for the height under both sides of the equation. | ||
Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the height under both sides of the equation (brown boxes). | Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the height under both sides of the equation (brown boxes). | ||
− | + | 57. | |
Wait for students to independently cancel out the \#'s for height on the right side of the equation or say '''"What's next?"''' | Wait for students to independently cancel out the \#'s for height on the right side of the equation or say '''"What's next?"''' | ||
Student writes an "X"/stamps/Velcro's/or eye gazes to cancel out the height on the top and bottom of the right side of the equation. | Student writes an "X"/stamps/Velcro's/or eye gazes to cancel out the height on the top and bottom of the right side of the equation. | ||
− | + | 58. | |
Wait for students to independently rewrite the equation reflecting the cancelled numbers or say '''"What's next?"''' | Wait for students to independently rewrite the equation reflecting the cancelled numbers or say '''"What's next?"''' | ||
Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the area on the top of the left side of the equation (green box) and the number for height on the bottom side of the left side of the equation (brown box) leaving the variable for width alone on the right. | Student writes/stamps/uses Velcro \# /points to/eye gazes to place the number for the area on the top of the left side of the equation (green box) and the number for height on the bottom side of the left side of the equation (brown box) leaving the variable for width alone on the right. | ||
− | + | 59. | |
'''Now use your calculator to solve for the width.''' | '''Now use your calculator to solve for the width.''' | ||
Student divides using the calculator. | Student divides using the calculator. | ||
− | + | 60. | |
'''What is the width of the photo?''' | '''What is the width of the photo?''' | ||
Student says/writes/stamps/selects the width of the photo onto the worksheet. Student must say/indicate unit of measurement (e.g., inches). | Student says/writes/stamps/selects the width of the photo onto the worksheet. Student must say/indicate unit of measurement (e.g., inches). |
Revision as of 14:32, 25 October 2013
MASSI: Math Activities with Scripted Systematic Instruction
Activity: Preparing a Picture to Give as a Gift
Grade Band: High School
Concept: Measurement/Geometry
Common Core State Standard | Core Content Connectors | MASSI OBJECTIVES |
HSA-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. | HS H.ME.1b2 Solve a linear equation to find a missing attribute given the area, surface area, or volume and the other attribute | * Calculate to find a missing attribute when given area
|
Be sure to provide specific practice to students on the skills that correspond to their grade level.
Combined materials provided: finished examples of pictures in frames, picture frames of multiple sizes, boxes of multiple sizes
Teacher materials: pictures, ruler, calculator, laminated equation for area and volume
Student materials (need one set for each student): Calculators, pictures (pre-labeled with length and width), pictures (pre-labeled with length and area, but NOT width), box (pre-labeled with length, width, and height), box (pre-labeled with length, height, and volume, but NOT width) 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, height, and volume. Then, the calculating area and volume is introduced as a prerequisite to the grade aligned component. If your students can already calculate area and volume, it is ok to move to the next section of the MASSI. The HS grade aligned component is then introduced, calculating to find a missing attribute given area and volume.
SCRIPT FOR LESSON
BUILD ESSENTIAL UNDERSTANDING: CONCEPT AND SYMBOLS: Perimeter, Area, Length, Width, Height, and Volume (Skip this section for students who understand these relationships and can identify these concepts).
INTRODUCE ACTIVITY: Today we are going to learn about packing up a picture as a present for (insert friend/family name here). Look, here's a picture that I want to send as a present to (insert name of friend/relative/etc.). Show students a picture in a picture frame. First, let's all get our pictures that we want to send as a gift. Parents can send in pictures/digital pictures, students can use their school photos, or if those are unavailable, students can print a favorite picture from the internet or clip from a magazine. Make sure each student has a picture. Pictures should be sized in appropriate sizes to fit in common picture frames (4x6) (5x7) (8.5x11). We also need a box to send our pictures. Give each student a box that could be used to ship the picture.
INTRODUCE THE PROBLEM: Before we get started finding out what size picture frame we need, we need to review some vocabulary.
MODEL THE PROCESS: Hold up your photo and use your finger to trace the outside edge. The perimeter is the edge that goes along the outside of the photo. Show me the perimeter of this photo. Wait for students to point or eye gaze towards the perimeter of your photo. Correct? Praise: Good. No response? Guide student to make the response. \[\[File:Insert Picture here.jpg\]\]STUDENT PRACTICE: Give each student their own photo. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. CHECK AND SCORE
Step | Teacher Says/Does | Student Response | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
1.
Now let's practice with your photo. Show me the perimeter of your photo. Student uses finger to trace the outside edges of the photo.
|