Module Fourteen

Textbook

1. Explain what it means to measure something. Does your explanation work equally well for length, area, weight, volume, and time?
To measure something means.... to see how big or small something is by using tools such as a tape measure, measuring cup, etc. I feel as though the way I explained it only shows the length and area. To measure time you would need a clock or to count how many seconds. The volume you could measure by putting certain items in a container and seeing how many fit. And to measure weight you would use some type of scale

3. Four reasons were offered for using nonstandard units instead of stand units in instructional activities. Which of these seem most important to you, and why?
I think the most important is "Nonstandard units make it easier to focus directly on the attribute being measured." I think this is the most important because it students need to understand what it means to measure something before the get confused with all the different numbers on rulers and measuring tapes. Using items that are nonstandard are easier for them in the beginning because they can see the number of items better. 

Out of the 4 reasons offered which did you think was most important and why?

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 lets the students work with other students to discuss circumference. She also has the class talk about the vocabulary as a group, for example talking about words that start with circ. She encourages the students by asking questions but then has the students explain what they are talking about. She has the students to the "pumpkin hug" to think about how to find the circumference of a pumpkin. Some other techiques I would use is try to find a song that goes along with circumference to help the students remember. 

 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 don't remember learning this way. I remember having lots of worksheets. Ms. Scrivner has her students doing lots of things that are hands on and I think that is one of the best and most effective ways to teach math. I also really like how each student has their own "math kit" at their desk. This is something I will think about having for my own classroom.

Do you remember learning about circumference and diameter the way she is teaching her students or more like me with lots of worksheets?

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

They take ownership because they get to measure certain items around the room. They also had to talk about their measurements with other classmates so they were taking ownership when they said what they got. 

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

A student's understanding can be assessed with this task by teacher observation. The teacher can see what they are measuring and how they are measuring and tell if they are understanding it correctly. This also allows the teacher to stop and help students who aren't doing it right. 

Can you think of another way to assess the students?

For Further Consideration...

Five Ideas I will use in my classroom are:

1. Making sure I teach my students about the importance of measurement. Getting them to understand it first by using nonstandard units and then standard units of measurement

2. When teaching geometry try not to focus too much on definitions, show many examples.

3. Find ways to incorporate technology into my mathematics teaching.

4. Have students do LOTS of hands on activities.

5. Allow students to work together so that they can bounce ideas and thought off one another.

It was great being your blog partner this semester. I wish you the best with your future teaching career. :)