Geometry notes Measurement

Measurement – Chapter 1Tuesday : 

Measurement – Chapter 1Tuesday

Number 1 to 6 : 

Number 1 to 6 1.What is 6 + 7? 2. About how much is 31 cents and 18 cents? 3. About how tall am I in feet? 4. What number is 1000 less than 22,345? 5. Draw a picture of 2 ¾. 6. What makes two figures similar?

Slide 3: 

Clock Partners

Today : 

Today Brain research – how does memory work? Yesterday’s Exit Cards Read Introduction on measurement Today’s Big Idea: Understand what you can measure (attributes, units, and processes) and how to measure What is estimation? What Units should we use? What’s an angle – really? Does estimating change in different contexts? Start Chapter 2 – Perimeter, Area, Volume Exit Card

More Brain research – the Memory : 

More Brain research – the Memory

Memory Systems : 

Incoming Information Temporary Memory Immediate Working Long- Term Storage Memory Systems

Memory Systems : 

Memory Systems

Working Memory : 

Working Memory

Working with working memory : 

An adolescent (or adult) normally can process an item in working memory intently for 10 to 20 minutes before fatigue or boredom with that item occurs and the individual’s focus drifts. For focus to continue, there must be some change in the way the individual is dealing with the item. Working with working memory

Slide 10: 

Ten Two

Slide 11: 

With your 6:00 partner, list ways to change the focus of a lesson.

Tomorrow. . . How do we enhance memory? : 

Tomorrow. . . How do we enhance memory?

Today : 

Today Brain research – how does memory work? Yesterday’s Exit Cards Read Introduction on measurement Today’s Big Idea: Understand what you can measure (attributes, units, and processes) and how to measure What is estimation? What Units should we use? What’s an angle – really? Does estimating change in different contexts? Start Chapter 2 – Perimeter, Area, Volume Exit Card

If measurement is a story, what’s the moral to the story? : 

If measurement is a story, what’s the moral to the story?

Introduction to Measurement, pg 1 - 9 : 

Introduction to Measurement, pg 1 - 9 Count off by 6’s. Everyone please read the Introduction on page 1 and the Measurement across the Mathematics Curriculum on page 9. 1’s, 2’s and 3’s will read pg 2-5, summarize and report back to the large group. (chart paper and markers are available) 4’s, 5’s and 6’s will read pg 5 (bottom) to pg 9, summarize and report back to the large group.

What is Estimating? : 

What is Estimating? Chapter 1 Estimating Estimation Appropriate Units Protractors or Angle Measurements Estimating in Context

What is Perimeter? Area? Volume? : 

What is Perimeter? Area? Volume? Chapter 2 Seeing is Believing Piecing Ideas Together Going in Circles To the Surface and Beyond

If measurement is a story, what’s the moral to the story? : 

If measurement is a story, what’s the moral to the story?

Tonight’s Assignment : 

Tonight’s Assignment Find something that your students would be interested in measuring, estimate it’s measurement then measure it. Bring the results to class tomorrow.

Exit Card – select two questions to answer : 

Exit Card – select two questions to answer Summarize in a few words today’s most important point. What point is still confusing from this session? What is one thing you have learned today? What do you need more work on?