Nets & class presentations!

Today in Math157 we discussed spatial visualization; nets to be specific. We were given a packet and some graph paper along with some scissors.With the graph paper, we cut out some nets similar to the picture below. We used to nets as a visual to show us how a cube looked when it was unfolded.

We were then given many other ways that a cube could be unfolded and we were asked to label each square with the missing digits so that when it was cut out and folded into a cube, the sums of the opposite faces would be seven. This was an excellent activity in my opinion because it gave us the opportunity to be hands on. Some of us, are not all the great as visualizing things like that.

After that was over, we had classroom presentations! I always love these because everyone in my class is so creative! :) A few of the girls did Halloween themed games for the kids since today is Halloween. I loved it!  Also, they help majorly on the test...which is Monday! Yikes!  Well, I'd better be going!

Happy Halloween All,
Codi  

Geometric Solids

Monday, October 29 Today we discussed geometric solids! It doesn't sound very exciting BUT it was because we got to use candy! All we needed was a paper towel (to be clean), some toothpicks, and some candy spiced drops. We were given a packet with the name and picture of the solid and each group member was asked to help in making the shapes. The shapes we made were a cube, triangular prism, square pyramid, and a rectangular prism. Then, we wrote the number of faces, shapes of the faces, number of vertices, number of edges, and where in the world we would ever find these shapes. (Click here for definitions). We ended up with this!

Afterwards, we moved on to cylinders, spheres, and cones. These shapes were much different than the triangles because they are circles!

Lastly, we discussed Euler's Theorem. This explains that the vertices + the number of faces - edges= 2

Geogebra.org: A useful website for future teachers!

Last Friday, 10/26 we were given two packets regarding Geogebra.org. First, we were asked to explore relationships among the angles formed when parallel lines are intersected by a third line, called a transversal. What we did was similar to the activity when we used patty paper. Except this time, it was using a computer. After that, we got our second packet where we were constructing different types of triangles and labeling them and measuring the angles.

Next, we were given a worksheet on GeogebraTube.org. On this site, we were able to check out different activities on our own and see how it would be beneficial to use them in our classroom, especially with new up and coming technology. These days, kids use a lot more technology than we would think. Investigation activities by discovery helps to create a critical thinker. Geogebra can be used to help teach younger students different shapes and mostly all of the Arizona common core standards can be met by using certain activities on this web site. Click here for Arizona Common Core Standards

I'll be blogging again soon,
Codi :)

What's my angle?!

It was a very productive day in math 157. We continued to discuss the different types of triangles and what defines them. First, our instructor passed out a piece of construction paper to each student, a ruler, and scissors. Then, she asked us each to draw and then cut out a triangle of our choosing. After five minutes or so, she asked us questions such as, "If you made an obtuse/scalene triangle hold it up," or " if you made an acute/equilateral hold it up." I think this was a great activity for the simple fact that it gave us practice and I think it would be a great activity do to in the classroom with young children because it gives them an opportunity to be hands on! Next, we discussed parallel lines cut by a transversal.This was an in class activity that we would be able to mirror in our own classrooms in the future. All we needed was a small piece of patty paper, a straight edge, a protractor, a pencil, and the worksheet that was provided for us. First, we took our patty paper and drew two parallel lines with a transversal going through them. After that, we numbered our angles 1-8 and listed the ones that were equal to angle one. Next, we wrote whether or not each angle was corresponding, alternate interior, alternate exterior, or vertical.Then, we continued to do this for each angle. Our finished product was this.

Lastly, we were shown that by finding the measurement of one angle, you can find the measurements of all the other angles.

Chapter 11: Geometry:Angles and Polygons

On Monday, October 15 we discussed angles and polygons. The first thing we did was get a note card or an "angle finder," and we wrote the definitions of an acute angle, an obtuse angle, a right angle, and a straight angle and we put an example of each of them. This was my personal angle finder :) and here are the definitions of each term. Click here.

After that, we were allotted about fifteen minutes to go around the room and use our angle finder to find two different types of each angle in the classroom. Then, we got a worksheet and used a protractor to measure different angles. I think this was a great activity and I will most definitely be using this in my class in the future! Great activity!

Later on in class, we talked about  polygons and some definitions that go with them. We used a chart to tell whether or not each polygon was:

Simple: A simple curve does not intersect itself, except that if you draw it with a pencil, the starting and stopping points may be the same.

Closed:  A closed curve can be drawn starting and stopping at the same point

Polygons: A simple closed curves with sides that are only segments

Convex: curves are simple and closed, such that the segment connecting any two points in the interior of the curve is wholly contained in the interior of the curve

Concave: curves are simple, closed, and not convex; that is, it is possible for a line segment connecting two interior points to cross outside the interior of the curve

Lastly, we discussed different types of polygons and the different numbers of sides or vertices each one has ---> Hierarchy Among Polygons.This goes along with triangles and the different types.

Until next time :)

Chapter 11: Geometry: Basic Notions

Wednesday, October 10 We touched very briefly on the basic notio0ns of geometry such as some of the terminology...the easy stuff like what a plane is, collinear points, line segments, and what intersecting lines are. Here are some examples of these terms and a few more. Click here 

We didn't have a whole lot of class time to discuss these definitions, but most of them we all know from previous courses. Studying these terms a little won't hurt either because even though they seem fairly easy, when it comes time to teach them to our students, how can we if we don't have it mastered? Also, we may find ourselves having some difficulties in being creative!