We knew we were going to a school and was planning to go the activity. The first day I was not present in class but my group filled me in on how difficult the process was to find an activity because our class was more advanced in math than their grade. Thus, we decided to select a picture and draw out different geometric shapes using word in three different dimensions. We decided together that we will come up with a scenario of why some of the pieces are different sizes. The scenario was we had three pictures we wanted to hang up but our niece cut up the pictures, mixed up all the pieces and lost few of the pieces. Now we need help to make one big picture we can hang up! Additionally, we decided to give the students a hint about their pieces, we make the hint side and gave them the dimension that we wanted for the picture that they are going to make. Then the students are instructed to try and replicate the designs on their piece and color it however they want to make the lesson even more artistic. We did this as a two day lesson.
The first group introduced the lesson. They said they gave the given scenario stated above. Then the students were instructed to find all the properties of their shapes, for example the side lengths, angles, etc. Then the group interrupted the students and told them well before my niece cut the pictures up we have some information about the measurements to help find the size picture we want accurately. We met with the first group after their experience to talk about it. They reported that the students were having trouble with the shapes with arcs in them or the hints that were given in area because they were not sure about it. Overall, they did not get the new shape finished and cut out as we planned and letting us know where we have to pick up the lesson.
Then our group went to go wrap up the lesson. When we got in there we instructed the students that first we have to finish up the shapes and cut them out. If they were done then they can start designing the shape. We began observing the class and many of the students forgot or lost their original pieces but luckily they had the properties already written down. A couple of students were already designing their pieces. We helped many people with conversions, proportions for the designs, and for support to check to see if they are on the right track. About 12 minutes until the class ended we had everyone to stop and bring the pieces to the board how they were. We randomly stuck the pieces on the board and asked students to come up and try to put the puzzle together while all the other students stood around and try to help instruct them. It was harder cause not all of the pieces were designed. After a few minutes we showed the original puzzle and they put it together. As we stood there we asked them questions such as what was the hardest part about the puzzle piece. The students replied with the conversions and finding the dimensions. Then we asked what do they believe is easier to work with using the puzzle pieces, and the answer was cm because the original pieces are very small. Then we had one piece that was made very small and we were talking about what was wrong with the hint and realized that it was not squared. Overall, the lesson went well for not knowing the students and what they can do before going in.
The experience was very insightful for me. I noticed that in planning a lesson like the one we did you have to keep the pieces in the room in case the students do forget them. Also you have to have extra original pieces in case they do get lost. Another thing you have to account for is absences, there were a few in the class room and we quickly made the missing shapes since we had 4 student teachers and our professor helping out. This experience also showed me when planning a lesson when you are giving hints you have to double check your work or you may make a mistake like I did. I simply forgot to square a number and it threw the whole puzzle off a little. I found that having students explain their thoughts and processes really opens your mind on how every person in your class will have different ways of thinking about the same problem. They all were bright students and thought in creative ways, in ways that I did not think of. Like for designed one person had a circle, the person folded the original and the new shape to divide up the design into different sections to focus on to be able to have drawing it to be more simple. This experience was pretty amazing and I wish we had more time in the semester to experience it more because it reinsures us that we are in the correct field of study.
The first group introduced the lesson. They said they gave the given scenario stated above. Then the students were instructed to find all the properties of their shapes, for example the side lengths, angles, etc. Then the group interrupted the students and told them well before my niece cut the pictures up we have some information about the measurements to help find the size picture we want accurately. We met with the first group after their experience to talk about it. They reported that the students were having trouble with the shapes with arcs in them or the hints that were given in area because they were not sure about it. Overall, they did not get the new shape finished and cut out as we planned and letting us know where we have to pick up the lesson.
Then our group went to go wrap up the lesson. When we got in there we instructed the students that first we have to finish up the shapes and cut them out. If they were done then they can start designing the shape. We began observing the class and many of the students forgot or lost their original pieces but luckily they had the properties already written down. A couple of students were already designing their pieces. We helped many people with conversions, proportions for the designs, and for support to check to see if they are on the right track. About 12 minutes until the class ended we had everyone to stop and bring the pieces to the board how they were. We randomly stuck the pieces on the board and asked students to come up and try to put the puzzle together while all the other students stood around and try to help instruct them. It was harder cause not all of the pieces were designed. After a few minutes we showed the original puzzle and they put it together. As we stood there we asked them questions such as what was the hardest part about the puzzle piece. The students replied with the conversions and finding the dimensions. Then we asked what do they believe is easier to work with using the puzzle pieces, and the answer was cm because the original pieces are very small. Then we had one piece that was made very small and we were talking about what was wrong with the hint and realized that it was not squared. Overall, the lesson went well for not knowing the students and what they can do before going in.
The experience was very insightful for me. I noticed that in planning a lesson like the one we did you have to keep the pieces in the room in case the students do forget them. Also you have to have extra original pieces in case they do get lost. Another thing you have to account for is absences, there were a few in the class room and we quickly made the missing shapes since we had 4 student teachers and our professor helping out. This experience also showed me when planning a lesson when you are giving hints you have to double check your work or you may make a mistake like I did. I simply forgot to square a number and it threw the whole puzzle off a little. I found that having students explain their thoughts and processes really opens your mind on how every person in your class will have different ways of thinking about the same problem. They all were bright students and thought in creative ways, in ways that I did not think of. Like for designed one person had a circle, the person folded the original and the new shape to divide up the design into different sections to focus on to be able to have drawing it to be more simple. This experience was pretty amazing and I wish we had more time in the semester to experience it more because it reinsures us that we are in the correct field of study.