HAVE EDUCRATS HIJACKED CORE CURRICULUM?
f:\doc\web\98\09\ckq.txt
Date sent: Tue, 03 Nov 1998 22:50:20 -0500
From: John Shepard
Send reply to: jshepard@gslink.com
Organization: (Home)
To: arthurhu@halcyon.com
Copies to: core-net@TUCC6.TUCC.Trinity.Edu
Subject: Re: CK 2ND Grade Thematic math at 4th grade level?
I dunno Arthur. Sounds like the bandits robbed the Core Knowledge stage,
are misappropriate core knowledge terms, and redefining all in a typical
dumbing down process consistent with STW/Goals 2000/OBE, ad nauseum.
It certainly wouldn't be the first time the clueless educrats jumped on
the band wagon, then shot the driver, and commandeered it into somewhere
west of the pecos.
For one thing, a cause de jour is the college fad of "interdiciplinary
courses." The 'crats at the elem/HS level think you can mix ANYTHING,
e.g., course sof sex-ed for the impotent with historical physics,
hysterical spelling and cheerleading 101. Extra credit for including
Underwaterbasket weaving 2.
I'm not sure this has ANYTHING to do with Hirsch' Core Knowledge programs.
The 'crats could redefine corn as core knowledge and claim they were
doing CK by serving corn! We're dealing here with intellectual clods.
Best//John
arthur hu wrote:
> please pass on to core net, I'm not subscribed
>
> Here's more reason to suspect the "higher standards" people are
> also in the core knowledge movement.
>
> Date sent: Tue, 3 Nov 1998 14:07:43 -0600 (CST)
> Send reply to: core-net@TUCC6.TUCC.Trinity.Edu
> From: Shane Rippentrop
> To: Multiple recipients of list
> Originally to:
> core-net@TUCC6.TUCC.Trinity.Edu
>
> > Come take a look at the Texas Core Knowledge Center Web page. The
> > address is www.trinity.edu/departments/education/TCKC. Hope you enjoy
> > the web sited!!!
>
> \doc\web\98\09\math2d.txt
> http://www.trinity.edu/departments/education/TCKC/2math97.htm
> Monumental Math
>
> comment - this is an example of thematic instruction, it does not
> guarantee a sequential complete coverage of all that is supposed to be
> learned at a grade level. It also appears to cover a lot of concepts for
> 2nd grade such as congruence, named segments, perpendicular, and line of
> symmetry typically not found until grades 3 or 4.
>
> Grade Level: 2nd grade
>
> Presented by:
>
> Suzanne Dreyer
>
> Candlewood Elementary
>
> 3635 Candleglenn
>
> Judson I.S.D.
>
> San Antonio, TX 78244
>
> and
>
> Nora Solis
>
> Coronado Village Elementary
>
> Judson I.S.D.
>
> 213 Amistad Blvd.
>
> Universal City, TX 78148
>
>
>
>
>
> Length of Unit: 6 Units
>
> I. ABSTRACT
>
> Every individual learns by watching and experiencing his/her
> environment. Through first hand experiences, a child learns new
> vocabulary and also learns how to apply basic math skills to
> everyday
> situations.
>
> II. OVERVIEW
>
> A. This unit is designed to provide students a unique way to explore
> basic geometric concepts of shape, symmetry, congruence, area and
> perimeter. The lesson plans integrate the study of geometry with the
> core knowledge units of ancient Greece and American civilization.
> Ideally, the four monuments; Parthenon, Lincoln Memorial, Jefferson
> Memorial, and Washington Monument should have been studied by the class
> prior to the introduction of this unit. These lessons provide
> introductory experiences on which the students can build their
> understanding of geometric ideas and vocabulary. They serve as a
> springboard for further development and explorations of geometric
> concepts. Suggested teacher/student resources are given at the end of
> the lessons.
>
> B. Core Sequence Skills
>
> -identifying and drawing basic plane shapes: square, rectangle,
> triangle, circle
>
> -describing shapes by attributes
>
> -measuring perimeter in inches; area in square inches (G3-4?)
>
> -identifying solid figures: sphere, cube, pyramid, cone, cylinder,
> rectangular prism, hemisphere (G4?)
>
> -associate solid figures with planar shape: sphere (circle) etc.
>
> -make congruent shapes and designs (G4)
>
> -identifying lines as horizontal; vertical; perpendicular; parallel
>
> -naming lines and line segments (line AB: segment CD) (G4)
>
> -identifying a line of symmetry (G4)
>
> C. Major Core concepts
>
> This unit revolves around three concepts. In order to maximize
> learning, the teacher should emphasize these concepts. They are
> the
> following:
>
> 1) Provide problem solving experiences in geometry.
>
> 2) Develop an Awareness of shapes in the world around us.
>
> 3) Develop problem solving skills by applying previously acquired
> knowledge to new and unfamiliar situations.
>
> III. BACKGROUND KNOWLEDGE
>
> A. Teacher Resource Materials
>
> Thornton, C., Tucker, B., Dossey, J., & Bazik, E. (1983). Teaching
> Mathematics to Children with Special Needs. Menlo Park,
> California:
> Addison-Wesley Publishing Co., Inc.
>
> Rectanus, C. (1994). Math by all Means. White Plains, New York:
> Math
> Solutions Publications.
>
> Microsoft Corporation. (1995). Encarta ‘95.
>
> Internet Sites
>
> Greek Influence in America. Useful site created by Ross School.
> Includes information about monuments, gods and goddesses.
> http://ross.pvt.k12.ny.us/greece/index.html Hellenic Ministry of
> Culture. Information on Greek structures on the Acropolis in Athens.
> Includes pictures. http://www.culture.gr/2/21/211/21101a/e211aa01.html
> National Mall Homepage. History of the National Mall in Washington, D.C.
> Links to the Lincoln Memorial, Jefferson Memorial, Washington Monument,
> Capitol and Whitehouse. http://www.nps.gov/nama/index2.htm Ranger
> Dave’s Monument Tour. Provides a wealth of facts about the Washington
> Monument.
>
> http://www.nps/wamo/monument/10tour.htm
>
> Monumental Statistics
>
> Washington Monument Lincoln Monument Jefferson
> Monument.
>
> Began Construction July 4, 1848 February 12, 1915 1938
>
> Completed February 21, 1885 May 30, 1922 April 13, 1943
>
> Height 555’ 5 1/8’’ 188’ long
>
> statue-19’ 19’ statue
>
> Columns none 36 Doric columns 26 columns
>
> Steps 898 steps -------------- -------------
>
> Construction White Marble from White Marble Statue-- White
> Marble Maryland Capstone- Marble Granite
> and form of Rotunda--
>
> aluminum inside walls- Limestone styled domed ceiling.
>
> stone blocks donated by after Greek Temple.
>
> states.
>
> Interesting Facts Originally was supposed France wanted to depict
> Jefferson asked that
>
> to be the American Parthenon, Lincoln as "war president." any
> monument
>
> a repository for statues of He sits in a curule chair erected to him
> face
>
> Presidents & national heroes, like those used by Roman the White
> House so
>
> containing a great statue of Leaders. His arms rest on that he
> could watch
>
> George Washington. the chair arms that are to see if its occupant
>
> decorated with fasces, were holding true to
>
> which symbolize authority. the principles of the
>
> nation.
>
> Builder architect -Robert Mills architect -Henry Bacon architect -
> John Pope
>
> (1866-1924) (1874-1937)
>
>
>
>
>
>
>
>
>
> IV. RESOURCES
>
> A. Book List
>
> Abrohms, A. (1992) Problem Solving with Pentominoes. Lincolnshire,
> Illinois: Learning Resources, Inc. Abrohms, A. (1992). Literature-Based
> Math Activities an Integrated Approach. New York: Scholastic. Addison &
> Wesley. (1997) Mathematics Their Way Beyond the Book. New York: Addison
> Wesley, Longman, Inc. Anno, M., (1991). Anno’s Math Games 111. Philomel
> Books Burk, D., Snider, A., & Symonds, P. (1988) Box It or Bag It
> Teachers Resource Guide Mathematics. Salem, Oregon. Bassett Press.
> Ceserani, G. & Ventura, P. (1983) Grand Constructions. New York: G. P.
> Putman’s Sons Core Knowledge Foundation. (1995). Core Knowledge
> Sequence. Charlottesville, VA: Cricket Magazine. (1997) Cricket’s
> Tangrams. New York: Random House. Evslin, B. (l987) Medusa. New York:
> Chelsea House Publishers. Gulliver Travels. (1989). A Kid’s Guide to
> Washington, DC. San Diego: Harcourt Brace & Co. Highsmith, C. &
> Landphair, T. (l997) Washington, DC. A Photographic Tour. New York:
> Random House Publishing, Inc. Hirsch, Jr. E. D. (1991). What Your
> Second Grader Needs to Know. New York, NY: Dell Publishing. Irvin,
> Ph.D. B. (1995). Geometry Fractions with Pattern Blocks. Lincolnshire,
> IL: Learning Resources, Inc. Jessop, J. (1993). The Xray Picture Book
> of Big Buildings of the Ancient World. Danbury, Connecticut: Franklin
> Watts a Division of Grolier Publishing. Kent, D., (1996). The Lincoln
> Memorial, Cornerstones of Freedom. New York: Children’s Press, A
> Division of Golier Publishing. Learning Resources. (1990). Geoboard
> Activity Book for Primary Grades. Lincolnshire, Illinois:
>
> Learning Resources, Inc.
>
> Literature Book List
>
> Bood, C., & Link, M., (1976). The Goat in the Rug. New York: Mcmillan.
> Brown, M., (1979). Listen to a Shape. New York: Franklin Watts. Burns,
> M., (1994). The Greedy Triangle. New York: Scholastic. Ernst, L. C., &
> Ernst, L. (1990). The Tangram Magician. Harry N. Abrams, Inc. Friedman,
> A. (1994). A Cloak for the Dreamer. A Marilyn Burns Brainy Day Book.
> New York:
>
> Scholastic.
> Hoban, T. (1974). Circles, Triangles and Squares. New York: Mcmillan .
> Hoberman, M. A., (1988) . A House is a House for Me New York: Penguin.
> Macarone, G., (1996). The Silly Story of Goldie Locks and the Three
> Squares. New York: Scholastic. Tompert, A., (1990). Grandfather Tang’s
> Story. Crown Publishers, Inc.
>
> V. LESSONS
>
> Lesson One (one or two days): What is Geometry?
>
> 1. Objective/Goal
>
> a. Assess prior knowledge from Grade 1.
>
> b. Recognize and identify shapes in the environment.
>
> 2. Materials
>
> a. Story of Athena: (Appendix A)
>
> b. Visuals of Greek structure and Lincoln Memorial (transparencies
> and/or pictures): (Appendix C,D)
>
> c. Student booklets/folders/portfolio or math journal.
>
> d Materials to assemble a geometry bulletin board. (Geometry word wall
> chart, pictures of buildings included in the appendices, and a shape
> border)
>
> 3. Prior Knowledge for Students
>
> a. Left and right orientation and positions
>
> b. Basic plane shapes
>
> c. Ancient Greece (goddess-Athena, classical Greek architecture)
>
> 4. Key Vocabulary:
>
> a. geometry- a branch of mathematics that deals with points, lines,
> angles, surfaces and solids
>
> b. monument-a structure made to keep alive the memory of a person or
> event
>
> c. Parthenon- a simple, elegant structure dedicated to Athens’ patron
> goddess, Athena. It is made of a series of vertical pillars and
> horizontal lintels ( a horizontal piece across the top of a door or
> window that carries the weight of the structure above it).
>
> d. Athena-patron goddess of Athens. She was the goddess of war, peace,
> arts and crafts, and wisdom. Father-Zeus, Mother-Meitis.
>
> e. circle- a set of points in a plane equidistant from a center point.
>
> f. square- a four sided figure that has all sides the same length and
> four right angles.
>
> g. triangle- a three sided figure.
>
> h. rectangle- a four sided figure that has two pairs of opposite sides
> equal and parallel.
>
> 5. Procedures/Activities:
>
> a. Pre-assessment: Tell students to fold a paper two times and open it
> up. In the top, right hand box draw a circle. In the top, left hand box
> draw a square, etc.
>
> b. Teacher introduces the lesson by reading and discussing the story of
> Athena.
>
> c. Students look at visuals of the Greek structure and the Lincoln
> Memorial. Students find and compare shapes discovered in each building.
> (may list comparisons or use a Venn diagram)
>
> d. Teacher defines key vocabulary with the students and adds to the
> geometry word wall.
>
> e. Students record vocabulary in their math journal.
>
> 6. Evaluation/Assessment
>
> a.Evaluation is based upon teacher observation during discussion
> times.
>
> Lesson Two (one or two days): Monumental Shapes
>
> 1. Objective/Goal
>
> a. Identify, sort, and classify geometric shapes by attributes.
>
> b. Identify congruent shapes and designs.
>
> 2. Materials
>
> a. Shape worksheet duplicated in 4 different colors, one sheet/student:
> ( Appendix I)
>
> b. Old catalogues and magazines, scissors, markers, pencils, baggies,
> glue
>
> c. Large teacher-made shape books. See: Mathematics Their Way, Beyond
> the Book ,p.62-63 for examples.
>
> 3. Key Vocabulary
>
> a. attribute-a characteristic that describes a particular property which
> some objects have in common
>
> b. congruent-same size, same shape
>
> c. similar-same shape, different size
>
> 4. Procedures/Activities
>
> a. Review words on geometry word wall. Introduce new vocabulary and add
> to the word wall.
>
> b. Play the game " I Spy", emphasizing attributes of objects. Students
> identify and locate shapes in the classroom.
>
> c. Students sort shapes by attributes. (cooperative groups of 4
> students)
>
> 1) Teacher gives each child a different colored worksheet. (Appendix I)
> 2) Students discuss attributes of shapes on their paper. Each child cuts
> out his/her shapes and places them in the group’s plastic bag.
>
> 3) Teacher directs each group to sort their shapes according to a group
> selected rule.
>
> 4) Each group reports to the class their rule for sorting. (shape,
> color,size)
>
> 5) Teacher instructs children to return shapes to plastic bag for later
> explorations. Suggestions for further explorations and practice include
> investigations for discovering congruence and similarity in shapes.
>
> d. Teacher directs students to group all their circles into one set.
> Continue grouping with other sets of shapes.
>
> 1) Students name the groups and compare the shapes in each group.
>
> 2) Teacher defines similar and adds definition to word wall.
>
> 3) Students are asked to find all the twins (congruent) in a group
> ignoring color. Continue with the other groups of shapes.
>
> 4) Teacher defines congruent and adds definition to word wall.
>
> Students construct "Monumental Shape Books". (Students will continue to
> work in groups.)
>
> 1) One child from each group randomly selects the group’s shape book.
>
> 2) Students go on a "shape hunt" through magazines and catalogues to
> find and cut out pictures that symbolize circular, rectangular, and
> triangular objects.
>
> 3) Students sort pictures according to shapes and glue the appropriate
> ones to their group’s book.
>
> 4) Students share their books with classmates and display them around
> the room.
>
> a.See: Math by all Means for additional activities and practice.
>
> Evaluation/Assessment
>
> Evaluation will be based upon teacher observation during discussion
> times and cooperative work groups.
>
> Lesson Three: Stretching It Out
>
> 1. Objective/Goal
>
> a. Identify lines as: horizontal, vertical, perpendicular, parallel.
>
> b. Name lines and line segments.
>
> c. Identify coordinate points on a geoboard grid.
>
> 2. Materials
>
> a. Geoboards and geobands
>
> b. Geoboard transparency grid/make a transparency (Appendix K)
>
> c. Copies of the geoboard transparency grid for each student (Appendix
> K)
>
> 3. Key Vocabulary
>
> a. horizontal-the line where the earth or the sea seems to meet the sky
>
> b. vertical- rising straight up and down from a level surface
>
> c. perpendicular-the intersection of vertical and horizontal lines which
> form a right angle
>
> d. parallel-two lines moving in the same direction but always the same
> distance apart
>
> e. grid- a network of horizontal and perpendicular lines used to locate
> points
>
> f. coordinate- any set of numbers used to locate a point on a line or
> surface in space
>
> 4. Procedures/Activities: Day 1
>
> a. Teacher draws a long horizontal line on chalkboard.
>
> 1) Defines and adds to the word wall.
>
> 2) Students act out word meaning by lying on the floor. (Heads
> Down=Horizontal)
>
> 3) Students identify horizontal lines in the classroom.
>
> 4) Students make horizontal lines on geoboard with red geobands and
> discuss lines, leaving them in place.
>
> b. Teacher draws a vertical line on chalkboard.
>
> 1) Defines and adds to the word wall.
>
> 2) Students act out word meaning by standing up. (Heels together and
> toes pointing to form a V=Vertical)
>
> 3) Students identify vertical lines in the classroom
>
> 4) Students make vertical lines on geoboard with yellow geobands and
> discuss lines , leaving them in place.
>
> c. Teacher draws a perpendicular line on chalkboard.
>
> 1) Defines and adds to the word wall.
>
> 2) Students identify the perpendicular lines on their geoboards!
> (intersection of the red and yellow geobands)
>
> 3) Teacher demonstrates how to use the corner of a piece of paper to
> check if lines are perpendicular.
>
> 4) Students identify perpendicular lines in the classroom and check with
> the corner of a paper. (Could lead to a class discussion of right
> angles!!!)
>
> 5. Procedures/Activities: Day 2-
>
> a. Teacher uses the geoboard transparency grid to demonstrate coordinate
> points. (Appendix K)
>
> 1) Teacher uses the overhead projector to demonstrate how to read a
> coordinate grid and names the axis points of the grid. Students practice
> locating the points.
>
> 2) Students practice creating horizontal, vertical, and perpendicular
> lines on their geoboards by following teacher coordinate directions.
>
> 3) Teacher directs students to make two horizontal lines on their
> geoboards: coordinates A,5 and B,5. Teacher defines lines, A5 and B5 as
> parallel lines and adds definition to the word wall.
>
> 4) Students work in pairs to create geoboard designs and to name the
> lines they created to their partner.
>
> See: Geoboard Activity Book for Primary Grades for additional practice
> and activities.
>
> Evaluation/Assessment
>
> a. Students follow teacher directions to construct a design on
> the geoboard. (Informal- Assessment)
>
> 1) Connect A,4 to E,4. What line did you make? (horizontal)
>
> 2) Connect C,1 to C,4. What lines did you make?
> (vertical/perpendicular)
>
> 3) Connect C,1 to A,4 and C,1 to E,4. What shape did you make? (two
> triangles)
>
> 4) Connect A,4 to A,5 and E,4 to E,5. What lines did you make?
> (two vertical/parallel)
>
> 5) Connect A,5 to E,5. What line did you make?
> (horizontal/perpendicular)
>
> 6) What design did you make? (sailboat)
>
> Students transfer the design to geopaper grid. (Appendix K)
>
> Lesson Four: Shape-Talk
>
> 1. Objectives/Goals
>
> Identify solid figures; sphere, cube, pyramid, cone, cylinder,
> rectangular prism, hemisphere. Associate solid figures with planar
> shape: (sphere--circle, etc.)
>
> 2. Materials
>
> A set of solid shapes
> Transparencies or pictures used in Lesson 1. (Greek structure;
> Washington, Jefferson, Lincoln Memorials) Book--Listen to a Shape
> by Marcia Brown
>
> 3. Procedures/Activities
>
> a.Read and discuss Listen to a Shape by Marcia Brown.
> b.Go over shapes, pictures, and vocabulary on geometry bulletin
> board. c.Teacher draws the 4 basic shapes on the board, draws a line,
> and draws five basic 3-D shapes, not in the
> corresponding places.
>
> Teacher asks volunteers to see if they can match the 4 basic 2-D shapes
> to their 3-D partners.
>
> Teacher writes the 3-D shapes’ names and adds them to the word wall.
>
> Teacher asks students to stand and touch their faces. "Each student is
> unique" and so are each of the shapes.
>
> 1) Some solids have pointy faces. (Cones, pyramids)
>
> 2) Some solids have flat faces. (cubes)
>
> 3) Some have curved faces. (sphere)
>
> 4) Some solids have 2 faces.
>
> a) pointy, curved faces (cone)
>
> b) flat, curved faces (cylinder)
>
> c) pointy, flat faces (pyramid)
>
> 5) Teacher asks students to tell what face each solid has.
>
> 6) Play game "Find the Solid"
>
> a) Teacher displays a set of solids.
>
> b) Students take turns giving specific "face" directions and the rest of
> the students try to guess the correct solid.
>
> "Hot-Cold Game"
>
> 1.Teacher chooses 2 volunteers. One child hides a solid object and
> one child looks for it. 2.The seeker stands outside the room while
> the player hides the object in the room. 3.When the seeker walks in
> the room, all the students direct him/her toward the object by
> quietly chanting
> the object’s name. As the seeker gets close to the object, the
> chanting gets louder, and louder.
> 4.The game continues by hiding and finding different solids.
>
> Lesson Five-Monumental Cover
>
> 1. Objectives/Goals
>
> a. Identify area using square inch tiles.
>
> b. Identify perimeter around a shape.
>
> 2. Materials
>
> Tape (preferably colored electrical tape)--used to identify area by
> using an outline of an area (any shape and size) on the carpet or
> floor Two masters of monuments for each group (Appendices F,H)
> Bucket of tiles--handful for each group
>
> 3. Key Vocabulary
>
> area-any plane surface included within specified limits (space
> inside lines) perimeter-the outside boundary of any plane figure
> (the distance around a shape)
>
> 4. Procedures/Activities Day 1
>
> a. Review shapes and vocabulary on word wall.
>
> b. Children will identify all the space their bodies can reach.
>
> 1) The teacher directs students to stand and space themselves so that
> when their arms are outstretched, they cannot touch each other.
>
> 2)Teacher has the students identify all the space their bodies can reach
> (front, back, and sides). This is their body space or personal area.
>
> c. Teacher outlines with tape a shape on the carpet or floor and places
> a vocabulary card inside the shape---area.
>
> d. Teacher directs one or two students to stand in the area marked and
> emphasizes the space as the area of the shape.
>
> e. Teacher conducts a class discussion of area of classroom, the area of
> the playground, etc.
>
> f. Evaluation
>
> 1) Teacher passes out one set of masters for each group. (Appendices
> F,H)
>
> 2) Students are directed to cover each shape with tiles and fill in the
> blanks.
>
> 3) Teacher discusses results, focusing on square inch area of each
> monument’s shape.
>
> 5. Procedures/Activities Day 2
>
> a. Review shapes and vocabulary on word wall.
>
> b. Teacher directs attention to the taped area on the floor, and tells
> students that they will measure the outside of the area using feet as a
> measurement and refers to this as the perimeter.
>
> c. Students return to their groups and get a handful of color tiles for
> the group.
>
> d. Teacher passes out papers used in the previous lesson and discusses
> area and perimeter.
>
> e. Students are instructed to cover the monument with tiles again.
>
> f. Students will go around each monument placing a dot outside each
> color tile.
>
> g. Students will count the dots for each monument and record the
> perimeter on the bottom of the page. Teacher will remind students that
> each edge of a tile is equal to one inch.
>
> h. See: Exploring with Color Tiles for additional practice and
> activities.
>
> Evaluation/Assessment
>
> a. Evaluation will be based upon teacher observation during discussion
> times and cooperative group work.
>
> Lesson Six (three or four days): Pentomino Problems
>
> 1. Objective/Goal
>
> a. Measure perimeter of a shape in inches.
>
> b. Measure area of a shape in square inches.
>
> 2. Materials
>
> a. Several one inch colored tiles per each pair of students
>
> b. Several copies of the inch grid paper for each pair of students/make
> a transparency for demonstration (Appendix J)
>
> c. Scissors, colors
>
> d. Class chart, labeled "Pentominoes"
>
> e. Class sets of Pentominoes on tagboard (Appendices L , M)
>
> f. Overhead projector
>
> g. Perimeter and Area of a Shape worksheet (Appendix O)
>
> 3. Key Vocabulary
>
> a. pentomino- five congruent one inch squares joined edge to edge (12
> possibilities)
>
> b. motion in geometry (Appendix N)
>
> 1) translation-(slide) objects change location but remain the same
>
> 2) rotation-(turn) to move around
>
> 3) reflection-(flip) to move from front to back, a mirror image
>
> 4. Procedures/Activities-Day 1
>
> a. Teacher places the T on the overhead. Identify this shape as a
> pentomino.
>
> b. Teacher demonstrates how to make this shape using five one inch
> colored tiles.
>
> c. Each pair of students model making this shape on their graph paper.
> (Appendix J)
>
> d. Teacher holds up several more pentomino shapes and continues
> demonstrating how to construct them with the tiles. Students make these
> shapes on their graph paper.
>
> e. Teacher and students work together to develop a class definition for
> pentomino.
>
> f. Definition is added to the class chart. (a shape made up of five
> squares joined edge to edge)
>
> g. Teacher challenges students to see how many different Pentominoes
> they can make on their chart paper.
>
> h. Students construct, trace and color Pentominoes on their chart paper.
>
> i. Students cut out their Pentominoes, bring them to an area of the room
> and sort them.
>
> j. When all twelve Pentominoes have been discovered, one sample from
> each sorting is glued on the class chart.
>
> k. Teacher distributes one set of Pentominoes to each pair of students
> and encourages them to free explore.
>
> l. See: Problem Solving with Pentominoes for examples of worksheets for
> student practice/evaluation.
>
> Procedures/Activities- Day 2
>
> a. Review class chart and definition of Pentominoes.
>
> b. Teacher passes out one set of Pentominoes to each pair of students.
>
> c. Teacher holds up one pentomino and asks students to find and hold up
> the corresponding piece.
>
> d. Teachers asks class to name a capital letter the shape looks like.
> (Appendix N)
>
> e. Teacher prints the named letter under the sample on the class chart.
>
> f. Continue until all pentomino shapes have been named and labeled.
>
> g. Teacher places the T on the overhead and demonstrates slides, turns
> and flips.
>
> h. Students act out slides, turns and flips with their bodies.
>
> i. Students place their T on graph paper and rearrange position of it to
> show slides, turns and flips.
>
> j. See: Problem Solving with Pentominoes for examples of worksheets for
> student practice/evaluation.
>
> Procedures/Activities-Day 3
>
> a. Review class chart, definition of Pentominoes and geometry word wall.
>
> b. Teacher passes out one set of Pentominoes and several sheets of graph
> paper to each pair of students.
>
> c. A student reviews standing in the area of the shape on the carpet
> (all the space inside the shape).
>
> d. Another student demonstrates walking around the shape on the floor to
> review perimeter.
>
> f. Teacher places the one inch graph transparency on the overhead, and
> traces one pentomino shape.
>
> g. Teacher asks students to estimate the perimeter of the shape (the
> number of units around the outside of the shape).
>
> h. Teacher demonstrates counting around the perimeter by marking a
> starting point and then counting.
>
> i. Teacher demonstrate counting the total number of square units in the
> traced shape to model finding the area of a shape.
>
> j. Students practice putting two or more Pentominoes together on their
> graph paper, tracing the shape, and finding the area and the perimeter
> of the shape. They may color, cut out, and label the area and the
> perimeter of their shape. These may be posted on the chart labeled
> "Pentominoes".
>
> k. See: Problem Solving with Pentominoes for examples of worksheets for
> student practice/evaluation.
>
> Evaluation/Assessment
>
> a. Students complete a worksheet on area and perimeter of pentomino
> pieces. (Appendix 0)
>
> VI. CULMINATING ACTIVITY
>
> A. Tessellation Celebration: Students choose one pentomino shape to
> trace and color in two complementary colors on a large piece of
> construction paper. Continue to trace this piece adjacent to the others
> by sliding, turning, or flipping the piece. When the whole construction
> paper is filled, the picture can be displayed around the room.
>
> VII. HANDOUTS/STUDENT WORKSHEETS
>
>