LOberlander

Lisa Oberlander Diverse Text Set Due March 10, 2010 EDC 448 The following texts could be used in a tenth grade mathematics classroom studying geometry. Even though this may be a high level math class it only covers the basic practical geometrical skills including measuring lengths, areas and volumes of circles, triangles, squares and other geometrical shapes. The texts include activities, background information, and conceptual information to give the student a broad look at this content area. ** A. ****__Print Resources__** **Text 1:** Biography **Citation:** Riedwig, C. (2002). //Pythagoras: his life, teaching and influence.// München, Germany: Verlag C.H. Beck oHG. **Text Summary:** This biography gives an overview of Pythagoras’ life and how he began teaching. It explains how he developed his concepts including the Pythagorean Theorem. This book also shows his many inspirations and his dedicated followers. **Rationale:** I selected this text because a lot of the times students will learn a concept and it seems so distant from them. This will show students who actually discovered that these theories and makes it more personable. **Use for the text:** I might use this text as just an introduction to the Pythagorean Theorem topic. This would be a good way to get the students attention rather than just diving right into a text book. **Attachment:** I cannot include the book but it can be read online at Google books: [] **Text 2:** Children’s Picture Book **Citation:** Hoban, T. (2000) //Cubes, cones, cylinders and spheres.// New York, New York: Harper Collins. **Text Summary:** This picture book is a collection of photographs of geometrical shapes found in everyday life. An example is a picture of a child with a globe. **Rationale:** I selected this text because it incorporates my content area with what we learned in class about using picture books in secondary education. Also it will help my students connect the content to the outside world. **Use for the Text:** Since students are always asking “when am I going to use this?” about math, I might want to incorporate an activity like this into my class every day. In the last few minutes, or perhaps the first few minutes to grab their attention, I could show them a couple pictures from this book. The students could identify the shapes and see how and where they are used **Attachment:** The cover of this book can be seen at Google books here: [] **Text 3:** Text Book **Citation:** Jacobs, H. R. (2003). //Geometry: seeing, doing, understanding//. New York, New York: W. H. Freeman and Company. **Text Summary:** This geometry book is really interesting because I was looking through it I noticed a lot of word problems with real life references to measurements and structures. Even in the introduction the author gives the examples of the pyramids of Egypt. There are also a lot of pictures and diagrams. This textbook is a broad overview of key geometrical theorems and proofs that would be used in higher education. **Rationale:** I chose this text because it is a different kind of textbook that I’m used to. It’s set up in an interesting way with quotes from mathematicians and cool pictures. Also each section has a short anecdote to give history to the new concept. This is a good way to make connections between content areas. **Use for the Text:** Since this textbook is definitely a complicated text. I would probably only use this textbook if I had an advanced classroom. I would use this as my main textbook for the class and use the exercises as assigned class work or homework problems. **Citation:** I cannot include this textbook but can be found through Google books here: [] **Text 4:** Chart **Citation:** Popovici, D. (2007). //Common geometry formulas.// Retrieved February 25, 2010 from []. **Text Summary:** This is an organized chart of seven basic geometrical figures. It has a picture of the shape, and the formulas to compute both the area and the perimeter or circumference. **Rationale:** I chose this image because it is well organized and can be used to refer back to when the students are doing their homework. It is beneficial to have both a picture and the formulas to make connections between the two. **Use for the Text:** After I taught all these skills and concepts I would use this chart as a clarifier. It has the information in an easy accessible manner and would be great for studying for a test. **Attachment:** The chart is attached. **Text 5:** News article Citation: Kane, D. B. (January 19, 2006). //We’re hard wired for geometry//. Retrieved March 8, 2010 from []. **Text Summary:** This article explains how no matter where someone grows up or what culture they are from people can understand basic geometrical concepts even without schooling or experience with them. Scientists used a series of nonverbal tests on Mundurukú villagers to see if this theory was true. The article gives examples from the tests and explains that the villagers get the correct answer 66% of the time. The purpose of this article is to prove that humans can universally understand geometry because of their natural intuitions. **Rationale:** I chose this article because it relates geometry to not just the real world, but the whole world, involving other cultures students might not be familiar with. It is important to teach students that knowledge doesn’t have to be restricted to the classroom. **Use for the text:** I would use this article as motivation for my students. If they know that they have the innate ability to solve geometry problems they might gain confidence which can lead to high achievement on tests. **Attachment:** The news article is attached. ** B. ****__Online Interactive Resources__** **Text 6:** Online quiz Citation: Microsoft National Broadcasting System (MSNBC). (2010). //Test your innate geometrical sense//. Retrieved March 8, 2010 from []. **Text Summary:** This is a ten question multiple choice quiz that tests basic geometrical concepts such as symmetry, angles, lines and shape recognition. The quiz taker must recognize the shape that doesn’t belong with the others based on the characteristics of the shapes. **Rationale:** I chose this quiz because while I read “We’re hard-wired for geometry” I was directed to this quiz to take. The quiz is similar to the types of questions that were used in the nonverbal studies on the villagers. It can be beneficial to use two texts that are very closely related to each other, as these texts are. **Use for the text:** I would have the students take the quiz on the first day of a geometry course after sharing with them the previous article. Preferably it would be online so students could get their scores and see the corrected answers right away. This was I can test their prior knowledge, and the students can use their common sense along with familiar concepts. If the theory proves to be true, then most of the students would have scored highly. This will boost their self-confidence and activate their prior knowledge so I can teach them new material. **Attachment:** The quiz is attached. **Text 7:** Interactive website **Citation:** Annberg Media. (1997-2010). //Geometry: 3D shapes.// Retrieved March 2, 2010 from Interactives at []. **Text Summary:** This is an interactive website in which students can go through and read about geometrical shapes and view images of the shapes as well. At the end of each lesson is an interactive game or activity that the students can complete using the knowledge they just learned. **Rationale:** I chose this website for two reasons. One is as soon as I saw the home page I wanted to click to see what was next. I even played some of the games. If this website caught and held my attention there is a good chance high school students will like it too. The second reason is because of the way this website it organized. It summarizes each concept on the page and then highlights key vocabulary words that can be clicked and brought to a page with an entire list of important words. This is like how we learned we can teach tier three words that students may have never seen before. **Use for the Text:** Hopefully I will have access to a laptop cart or scheduled time in the computer lab. This is beneficial to get the students in a new fresh learning environment and to use technology, which is huge part of everyday life now, and only getting more important. I would go through the website at first with my students showing them how to take full advantage of the images, charts and games. Then I would encourage them to go through the site at their own pace as I walk around and monitor their progress. **Attachment:** The website can be found at the above web address. ** C. ****__Media Resources__**
 * Context: **

**Citation:** Wikipedia. (August 2006). //Pyramid//. Retrieved March 7, 2010 from []. **Text Summary:** Three pictures of pyramids that are various geometric shapes. **Rationale:** I chose this text because it is a real life example of a geometric shape. Since some kids are visual learners this text could be beneficial to that part of the student population. Use for the Text: At the beginning of the lesson I might show this picture to students by just simply hanging it on the board. I would teach the lesson on pyramids and then at the end, as a final note, ask them to think of other examples where geometry is used in the real world, similar to the Pyramids of Egypt. **Attachment:** The picture is attached. **Text 9:** Geometry Podcast **Citation:** Kozloren. (February 26, 2009). The //Geometry Podcast// [Video File]. Retrieved March 7, 2010 from TeacherTube at []. **Text Summary:** This teacher videotapes her view as she walks through her house. She explains the furniture, the layout and everything else she sees by using as many geometric terms that she can. **Rationale:** I chose this text because it is a good way to introduce a lot of new vocabulary terms in one lesson. Since time is limited, it is hard to explicitly define every single unfamiliar word in a text, for example like in the textbook I selected. This way the word can be put with a picture and in context at the same time. Again this is essential for visual learners. **Use for the Text:** I would assign this podcast for homework (if home computer was not available I would arrange class time for those individuals to complete this assignment). This podcast would be beneficial after I taught new vocabulary terms or before a test as a study guide. I would give students an activity where they recognize a list of terms and find two examples of each in the video. **Attachment:** The video can be seen at the above website. ** D. ****Instructional Resources** **Text 10:** Geometry Software: GeoGebra **Citation:** GeoGebra. (n.d.). //GeoGebra//. [Download]. Retried March 8, 2010 from []. **Text Summary:** This is a free interactive download with graphics and quizzes. **Rationale:** I chose this download because it can be used as an ongoing lesson and I can refer back to it every time I teach a new concept. It is free, easy and can be downloaded to all of the computers at school, or the students can download it at home for extra practice. **Use for the Text:** To get the students to engage in new technology and for experience outside the classroom I would use this as a supplemental teaching tool. I could download the program to school computers and use it whenever I see fit. **Attachment:** The download can be found at the above address. In a course strictly reserved for geometry, these texts would be used throughout the entire year. The news article and online quiz on the first day, the biography, the children’s book and photograph near the beginning, the chart, the interactive website and podcast in the middle and the textbook during the whole year. If I only had a certain amount of time in a school year to teach geometry I would have to make adjustments according to time. Each text is focused on different lessons but still build upon one another. For example, a way I could use the texts together, besides the article and the online quiz, I could use the photograph and the children’s book in the same lesson to assist those students who learn best visually. Another example would be the interactive website and the podcast since both of these assignments can be found online. Every student would be highly encouraged to read every text. Even if the student reads the text and doesn’t understand every single word they can still pull out the main points, which we will also go over in class. This is why I would assign things to supplement their learning like pictures and videos. M 10-2 Creates formal proofs M 10-5 Applies concept of similarity by solving problems. M 10-6: Solves problems using perimeter, circumference or area. The student will be able to identify geometrical shapes and patterns by applying vocabulary terms and concepts. The student will be able to measure and compare geometric shapes using rules learned. R-10-2.1a Students identify the meaning of unclear vocabulary R-10-16.1, R-10-16.2: Generates a personal response to what is read through a variety of means. R-10-15.3 Organizing, analyzing and interpreting the information. The student will be able to interpret the text to understand the purpose of a mathematic concept. The student will be able to relate mathematical content to the context of the outside world.
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