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Students will analyze examples and non-examples to deduce the topic: shapes with 180º rotational symmetry
First, students get a set of shapes categorized in two groups.
Students decide which shapes belong in column A or column B using the three new ungrouped items provided.
Finally, I reveal the topic: 180º rotational symmetry
Students will analyze examples and non-examples to deduce the topic: regular and irregular polygons.
First, students get a set of items categorized in two groups.
Students decide where to place three mystery items into groups A and B based on their own reasoning and discussion.
Finally, I reveal the topic: regular vs irregular polygons.
Students will spot the number of parallel and perpendicular lines in shapes and then form groups of shapes.
First, students will identify the number of sets of parallel and perpendicular sides in various shapes.
Next, they create three or four groups based on their findings in step one.
Students identify and categorize shapes based on parallel and perpendicular sides, adding examples to each group for clarity.
Students will group letters by their type of reflective symmetry and then form symmetrical words and sentences.
First, students will find the lines of symmetry for the capital letters.
Next, they put them in categories based on their lines of symmetry.
Then, students will form words with symmetry.
Finally, they’ll create the longest sentences they can using only symmetrical words.
Students will analyze the shapes and determine the pattern: we’ve got trapezoids!
First, students guess the topic by looking at examples and non-examples, and then discuss their ideas with peers.
Next, students will decide which of three items are examples and which are non-examples of the given topic.
Finally, students identified and classified three shapes based on their parallel sides to distinguish between trapezoids and non-examples.
Students will inductively discover the rules of a triangle’s angles.
Students try to create the biggest possible angle inside of a triangle.
They look for triangles with one or more right angles.
Then they add up three angles, trying to find the largest and smallest sums possible.
Students try to create triangles with two and three congruent angles.
Students determine how a triangle’s angle sizes relate to the lengths of its sides.
Students analyze the similarities and differences of several quadrilaterals.
Students choose a quadrilateral, identify which one is most and least similar, and explain their reasoning for each choice.
Students group quadrilaterals by analyzing their angles and sides, identifying similarities and differences based on specific characteristics.
Students develop a hierarchy using the criteria from the previous video.
Students debate which is longer: a ray or a line.
Students learn about the infinity symbol and its connection to lines, line segments, and rays in geometry.
Now we ponder: “Which has more points on it?”
Students choose between storytelling formats to express their thoughts on the relationship between a line, line segment, and ray.
Students will inductively determine the formula for the area of a triangle. Then we apply it to other, more complex shapes.
Using examples, students will attempt to deduce the formula for the area of a triangle.
We reveal the rule.
Students attempt to decompose more complex shapes into triangles.
Students explore the big idea: Shapes can have the same perimeter, but very different areas.
Students create at least five different rectangles with 16m of perimeter.
They organize their information and look for a pattern between the shape’s dimensions and its area.
Students create practical uses for three different rectangles made from sixteen meters of fence and explain their choices.
Students will inductively determine the formula for the area of a triangle. Then we apply it to other, more complex shapes.
Using examples, students will attempt to deduce the formula for the area of a triangle.
We reveal the rule.
Students attempt to decompose more complex shapes into triangles.
Students will experiment with sticky notes to find the area of a circle and, along the way, discover pi!
First, students will cut up post-it notes, trying to see how many they can fit inside of a circle.
Then, you can reveal that (if you had perfect precision) you could fit exactly π post-its into the circle.
Students will determine how the diameter and circumference of circles are related.
Students investigate famous circles around the world and estimate how far it is to walk around versus across each circle.
Next, they’ll measure across printouts of famous circles.
Then, using string, they’ll measure around.
Now, students will look for a relationship between the diameter and circumference.
We reveal that the relationship is π.
I explain a bit more about π.
Students will find and describe the most interesting shapes in this geometric image.
Students will find and describe the most interesting shapes in this geometric image.
Students will find and describe the most interesting shapes in this geometric image.
Students will find and describe the most interesting shapes in this geometric image.
Students will find and describe the most interesting shapes in this geometric image.
Students explore the properties of angles, search city maps for intersecting streets, and then design their own street intersection.
Students create angles using the app and worksheet, measuring their sizes and observing the relationships between the two formed angles.
Explore how 2, 4, 6, or even 8 intersecting angles still add up to 360º.
Students choose a city, find an interesting intersection, print the map, and measure the angles at that intersection.
Students create their own unique road intersections, deciding on street layouts, naming roads, and measuring the angles accurately.
Students will inductively discover the rules of a triangle’s angles.
Students try to create the biggest possible angle inside of a triangle.
They look for triangles with one or more right angles.
Then they add up three angles, trying to find the largest and smallest sums possible.
Students try to create triangles with two and three congruent angles.
Students determine how a triangle’s angle sizes relate to the lengths of its sides.
Students debate which is longer: a ray or a line.
Students learn about the infinity symbol and its connection to lines, line segments, and rays in geometry.
Now we ponder: “Which has more points on it?”
Students choose between storytelling formats to express their thoughts on the relationship between a line, line segment, and ray.
Students will analyze examples and non-examples to deduce the topic: regular and irregular polygons.
First, students get a set of items categorized in two groups.
Students decide where to place three mystery items into groups A and B based on their own reasoning and discussion.
Finally, I reveal the topic: regular vs irregular polygons.
Students will spot the number of parallel and perpendicular lines in shapes and then form groups of shapes.
First, students will identify the number of sets of parallel and perpendicular sides in various shapes.
Next, they create three or four groups based on their findings in step one.
Students identify and categorize shapes based on parallel and perpendicular sides, adding examples to each group for clarity.
Students will analyze the shapes and determine the pattern: we’ve got trapezoids!
First, students guess the topic by looking at examples and non-examples, and then discuss their ideas with peers.
Next, students will decide which of three items are examples and which are non-examples of the given topic.
Finally, students identified and classified three shapes based on their parallel sides to distinguish between trapezoids and non-examples.
Students analyze the similarities and differences of several quadrilaterals.
Students choose a quadrilateral, identify which one is most and least similar, and explain their reasoning for each choice.
Students group quadrilaterals by analyzing their angles and sides, identifying similarities and differences based on specific characteristics.
Students develop a hierarchy using the criteria from the previous video.
Students divide equilateral triangles over and over to create a Sierpinski Triangle.
Students learn to create their own Sierpinski Triangle by starting with an equilateral triangle.
Then, they create Sierpinski Carpets by starting with a square.
Students design three-dimensional versions of Sierpiński fractals using LEGO, Minecraft, or other materials.
Students will create a fractal known as The Koch Snowflake.
Students first create a Koch Curve – a simplified version of the Koch Snowflake.
They’ll take their curve from step 1 and extend it to become a snowflake.
Finally, students will create new versions of the Koch Snowflake by experimenting with different starting shapes.
Students will analyze examples and non-examples to deduce the topic: shapes with 180º rotational symmetry
First, students get a set of shapes categorized in two groups.
Students decide which shapes belong in column A or column B using the three new ungrouped items provided.
Finally, I reveal the topic: 180º rotational symmetry
Students will group letters by their type of reflective symmetry and then form symmetrical words and sentences.
First, students will find the lines of symmetry for the capital letters.
Next, they put them in categories based on their lines of symmetry.
Then, students will form words with symmetry.
Finally, they’ll create the longest sentences they can using only symmetrical words.
Students will find the information to calculate how many times we could fill up a jet plane using the fuel that would fit in an olympic-sized pool.
Students identify the information needed to calculate how many jet plane fuel tanks can be filled with pool jet fuel.
I’ll reveal how many times I could fill up my jet plane.
Students will figure out much pasta they can cook using the water in an olympic-sized pool.
Students think about how much pasta they can cook with an Olympic-sized pool of boiling water for a party.
Students calculate the volume of an Olympic-sized pool and convert it into quarts to determine pasta cooking capacity.
Students convert liters of sour cream into cups to find out how much green onion dip they can make.
Students will find the information they need to calculate how many 2 liter bottles they could fill up using the water in an olympic-sized pool.
First, students will need to figure out how much water is in an olympic-sized pool.
Students calculate the volume of an Olympic-sized pool by multiplying its dimensions: fifty meters, twenty-five meters, and two meters.
Students calculate how many containers of different sizes they can fill using the volume of an Olympic-sized swimming pool.
Students will balance various requirements in order to find the perfect gifts for their very special friends.
Students look for gifts that have a large volume while balancing a low price.
Students search for items, record dimensions, calculate volume, and note weight and price to find the best gift for Denise.
Students search for long and narrow items to find a gift for Olga that costs as little money as possible.
Students write a letter explaining how they chose a gift for their special friend and the decision-making process involved.
Students will calculate the volume of laptops throughout history using the formula for the volume of a rectangular prism.
Students gather information about five laptops, including their dimensions, weight, and release year, to record on their tables.
Calculate the volume of their five laptops, estimating them as rectangular prisms.
Students sketch their two favorite laptops on graph paper, using triangles to represent the three-dimensional volumes accurately.
Students find shapes with the same volume as their favorite laptops but with different dimensions, creating alternate designs.
Students create a three-dimensional model of their laptop design using Lego or construction paper, applying their measurements and creativity.