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    Week 1

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    The document discusses teaching a geometry and measurement course. It introduces the course by reviewing expectations and discussing why geometry should be taught. It then provides a brief history of geometry, highlighting important geometric thinkers from Thales to Pascal. It emphasizes that students must learn geometry through personal experience and notes the need to incorporate good ESL teaching methods into the course.

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    Week 1

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    parvuevazoe
    7 views30 pages
    The document discusses teaching a geometry and measurement course. It introduces the course by reviewing expectations and discussing why geometry should be taught. It then provides a brief history of geometry, highlighting important geometric thinkers from Thales to Pascal. It emphasizes that students must learn geometry through personal experience and notes the need to incorporate good ESL teaching methods into the course.

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    The document discusses teaching a geometry and measurement course. It introduces the course by reviewing expectations and discussing why geometry should be taught. It then provides a brief history of geometry, highlighting important geometric thinkers from Thales to Pascal. It emphasizes that students must learn geometry through personal experience and notes the need to incorporate good ESL teaching methods into the course.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    7 views30 pages

    Week 1

    Uploaded by

    parvuevazoe
    The document discusses teaching a geometry and measurement course. It introduces the course by reviewing expectations and discussing why geometry should be taught. It then provides a brief history of geometry, highlighting important geometric thinkers from Thales to Pascal. It emphasizes that students must learn geometry through personal experience and notes the need to incorporate good ESL teaching methods into the course.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 30

    Teaching Geometry and

    Measurement
    Week 1
    What will we do today?

    ● Introductions
    ● Review syllabus and expectations for the course
    ● Review diagnostic test
    Question:
    What did you learn during your first
    12 years of education that matters in
    your life today?
    Another question:
    Then…why teach?
    Why teach?

    ⓘ Start presenting to display the poll results on this slide.


    Educating for tomorrow

    Historically, pre-college education has focused on educating for the known, the tried and true, the
    established canon. This made very good sense in the many periods and places where most
    children’s lives were likely to be more or less like their parents’ lives. However, wagering that
    tomorrow will be pretty much like yesterday does not seem to be a very good bet today. Perhaps
    we need a different vision of education, a vision that foregrounds educating for the unknown as
    much as for the known. Perhaps we need a vision of education that’s more “future wise,”
    reflecting our best guesses about what’s most likely to happen and foregrounding flexible
    knowledge likely to inform whatever does happen.”

    David Perkins, Future Wise: Educating Our Children for a Changing World
    Introductions
    What are your expectations for
    this course?
    What should I expect from this course?

    https://drive.google.com/file/d/1UscAuqJVd1dwCpN9X4hr6mLyQzuOvITs/view?usp=share_link
    What should I expect from this course?
    ● In general, the idea is to cover topics in English during our time together, and that
    the T.A. sessions can be a place to further develop Geometric ideas.
    ● Since this course is taught in English, I expect everyone to speak in English while in
    class (to the best of each and everyone’s ability, of course.)
    ● Please feel comfortable asking questions if you do not know how to express
    something in English. While this course is designed to give you the background and
    pedagogical knowledge to teach Geometry in your classes, it is also a place where
    you can improve your English language skills.
    Why teach Geometry (in
    English)?
    What is Geometry?
    ● Latin for “earth-measurer”
    ● Earliest estimates: first humans thought about about “earth measuring”
    between 2900BC - 1800BC
    ● Great geometric thinkers:
    ○ Thales
    ○ Pythagoras
    ○ Euclid
    ○ Brahmagupta
    ○ René Descartes
    ○ Blaise Pascal
    Thales of Mileto (624 - 546) BCE
    Pythagoras (570 - 490 BCE)
    Euclid (325-265 BCE) “Father of Geometry”
    Brahmagupta (598-668 CE)
    Fórmula used to find the area of a cyclic quadrilateral
    given the lengths of its sides
    René Descartes (1596 - 1650)

    Associated the cartesian plane to


    geometric figures, which combined the
    worlds of Algebra and Geometry.
    Considered the father of analytic
    geometry.
    Blaise Pascal (1623 - 1662)

    https://studiousguy.com/blaise-pascals-
    contributions-in-mathematics/
    #2_Pascals_Triangle
    Please remember…
    While during this course we will learn Geometry, measurement, and how to
    teacher it, our students must learn Geometry from personal experience.

    At the end of the day, we teach students how to use critically, analytically about
    their surroundings using geometric figures and measurements.

    Also, given the reality of this program of study, it is necessary to incorporate good
    ESL teaching methods and strategies.
    Let 's get started!
    Opening problem
    Find a pattern in these three figures, then draw the next two that follow:
    A review of elemental
    geometry
    Activity 2
    Fold a sheet of paper to create models for the following terms:
    1. A plane
    2. Parts of two opposite half planes
    3. A bisected line segment
    4. Part of a ray
    5. An angle
    Activity 3

    Fold a sheet of paper to create models for the following terms:


    1. Acute angle
    2. Obtuse angle
    3. Supplementary angles
    4. Complementary angles
    5. Adjacent angles
    Activity 4

    What is the maximum number of regions into which a plane can be partitioned by 12 lines?

    For this problem, we will use the mathematical problem solving steps as outlined by NCTM

    Understanding the problem

    Devising a plan

    Carrying out the plan

    Looking back

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