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Geometric Measurement First, Second and Third Dimension Grades 7-12 for Active WV Educators
 
Course Description
    

In this seven-week course, participants will become familiar with relevant research in teaching geometric measurement and will learn how to analyze student work to inform their instruction. By completing classroom tasks, participants will learn how to assist students in developing stronger conceptual understanding and procedural knowledge, especially in linear measurement, area, surface area, and volume. They will also explore relationships between perimeter and area, and among area, surface area, and volume. Teachers will also be introduced to online tools, such as virtual manipulatives, applets, and simulations, and will learn how to integrate these tools into their geometry and algebra lessons. Participants will also conduct mathematical task interview with one or more students and then report their findings back to the group. Recording the interview, analyzing the documentation, and discussing the interview will help participants understand where students succeed and struggle, and how they can improve.

 
Course Syllabus
    

Goals and Objectives

During this course, participants will learn skills and strategies to:

  • become familiar with the WV Next Generation Standards and current research for teaching mathematics in grades 9-12,
  • learn how to analyze student work to inform instruction,
  • learn approaches to teaching geometric measurement that emphasize both conceptual and procedural knowledge, particularly in linear measurement, area, surface area, and volume,
  • explore visualization, spatial reasoning, and geometric modeling as vehicles to build mathematical skills and
  • become familiar with virtual manipulatives and hands on activities designed to promote both conceptual and procedural knowledge around geometric measurement.

Audience

This course is designed for teachers of mathematics in grades 6 through 12. Participants are expected to have constant access to computers and be proficient with email and current web-browsers.

Workshop Details

This workshop is divided into seven one-week sessions. Each content session includes readings, activities, and an online discussion among workshop participants. The time for completing each content session is estimated to be between 6.5 hours, and the total amount of time required for the entire workshop is estimated to be 45 hours.

Session One: Foundations of Measurement
Session Two: Developing a Process for Examining Student Work
Sesiso Three: Perimeter vs. Area - Moving from 1-D to 2-D Measurement
Sesison Four: Area vs. Volume - Moving from 2-D to 3-D Measurement
Sessio Five: The Value of Relating Different Geometric Measurements
Sesison Six: Planning for Implementation

Assessment

This course is divided into seven one-week sessions, each of which includes readings, activities, and an online discussion among course participants. The time for completing each session is estimated to be 6.5 hours. Assessment will include participation in course discussions and completion of assignments and a culminating classroom-focused project lesson plan. Participants are expected to be engaged in reading, reflection and course activities for approximately 45 hours during the seven-session course.

Course Project and Other Assignments

The following assignments will be completed and posted to session drop boxes throughout the course: 

Assignment #1: Session Two/Activity #2: 
Math Task--Complete the Looking at Student Work Template for Student Y and Student Z

Assignment #2: Session Three/Activity #2: 
Math Task--Complete the Looking at Student Work Template for one student work sample
 
Assignment #3: Session Four/Activity #1 and Activity #3: 
Complete sections 1-8 of the Course Project Lesson Plan. Prepare for your Technology/Geometry Tool Student Interview. 

Assignment #4: Session Five/Activity #4: 
Submit your Technology Tool Guide for teachers and students. This Guide is specific to the technology measurement tool/applet you have selected to be part of your Course Project Lesson Plan. The Guide will address the targeted student misconceptions, instructions on how to use the technology tool, and questions that you will use to guide student thinking. 

Assignment #5: Session Five/Activity #5:
Submit the results of your Technology/Geometry Tool Student Interview (Sample Interview Questions) 

Assignment #6: Session Six/Activity #2: 
Submit your completed Course Project Lesson Plan. 

Standards

This workshop meets the standards for Content, Instructional Design, and Technology as defined in the National Standards of Quality for Online Courses, published by the International Association for K-12 Online Learning (iNACOL).

This workshop provides teachers with an opportunity to meet the Engage in Professional Growth and Leadership standard as defined in the National Educational Technology Standards and Performance Indicators for Teachers, published by the International Society for Technology in Education (ISTE).

About this Workshop

This workshop was developed by EdTech Leaders Online (http://edtechleaders.org) at Education Development Center. EdTech Leaders Online provides capacity building training and online courses for school districts, state departments of education, and colleges and universities.