Course Guide - USAID Teacher Education Project

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Make sure students realize that a similar shape’s corresponding angles are the sameeven though its corresponding sides differ in length. The next activity will focus onhow the proportionality of side lengths is a key "factor" in similarity.d) On a sheet of graph paper have students draw three rectangles:o 1 units x 2 unitso 5 units x 6 unitso 4 units x 8 unitsDo they think these three rectangles "look similar”? (Each has four 90° angles so theangle principle of similarity holds true.)What do students notice as they compare the side lengths of these rectangles? Dostudents notice differences in proportion that occurred when adding 4 to bothdimensions of the original 1 x 2 rectangle? Can addition of equal units tocorresponding sides justify similarity (1 + 4 = 5, and 2 + 4 = 6)?What happened when the original 1 x 2 rectangle had each of its side lengthsmultiplied by 4 resulting in the 4 x 8 rectangle? Are rectangles 1 and 3 similar? If so,why? If not, why not?e) Summary: Summarize this section of today's lesson on similarity by asking thefollowing questions:• How does the side length property relate to the term "scale factor"?• How can knowing the scale factor help solve for missing sides on twosimilar figures?• In the rectangle problem, there were still four 90° angles, yet all thefigures were not similar. What is the role of angles in similarity?• What does the word "corresponding" imply? Can one double the sidelength and double the angle measurement and still have two similarfigures?• How do the two components of similarity (corresponding angles andcorresponding side lengths) provide a working definition of similarity?f) Have students sketch three 90° angles on grid paper. These will become theirreference angles. How might they:• Find 45°, 22.5°, and 135° angles by using one of the 90° angles that theydrew?• Use another of their 90° angles to estimate angles of 60°, 30°, and 120°?• Use their third 90° angle to find a 180° (straight) angle and a 360° (fullrotation) angle?Once students have done this, ask them to describe the usefulness of a 90° angle as areference or "benchmark" angle to help estimate and compare angles.
In the prior session, students were told to bring their 25 polygon shapes worksheet toclass today. Have them look at the following polygons:· Triangles: 18, 22, 24· Quadrilaterals: 1, 2, 5, 6, 7, 9· Pentagon: 12· Hexagon: 14· Octagon: 215. AssignmentUse angles derived from the 90° reference angle to estimate the interior angles(and then the shape's angle sum) for each of the above 12 polygons. Bringresults to the next class session where angles and angle sums will be exploredmore fully.Faculty NotesUnit 3 GeometryWeek 2: Angles, Angles in Polygons, 360° Angles, TessellationsWeeklong Overview:Session 1: Angles: Types of angles, Measurement of angles, Size of line segmentsnot affecting Angle Size, Interior angles of Polygons, Angle Sums in Triangles.
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This product has been made possible
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Subject: General MathematicsCredit
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Semester OutlineUnit 1: Numbers and
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Suggested Resources:These resources
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Unit 1 Number and OperationsWeek 1,
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Recall the various models of additi
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prepare for the this class session.
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Faculty Preparation for Upcoming We
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h) The number line model, used earl
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they would have placed the remainin
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2. How do children think about thes
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) Introduce the array or set model.
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g) End the class by posing a challe
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• The same is true for the follow
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• Fact Families: Just as (5, 7, 1
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The answer to 9 ÷ 5 is 1.8 or 1 4/
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5. AssignmentsDistribute this hando
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or repeating (such as 1/3’s equiv
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10. Class Activitiesa. Have student
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these pre-service teachers will nee
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. Have students devise ratio proble
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e. Rate problems in the real world
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vii. Ask them if there is a consist
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Unitt 1 Number and OperationsWeek 5
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• It is also important that stude
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5. Assignment:l. Have students revi
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2. To model the equation (-4) + (+2
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d. Introduce the idea of directiona
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It is also important for students t
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considered negative if today were a
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Session 2: Algebra as generalized a
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Unit 2 AlgebraWeek 1, Session 1: Pa
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d) Introduce the idea of a pattern
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Later, when y is replaced by functi
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Unit 2 AlgebraWeek 1, Session 3: Th
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• The idea of a pattern rule• T
Page 86 and 87: Students may also need to refresh t
Page 88 and 89: d) Help students understand how to:
Page 90 and 91: Unit 2 AlgebraWeek 2, Session 2: Co
Page 92 and 93: 4. Class Activitiesa) Begin the ses
Page 94 and 95: Unit 2 AlgebraWeek 2, Session 3: Eq
Page 96 and 97: Ask if they saw "first differences"
Page 98 and 99: Unit 2 AlgebraWeek 3: Linear Functi
Page 100 and 101: Unit 2 AlgebraWeek 3, Session 1: Li
Page 102 and 103: Unit 2 AlgebraWeek 3, Session 2: Li
Page 104 and 105: students use crayons or coloured pe
Page 106 and 107: Unit 2 AlgebraWeek 3, Session 3: Or
Page 108 and 109: g) Extend the discussion about C =
Page 110 and 111: Session 2 continues the idea of mul
Page 112 and 113: c) Leave plenty of time to discuss
Page 114 and 115: Unit 2 AlgebraWeek 4, Session 2: In
Page 116 and 117: c) Have students work in pairs for
Page 118 and 119: d) As in the cartoon below, youngst
Page 120 and 121: Faculty Preparation for Upcoming We
Page 122 and 123: 3. Class ActivitiesHere are some sa
Page 124 and 125: Unit 3 GeometryWeek 1, Session 2: C
Page 126 and 127: Again, listen to the way students a
Page 128 and 129: \• Quadrilateral Venn Diagram: ht
Page 130 and 131: figure EFGH."d) Knowing that corres
Page 132 and 133: g) Note that certain polygons inclu
Page 134 and 135: "For example, suppose a triangle ha
Page 138 and 139: Session 2: Angle Sums in Polygons,
Page 140 and 141: Unit 3 GeometryWeek 2, Session 1: A
Page 142: c) Angles can be categorized by mea
Page 145 and 146: 2. How do children think about thes
Page 147 and 148: This is where the activity, ripping
Page 149 and 150: than 180°are called reflex angles,
Page 151 and 152: Unit 3 Geometry,Week 2, Session 2:
Page 153 and 154: e) There is an angle of 360° aroun
Page 155 and 156: 4) Using the angle sum formula:http
Page 157 and 158: e) Still other tessellations can be
Page 159 and 160: d) Children can design their own te
Page 161 and 162: To finish this activity, distribute
Page 163 and 164: life situations every day. Therefor
Page 165 and 166: However, this formulaic model does
Page 167 and 168: Unit 3 GeometryWeek 3, Session 2: G
Page 169 and 170: 4. Class ActivitiesThese will inclu
Page 171 and 172: d) Have students chart the results
Page 173 and 174: Once again students will derive for
Page 175 and 176: ) Have students measure around cyli
Page 177 and 178: d) After students share their direc
Page 179 and 180: c) Have students work with boxes an
Page 181 and 182: Students will extend this understan
Page 183 and 184: Unit 3 GeometryWeek 5 Session 1: Ge
Page 185 and 186: Unit 3 GeometryWeek 5, Session 2: S
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Unit 3 GeometryWeek 5, Session 3: I
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Session 3: Displaying Data in the E
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Unit 4 Information HandlingWeek 1,
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time.) Mention that these types of
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Unit 4 Information HandlingWeek 1 S
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How many pets does each icon stand
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line plot to display data accuratel
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3. What is essential to know or do
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Read through the plans for this wee
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Usually, when looking at a line plo
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e) Once youngsters know that there
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Perhaps in students' name length da
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Unit 4 Information HandlingWeek 2 S
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e) A data set that includes negativ
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In situations where the data is ske
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End of Course ReflectionDuring this
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Course Guide - USAID Teacher Education Project

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