Course Guide - USAID Teacher Education Project

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each group has a second polygon with the number of sides double that of the first.Later you will ask if the angle sum doubles when you double the number of sides. Ifnot, why not?)Have student groups draw various polygons with a given number of sides, dividethem into triangles with diagonals, and calculate the angle sum.Have students report out to create a chart similar to that above. Ask how doubling thenumber of sides related to the angle sum. Ask what patterns they notice. As theyexpress their thoughts, ask what the pattern implies about finding the angle sum for apolygon with any number of sides.Once they have discussed this in informal terms (but before they share a formula), askstudents to write a formula they could use to find the angle sum of any polygon. Thereare several ways to express this, such as (n-2)*180, n*180-360, etc. If differentformulas emerge, use these formulas as an opportunity to show how they areequivalent expressions.e) Return to the homework assignment about arranging pattern blocks around a pointto form a 360° angle. Did some students use only the paper cutouts? Did others usethe virtual pattern blocks from the Internet? What were their discoveries? How didusing a recording sheet help organize their thinking and encourage predictions? Whatwere their findings? Were there any surprises?5) Assignments and Resources:a) Have students bring crayons or felt-tip markers to the next class.b) Have students review the following websites that will review concepts taught inthis lesson:1) Triangle dissection of polygonsReview of dissecting polygons into triangles: http://tinyurl.com/AlgLab-Angle-Sum2) Angle sumsUsing patterns to discover the angle sum formula (video):http://tinyurl.com/Angle-Sum-Patterns3) Developing the angle sum formula: http://tinyurl.com/Angle-Sum-Formula1
4) Using the angle sum formula:http://tinyurl.com/Angle-Sum-Formula2http://tinyurl.com/Angle-Sum-Formula35) The Angle sum is consistent for any polygon of “n” sidesInteractive applet: http://tinyurl.com/Angles-Around-Point6) There are 360-degrees around a pointhttp://tinyurl.com/Angles-Around-Point1http://tinyurl.com/Angles-Around-Point2
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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
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Students may also need to refresh t
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d) Help students understand how to:
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Unit 2 AlgebraWeek 2, Session 2: Co
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4. Class Activitiesa) Begin the ses
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Unit 2 AlgebraWeek 2, Session 3: Eq
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Ask if they saw "first differences"
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Unit 2 AlgebraWeek 3: Linear Functi
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Unit 2 AlgebraWeek 3, Session 1: Li
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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 136 and 137: Make sure students realize that a s
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: e) There is an angle of 360° aroun
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
Page 187 and 188: Unit 3 GeometryWeek 5, Session 3: I
Page 189 and 190: Session 3: Displaying Data in the E
Page 191 and 192: Unit 4 Information HandlingWeek 1,
Page 193 and 194: time.) Mention that these types of
Page 195 and 196: Unit 4 Information HandlingWeek 1 S
Page 197 and 198: How many pets does each icon stand
Page 199 and 200: line plot to display data accuratel
Page 201 and 202: 3. What is essential to know or do
Page 203 and 204: 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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