NLVM-Geoboard for 6-8 grade to illustrate area, perimeter

I found this manipulative practice is a fun way of learning to illustrate different kind of polygon and measuring their area and perimeter. student can findout one polygon in different size and can measure its area and perimeter and also able to findout the possible maximum area and perimeter. student also can able to findout the relationship between the area of triangle and rectangle. student shouldn't limit their talents they can able to illustrate different kind of open and closed polygon. This lesson will help student to explore their geometric knowledge of polygon by themselves very fun way.

Area of Rectangle and Square.

Mohammed Uddin
Grde-4
Mathematics


NJCCCS: 4.2E1
OBJECTIVE:
SWBAT understanding the area of rectangle and square.

Pre- Discussion and Activity:
# Discuss about rectangle and squae and the area.
# Explain how to use geoboard and rubberband to make rectangle/square
# Explain how to draw model of rectangle and square on geo dot paper
# Mention the student about the distance between two pegs is one square unit.
# Measuring Area: Space to be measured in the center of a geoboard for an object two ways:
WAY-1: we can draw a model of rectangle or a square on geodot paper and count on squares.
Way-2: we can use the formulla of area= length*weidth

Materials:Geo Boards, Rubber bands, Geo dot Papers. Pencils.

Assesments:
- what is the area of square and rectangle and there is any differenc

Homework-
- Draw different sizes Rectangles and Square and find areas by using geo boards

Lesson Plan/Geometry(Polygons and its different shapes)

Mohammed Uddin
Grade-5
Mathematics

Objective:
SWBAT understanding the polygon and its different shapes, name it, learning angles and parallel lines.

Activity and Discussions:
# Before go to details operative activities explain students about polygon, its shape(closed/open), the lists of polygon(like different kind of triangle, rectangle, pentagon, hexagon etc.)
#Explain different angles, parallel lines.

# Expalin how to use Geoboard with rubberbands .

#Let Student create different Triangles-
Right angle, acute angle, obtuse angle

Different types of Quadilaterals-
Rectangle, Square, rumbas, Trapezoid

Other Polygons-
Pentagon, Hexagon so on.

Materials:
Geo Boards, Rubber Bands, Geodot Papers, Pencils

Assesments:
- Ask Questions about different angles, shape, and parallel line.
- In Which description the shapes are congurent?
- In Which shape two pairs parallel lines but not right angle?
- In Which shape has two pairs parallel line and right angle?
- In Which shape has only one pair parallel lines?
Homework:
- Draw different shape of polygons with their name on.

Savings Calculator and Loan Calculator

Whether in a particular curriculum Contains material on Finances, there are few topics more critical in a real life for a student to grow with savings and borrowing money. Without this two issues today's modern life is not worthy.
The savings calculator easily calculate an amount of savings in a different time frame with different interest rate. On the other hand loan calculator can easily calculate a loan with an interest rate in different time frame. By knowing these tools a student can easily figure it the relationship between savings and borrowing habit. A student can easily figure it out in order to earn something how much money need to be saved in what time and how much need to save in order to repay a loan also. These tools is very practical rather than regular classroom curriculum.

Pie Chart

The Pie Chart manipulative offers a convinient way to generate a representation of parts in relationship to a whole group. We can use Pie Chart to illustrate links between fractional and percentage representations of a group of given information. The Pie Chart is very useful and visiable graph to show the fractions and prencent.

Box Plot/ Histogram

Box plots and Histograms are both used to summarize data graphically. This two methods are very useful to find mean, median, maximum, average, percentage of number of given data. A box Plot(Box and Whisker Plot) shows the minimum data value, the lower quartile, the upper quartile, and the maximum data value of a number line. A box is created between the the lower and upper quartile and the median is marked inside the box.
A Histogram divides the range of values in a data set into intervals. Over each interval is placed a block or rectangle whose area represents of the data valuee in the intervals.

Week-6:Reaction to Private Universe Workshop-Problems and Possibilities

The 6th video demonastrated a problem that was asked to solve it as a part of Rutgers long Term study. The main idea for the whole purpose was that to introduce a calculus problem to a group of senior high school student who never got a chance to do that kind of problem and also to justify a calculus problem can be solved by everyone eventhough they never had calculus. The problem was a picture of a cat with 24 pictures of different movements. The problem was called ' Cat Walk' where the picture had a background so distance can be determined and the students were provided times. The groups were asked to find out the speed of the cat in the 10th and 20th frame. the students were devided in several groups and worked with in groups by sharing the individuals assesment. On the other hand the Researcher were allowing studens discoveries and cllaborations. The video demonastrated how students need oppourtunities to build personal representations by using science and mathematical skills. The students tried to find accelaration of cats speed in the 10th and 20th frame and putting infomations in a graph and able to draw picture of cat's walking eventhough each group came out with different data because each group follow different scientific method for measurement. the groups also able to put that information in a real life experiences. They expanded the distance from 10 times to 50times from the cat's walking distance and tried to follow the cat's speed when they walked like a cat with the distance. This such practice helped to visualize the cat's accelarartion lively. Then they able to findout the motion of the cat and where it was certainpoints and relate to the graph. This practice took couple of days in a two week camp that shows how a mathematical problem solving ability grown. In my opinion this such practice would never possible in a real life classroom setup but it shows that how it could be different and interesting to show others an ideaa of solving a math problem.