Synopsis:
In 2nd grade, students are exposed to the discipline of geometry and how to utilize numbers, equality, and shapes into one coherent theory. Geometry has been my all-time favorite mathematical discipline since it's all about visuals. I love visuals in math! What I have observed in young students when dealing with the notion of demonstrating"equal parts" on paper, is that they struggle drawing shapes in equal portions. I have seen teachers demand students to show equality in shape by drawing it to perfection but their eye-hand coordination/motor skills are not yet fully developed to demonstrate accuracy which causes them to struggle with these exercises. I have never seen teachers support the use of rulers and protractors when dealing with these particular math lessons and as a teacher, I'd definitely train my students to feel comfortable approaching such objects in math.
CCLS - Math: 2.G.3
Expose kids to protractors and the compass- Category
- Geometry
- Sub-Category
- Reason With Shapes And Their Attributes.
- State Standard:
- Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc. and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
After students have mastered tracing the above geometric shapes, I'd then give them a supplemental activity to further broaden their horizons on how to manage the notion of half/whole in completing figures by drawing the other missing half. This way they master the visual acuity on how to properly address an equal half of an image by hand drawing. It might be challenging at first, but eventually, they will master it.
After ample tries in tracing and completing half of the figures, I can then have my students utilize the use of rulers and compasses in order to create a perfect geometrical figure on paper. This way, as I start teaching the ideology of dividing figures into equal but multiple parts, they will be better equipped with their eye/hand coordination to properly show accurate parts of an image.
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Reflection:
In math classes where I have happened to be present when introducing geometrical lessons, students have never been trained at drawing a straight-lined geometrical figure. All they need is a ruler for straight-sided figures and a compass for curved figures. How can they see on their own paper an equal part of an image if they can't draw a proper image, to begin with?
Hey Fiorela, I love this post! I agree that I love Geometry because I am a visual person, but I've noticed that my students struggle with visual and spatial awareness. I think incorporating art and coloring is a great way to familiarize students with the shapes and their attributes, such as symmetry. These worksheets marry motor planning skills with visual recognition of shapes. In addition to the helpful geometric knowledge these activities help students use math tools such as rulers and protractors. That will help them later on when they start their unit on measurement! - Maureen
ReplyDeleteHi Fiorela, I agree with you, most students don't use a compass or a protractor in the classroom when learning geometric. I remember how these tools made it easy for me as a kid to draw priside shapes. I believe teacher should use these tools more often. Great Job!
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