Examining the geometric properties of two-dimensional figures naturally lends itself to visual explorations. Bring to mind the video program for this week and the various ways that the properties of figures are demonstrated and explained using visual models. These explanations go beyond simply telling learners about the properties of figures. They provide hands-on activities that model mathematics so learners can visually see the geometric relationships.
For this Discussion, you will examine ways to use concrete models to make sense of the properties of two-dimensional figures.
To prepare:
Consider the properties of two-dimensional figures (beyond those featured in the video program) that might be explored using concrete models like hands-on materials or drawings. How might the use of these models help students develop and strengthen their understanding of the properties?
How might technology tools, like the ones you explored in Week 2 of the course, be used to demonstrate these same concepts? In what ways might these tools enhance the learning by allowing for exploration of shapes to an extent not possible with other methods?
How might learning activities that incorporate concrete models and/or technology tools help students to develop proficiency in one or more of the Standards for Mathematical Practice, as detailed in the Common Core State Standards?
By Day 3 of Week 3:
Post an explanation of how to use a concrete model to demonstrate and explain a property of a two-dimensional figure (one that was not featured in the video program). Indicate the specific property to be explored, the materials needed, and provide general instructions about the visual demonstration. Include drawings or photos by attaching them in a Word document to support your explanation. Then, explain how a technology tool might be used to demonstrate and/or enhance the learning about this same concept. Finally, explain how these types of learning activities may help students to develop proficiency in one or more of the Standards for Mathematical Practice.
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