Many of our students participated in sorting activities independently during play-based centres as well as 3D write the room activities (pictured below). The bingo cards feature both real-world examples and simple 3D figures for children. Transitioning from manipulating the 3D figures to reflecting and naming learning. After students had time to play with the manipulatives, many were encouraged to draw or write about their structures using labels and new vocabulary. Students were provided time to explore a variety of three-dimensional figures during play-based learning explorative time (either commercially produced or found items). “How do you know that this figure matches this picture?” Building 3D Structures with W ooden Geometric Figures.“What object looks like a sphere (cone, cylinder, cube)?”.match three-dimensional figures to pictures.Īs we observed students, we may of prompted them to explain their thinking.Our Assessment of Students with 3D Figures: Our goal was to have s tudent engagement in various 3D tasksĪs we continued with our 3D Figures inquiry we would add to our Math Wall, encouraging students to revisit their learning journey.ĭescribing the figures, prompting students by asking questions, such as: S tudents participated in m atching 3D figures to pictures, illustrating their very own 3D pictures in mini books, sorting real life objects, presenting their home 3D figure to the class. We also set out many learning opportunities for students to explore 3D figures. During the math inquiry our goal was for students to manipulate three-dimensional figures, and as they manipulated the figures to begin to make connections between what they were touching and the characteristics of the figures (e.g., flat faces curved surfaces, corners). Many of our families contributed to our 3D figures museum in the classroom. We spent lots of time identifying, describing, and sorting three-dimensional objects.
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