Professional Documents
Culture Documents
Geometry
7th
and
8th
Periods
Deductive
reasoning
and
Laws
of
Detachment
and
Syllogism
Are
students
engaged
in
the
mathematics
they
are
learning?
Yes,
students
were
asking
relevant
questions.
They
feel
comfortable
in
asking
questions
to
clarify
their
understanding.
When
assignment
givenstudents
moved
to
partners
to
begin
work
and
were
engaged
in
completing
homework
Do
both
the
teacher
and
the
students
recognize
the
importance
of
the
mathematics
being
taught?
Launch
or
engagement
of
Lesson
was
relevant
and
real
world
to
students
consider
learning
goals
and
success
criteria
for
students
for
students
to
understand
expectations
for
their
learning.
Some
students
were
not
seeing
the
connection
to
Geometry.
Since
some
students
cannot
make
abstract
connections,
consider
having
them
draw
polygon,
geometric
figures
that
could
help
them
make
the
connection
to
learning
goals
and
success
criteria
for
geometry.
Are the students solving problems and talking about the mathematics they are learning? Yes, solving the better buy for jeans. Students can and do know the procedure for finding averages, consider asking why or for the students to explain their thinking Building an understanding of Deductive Reasoning.and Law of Detachment and Law of Syllogism consider groups build their own definition (possibly using Frayer Model) and coming up with their own symbolic representation for conceptual understanding and then introducing the mathematical representation you want them to use. Possibly consider giving the examples in power point to students to work in groups, discuss whether true or false and then share outwith accountability.
Consider having students find hypothesis and conclusion in groups. Is there a hypothesis and conclusions that match? Consider students explain their thinking by asking Why? Or ? How do you know? Or Tell me more about why you think that?
Are the students genuinely interested in the mathematics they are learning? Lesson relevant to studentsbuying jeans using coupon to explain deductive reasoning and laws of detachment and syllogism. Is there energy and enthusiasm in the classroomcoming from both the teacher and the students? Yes. All seemed to be engaged in the lesson and taking notes on their vocab sheets. Do the students use a variety of representations, such as pictures, tables, graphs, manipulative materials, and words to communicate their mathematical thinking? Students used vocab sheets and books Teacher used powerpoint with examples Do the students use mathematical and technological tools, along with textbooks and other instructional materials? Teacher uses an online site for posting notes and examples given in class. Is students mathematical work displayed on the walls of the classroom? NA