- Number of visits 99
- Number of saves 20
- 7
Description
- Overview:
- This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
- Subject:
- Geometry
- Level:
- Upper Primary, Middle School, High School
- Material Type:
- Activity/Lab
- Author:
- Illustrative Mathematics
- Provider:
- Illustrative Mathematics
- Provider Set:
- Illustrative Mathematics
- Date Added:
- 08/06/2015
- License:
-
Creative Commons Attribution
- Language:
- English
- Media Format:
- Downloadable docs, Text/HTML
on Oct 23, 10:24pm Evaluation
CCSS.Math.Content.2.G.A.2: Superior (3)
Though the standard domain is to reason with "shapes," it really is just referencing rectangles. In light of this, this lesson covers the standard completely, as it is solely focused on partitioning a rectangle and counting its squares.
on Oct 23, 10:24pm Evaluation
Quality of Explanation of the Subject Matter: Strong (2)
This object could be used for self-tutoring, small groups, or even large groups, but do not give an exceeding amount of explanation. It would be necessary for a teacher using this object to describe more to their students about why you can multiply the number of rows by the number of columns, and so on.
on Oct 23, 10:24pm Evaluation
Utility of Materials Designed to Support Teaching: Limited (1)
A simple grid is given, but the object states that in some cases, students may need/want to create multiple grids to understand the different ways to find the total number of squares. When reading this, I wondered how, logistically, a second grader would easily make this grid. Would they be proficient in using a ruler and measuring to make a perfect rectangle? There are obviously ways to get around this issue, such as having a worksheet with multiple grids already set up for the students (or at least rectangles with hash marks), but as is, the object leaves room for questions of logistics.
on Oct 23, 10:24pm Evaluation
Quality of Assessments: Superior (3)
This object discusses how second graders should be abe to count by fives to find the total number of squares, and is also realistic about a second grader's ability to count by numbers other than 5, such as 3. This is made clear to the teacher using this object.
on Oct 23, 10:24pm Evaluation
Quality of Technological Interactivity: Strong (2)
There is definitely interactivity between the object and the user, because depending on how the student decides/tries to count the number of squares, the grid will likely look different or be labeled differently.
on Oct 23, 10:24pm Evaluation
Quality of Instructional and Practice Exercises: Limited (1)
There could be more exercises given in the object to acquire mastery. For example, give students a rectangle with 20 squares, or have them come up with all the different rectangles which could be made using 20 squares. Then, do the same for a few different numbers, instead of just the example with 15 squares.
on Oct 23, 10:24pm Evaluation
Opportunities for Deeper Learning: Superior (3)
This object is a great way to help students think and reason abstractly, as they are determining multiple ways to reach one solution, and in some cases, estimating before actually performing the work. Therefore, it sufficiently accomplishes aiding students in critical thinking and cognitive development.