In Sharing the Planet | sekolahciputra

PATTERNS AROUND US

Visual patterns formed with manipulatives are especially effective for elementary students and allow them to concretely build understanding as they first reproduce, then extend the pattern to the next couple of stages.

GROWING PATTERNS

Following this concrete modeling, I introduced the use of a number of blocks used for each stage. It builds a pattern that growing from smaller into bigger number of blocks.

How is this becoming an inquiry learning?

Finally, students can learn to write a general rule that will work for any stage of the pattern without having to build it or know how many blocks were used in the stage before it. This is an important abstraction of the pattern and the rule must make sense to students and be in their own words or in their own mathematical notation that reflects the level of their current understanding.

Input and Output

Students are given a data of a factory, and provoked by a picture of in and out machine. They need to come up with the idea of the number pattern.

he table helps quantify the pattern so that students see both the growing pictures and the growing numbers in the table. They can note the change from stage to stage and work to explain how the change in the table matches the change in the picture of the growing pattern.

Math in

Sharing the Planet

Sharing the Planet in PYP 4 is learning about how people try to resolve the conflict. In Math, the inquiry and learning experiences integrated in the part of skills. As the students learned pattern and function in math, so it helps how people see the conflict from the pattern happens in the real life, and also can be seen from different persepective.

PATTERN AND FUNCTIONS

2D and 3D Shapes

Provocation:

I showed the students the google map/earth. They might see what are in earth. From the map, they can see 2d shapes, while when it was zoomed they could see the 3D shapes, just like buildings, houses, then they might diffirentiate the shapes, just like field, street remain as 2D shapes.

How does the inquiry learning happen?

Students are provoked by watching movie about chopping 3D shapes. Then they were inspired to investigate what another 2d and 3D shape sthey can find by chopping another 3D shapes.

What's next?

Knowiing the properties of each 2D shapes are investigated after they know 3d shapes properties. They identified the vertex, faces, edges and the basic 2D shapes on 3D shapes.

I demonstrated the Magic Cube, which is a net of cube (2D) and formed becoming a cube. They might come up with the idea that 3d shaped by 1 or more 2D shapes.

They worked on nets of 3d shapes, to find the basic 2D shapes and what 3D shapes are formed.

Area and Perimeter!

First of all, students are assessed their prior-knowledge about measuring perimeter and area.

Review

Draw a 3D shape!!

Students are given Isometric paper. They may explore what thay can do with that type of paper. At the first time, they only can draw 2d shapes, however some of them can come up with simple 3 D shapes.

Played them a movie about drawing a city with 3D shapes that architect do inspired them to try.

Then I explained the rules of using isometric paper is one of their finding information about doing this skill.

Let them investigate to make the other 3d shapes or even create a city with lots of 3D shapes is becoming their inquiry learning at home.