This unit was focused on the basics of geometry. The concepts in this unit will be built upon to work towards the State of Minnesota Board of Education’s mathematical standards 5.3.1.1 (Describe and classify three-dimensional figures including cubes, prisms and pyramids by the number of edges, faces or vertices as well as the types of faces.)
I was limited to staying very close to the curriculum by my supervising teacher’s direction. Her guidance was to stick strictly to the lesson plan in the book. The only way I found to get creative was to add the vocabulary component. My supervising teacher was very concerned that the students wouldn’t be ready for the MCAs and seemed happy to have the extra focus on the vocabulary terms.
The biggest concern I had for the assignment was the students being able to keep track of the materials until the end of the unit. I was hoping the intrinsic motivation of the word-find would be sufficient for the children to overcome that and apparently it was successful as all 33 students turned there’s in at the end.
The only real difference I found in the completion of the assignment was the neatness factor. In the “quality” example, everything is done well and clean and easy to read.
In comparison, the “unacceptable” example was messy, had a lot of re-writes, and was hard to read. It showed that the student was able to attain the information but struggled to get there.
In all I believe the unit was a big success and had a high rate of understanding due to the supplemental material given.
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