4th Grade Spatial Reasoning with Polygons - Free Educational videos for Students in K-12 | Lumos Learning

4th Grade Spatial Reasoning with Polygons - Free Educational videos for Students in k-12


4th Grade Spatial Reasoning with Polygons - By



Transcript
00:05 All right . So Mr pageant is having a program
00:11 in the library for parents at North Haven . He
00:14 has purchased brand new hexagon shaped tables . He wants
00:19 to know how many parents can sit around a row
00:23 of tables with their edges touching the top surface of
00:27 each table is the hex a gun and the hexagons
00:30 are arranged in rows of different shape . Now that's
00:34 a lot of words right there that we do .
00:36 We say a lot of words with this problem .
00:38 All right . Now , before we even start ,
00:41 I want to pause for a second and I want
00:44 us to think about what are some things that we
00:48 do before we even attempt to solve a problem .
00:52 All right . So , I'm gonna give you a
00:54 few minutes of private think tom And I just want
00:56 you to think about what are some things that we
00:59 do in here before we solve a problem . Just
01:04 take a few minutes to think . A few minutes
01:08 to think . Tories . What do we do want
01:12 to learn a foreign word ? Alright . We begin
01:14 by doing what to that problem , analyzing it .
01:18 When we analyze it , we do what we break
01:21 down , we break it apart so that it can
01:24 make sense . So that's where we're going to start
01:27 . But right before we get there , we've also
01:29 been learning about some words and some things that we
01:32 can do in the classroom to help us make sense
01:35 of problems and to help us help each other .
01:38 So let's take a look at our mathematical interactions and
01:43 let's make those connections and reminders . Can someone give
01:47 me one that you remember that you've been practicing renege
01:51 ? Which one have you been ? Which one do
01:53 you remember ? You connect with thinking about my thinking
01:57 why is that important ? So , so when you
02:03 have a time to think about when you have a
02:07 question , Okay , Because it gives you time to
02:09 think about . Okay , your question . All right
02:12 . Let's see . Let's go to Amaya . Um
02:17 uh I've been thinking about private thinking time because like
02:23 if if you need private thinking times you can at
02:27 terry and neighbor say may I have some private thinking
02:31 time please . Right ? Because it's very important that
02:34 we give ourselves time to think about the problem before
02:38 we jump right into it and start talking and interacting
02:40 with each other . All right . Andrzej Maria .
02:43 The problem does the words that I've been practicing all
02:49 thinking about my thinking because it reminds me of medical
02:52 connection . Okay . And what do you know about
02:54 meta cognition ? That's a big word girl that people
02:57 think when they think I'm like okay , it's kind
03:01 of like thinking about loud , thinking about what you
03:03 what's in your brain . Okay . We'll take two
03:06 more . We'll take Callie cut at J . J
03:09 . Question . What does that mean to you ?
03:11 Why is that important ? It's important to me because
03:15 Junior means wise because if you ask one of your
03:20 group has a question , you gotta be wise .
03:23 Okay . And you want to keep it focused on
03:25 the problem . All right . And we'll take one
03:28 more from this back group . Let's see someone who
03:31 has not uh in Asia share my challenges . Like
03:37 if you need help , you can act three before
03:40 you have to teach , right ? And you want
03:42 to share your challenges ? Because are we always going
03:44 to get it right the first time ? No ?
03:47 Even mrs Williams . I have to think through and
03:49 I may have to act somebody else and it's okay
03:52 if we get help from other people as we're working
03:55 and as you begin this process , I do want
03:57 you to keep in mind all of these and what
03:59 I'm gonna do Miss Nicaragua is going to hand it
04:01 to you because remember filling out a sheet like this
04:04 I'm gonna go ahead and put it on your desk
04:07 because right before we start the task I want you
04:10 to have it to think about all of these interactions
04:15 as you're working through your task because you have to
04:17 write something about it later on . And we always
04:20 want to keep our minds about how we're interacting with
04:23 our groups and what we're doing when we're working independently
04:27 . All right so we are going to focus up
04:30 here and once you you already have this paper on
04:32 your desk so I'm gonna give you two minutes of
04:34 just private think time and during this time all I
04:37 want you to do Derek is I want you to
04:39 look at your problem that mr pageant has presented to
04:43 us and I want you in your private thing .
04:45 Time to underline words that you think is important and
04:49 words that you think could help you solve this problem
04:52 . Are we ready ? Alright begin . You know
05:09 just what do you think is important to solve this
05:13 problem ? Are you thinking about it in your head
05:16 ? Okay . You should be underlining those important words
05:21 . Finding those math words maybe . Okay what's important
05:37 to you ? Mhm . Mhm . Oh that's a
05:43 good word . Why did you underline that word ?
05:46 Okay okay do you know something about edges ? What
05:52 do you remember about edges ? Oh I was thinking
05:58 of a shape and you think that good ? So
05:59 you connected that matter to it ? Very good .
06:02 Have about 30 more seconds . Oh you underline a
06:06 range . That's a good watch . You underline a
06:08 range . Oh okay so you tell me what it's
06:21 gonna look like . Okay , a couple . Mhm
06:29 . Yes , scratch your cheering . Uh Well ,
06:37 you're gonna decide what to use right now . I
06:38 just want to end this think time . Just what
06:40 words are important . But I'm glad you're thinking so
06:43 you might want to write notes on the side ,
06:44 something you already are thinking about what you're going to
06:47 use to solve , so you might want to write
06:48 that damn good job . You have about seven more
06:53 seconds . Yeah . All right . 123 All eyes
07:03 on me . All right . Now that you've had
07:05 a moment to look through this problem and begin analyzing
07:09 it by yourself deciding what words were really important to
07:12 help you solve the problem ? Well now I want
07:14 you to work in your groups . So we're going
07:16 we're working in groups . What do you all used
07:18 to speak with each other ? You use your talking
07:20 chips . So let's take our talking chips out .
07:29 Yeah . You guys have enough over there . Okay
07:32 , Good . Okay , do we all have our
07:37 talking chips , you know for getting them ? All
07:41 right . Okay . Let me get your attention again
07:51 . Am I are you with me ? All right
07:53 . So , you're going to use your talking chips
07:56 to share ? You're with me group . You're going
08:00 to share your thoughts with your group because you could
08:03 have underlined the word that was important , that maybe
08:05 someone else missed . Okay . So you're going to
08:07 use your talking chips and you're going to begin sharing
08:11 the words that you underline that you think would help
08:13 attack this problem . All right . I'll give you
08:16 about 2 to 3 minutes to do this with your
08:18 group and Mr Dorado and myself will come around to
08:20 hear what you're saying to each other begin . Hi
08:25 , Hey , because this was how many did you
08:32 , how many ? Uh and sit around a row
08:38 of tables ? Is hemler Okay , what you underline
08:43 ? What did you underline ? Okay . All right
08:46 , so what do you know about hex of guns
08:48 ? So is that something you think it's important to
08:51 solve this ? Is there something everybody could use or
08:54 you might want to take your notes on your side
08:55 of your paper to remind yourself of that ? That's
08:57 good or keep going ? Mm I think so .
09:08 Well , know what what shape is the table thing
09:19 ? Okay , can you tell pick one and tell
09:23 them why you underline it ? Why did you think
09:25 that was important ? Uh Right , okay . Oh
09:41 , so you're gonna see some differences ? Okay ,
09:43 keep going good . E why is knowing the hexagon
10:00 ? Why is that important ? Because because you know
10:03 what ? Yes . And how many people can sit
10:06 at the table , right on the line . Extra
10:09 line tables I've been out on the line rows ,
10:13 row of tables , dinner online , edges touching uh
10:19 dinner underlying hexagons . And then I underline hexagons are
10:24 arranged in rows of different shapers . Have about 10
10:30 more seconds . Okay . What did you underline ?
10:34 Did you all sort of underlying the same thing ?
10:37 Okay . Andrew you're already okay . Yeah . You
10:40 do know I told you . Mr Patrick drunk clap
10:42 , two times clap , two times half clap .
10:46 Uh All right , so we've had some private think
10:50 time to begin doing what to that problem . Break
10:54 and get a part in making it makes sense to
10:55 us . And you've also had some time to sort
10:58 of talk to your group and begin to tell Well
11:00 this is what I underline and why you were sharing
11:03 ideas thumbs up . If you found some important math
11:06 words or some important information that you know you can
11:10 use to begin solving this problem . Okay . All
11:13 right . Now put your hands down . Well now
11:16 you're going to get the opportunity to use it .
11:19 Okay , so we're gonna go back over the problem
11:22 again . Mrs Williams will read it again . Is
11:24 that clear ? Can you guys see that ? Alright
11:27 , so Mr pageant , He's having a program in
11:30 the library and he wants to invite our parents up
11:33 . He's bought some tables and they're in the shape
11:35 of a hex a gun . And he needs to
11:37 know how many parents can sit around a table if
11:42 their edges are touching . I know there's a lot
11:44 of you all underline the word edges . Hmm .
11:47 The top surface of each table is the hex the
11:49 gun and the hexagons are arranged in rows of different
11:53 patterns . I also heard you all pointing out how
11:56 the roles were different . Would they were different shapes
12:01 ? Very good . All right so now this is
12:08 all Mrs Williams is going to give you because you
12:10 all are the smart ones . I'm giving you a
12:12 table . All right . Take a moment to look
12:15 at your table and the information that I've provided you
12:18 with . And if you have any questions about that
12:21 table raise your hand . Have a question about the
12:25 table . Yeah . Yes mm it's like a hexagon
12:32 . Oh just 16 . I don't know that's what
12:37 you're gonna figure out for me but it sounds like
12:40 you're thinking is in the right way . Okay Yes
12:43 ma'am one . Oh you always said some great things
12:49 she said well wow Mrs Williams doesn't have anything to
12:51 do with input and output . Well guess what you're
12:55 going to tell me this is all I'm going to
12:57 give . You . You're going to decide how you
13:01 would go about finding out . I have given you
13:05 how many tables in a row , what are you
13:08 going to have to find out ? You're going to
13:13 find out the number of parents in each row .
13:17 And I've heard some really good things , I've heard
13:18 some people say this reminds me of input and output
13:21 , because we've done some of that before , right
13:24 ? And I've heard some people say , oh miss
13:26 Williams is a pattern . I might have patterns .
13:28 Well I want you to decide . You're going to
13:31 decide individually and as a group , what you would
13:35 do to figure out the number of parents in each
13:38 row . And then let's look down at the bottom
13:40 , let's read this together . So after you figure
13:46 out the number of parents who can sit in each
13:49 row of table , we know that it follows something
13:52 and you're gonna decide , well , what rule did
13:55 you have to use to figure out the number of
13:58 parents of each role ? So at this time the
14:01 captain's let's put our toolbox on the edge of the
14:05 tables . Mhm . Yeah . Yeah . Okay .
14:16 Also make sure you have your red and green circles
14:22 . All right . Who thinks they're ready to begin
14:25 solving ? Who thinks they can help mr pageant with
14:28 this problem ? All right . So I'm going to
14:32 allow you all to work together in groups and you're
14:35 gonna be in teams on the side . I'll pause
14:38 one second before you get started . Okay , make
14:40 sure you get all of my instruction for me .
14:43 Now you decide what you need to use . You
14:45 have to say , well , mrs Williams , can
14:47 I get the markers or mrs Williams ? Can I
14:49 get this ? You're going to decide what you need
14:52 to solve this problem . All right . We're just
14:55 going to be respectful of each other . We are
14:57 going to get the things that's needed and remember I
15:00 want to hear you talking . So , as I'm
15:02 coming around , Mr Takarada , we may be asking
15:04 you some leading questions , but you're going to do
15:07 the thinking notice . I didn't say yes , you're
15:09 going to need this because you're going to decide individually
15:12 and as a group . Okay , Are there any
15:14 questions about your task ? All right , You may
15:18 begin .
Summarizer

DESCRIPTION:

4th grade math lesson on spatial reasoning with polygons, aligned to MA Curriculum Framework Standard 4.OA.5.

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