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

4th Grade Spatial Reasoning with Polygons - By

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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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