©marian small, 2011 please complete the audio set up wizard: when you have gone through the audio...

©Marian Small, 2011

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Overview of Elluminate


Big Ideas for 4 – 6 MathSession 4

Developed by ERLC/ARPDC as a result of a grant from Alberta

Education to support implementation


Big Ideas 4 - 6Session 4


Continuing with..

• Tonight we will finish our work with probability and complete our series talking about big ideas in shape and space for Division 2.


Probability

• Grade 5- verbal comparisons of likelihood

• Grade 6- experimental/theoretical probability


Using probability language

Choose which is most likely about a new student joining a Grade 5 class:

• A: The new student is a boy.

• B: The new student is the same age as lots of other kids in the class.

• C: The new student lives lives in the area.

• D: The new student is human.


Now…

Draw or write something that fits each category on the following slides:

• Almost certain

• Impossible

• Very likely

• Very unlikely


Almost certain


Impossible?


Very Likely


Very Unlikely


A Big Idea


You just flipped a coin and…

• You got

• H H H H H H H H H

Vote:

√ if you think a H next time

X if you think a T next time


Experimental probability

• You are going to describe an experiment using ONE spinner.

• The result you want should happen ABOUT three-fourths of the time.

• Which spinner would you use?

• Some choices are on the next screen.


Choices

A: B:

C: D:


Does your vote change?

A: B:

C: D: 11

1 1

1

2

1

22

4

1

2

3


Big Ideas


Measurement


You might ask

• How could you measure a pumpkin?

• Raise your hand with a

suggestion.


You might ask

• Can you think of a measure you think most others won’t think of?

• Raise your hand or type

in the chat box.


Big Idea


An interesting question

• I am thinking of a shape with an area of 36 cm2.

• Which do you think is true about it?



A: It is probably a square.

B: It is probably a rectangle, but not a square.

C: It is probably very long and thin.

D: I have no clue what it looks like.



A: It is probably a square.

B: It is probably a rectangle, but not a square.

C: It is probably very long and thin.

D: I have no clue what it looks like.

Can it be A, B or C?



• Suppose I tell you that the 36 cm2 shape is a square.

• Now which of these things do you know about it?

A: the side length B: the perimeter

C: the diagonal length D: all of the above


Big Idea


Or you could ask

• How many measurements do I need to give you so that you can figure out the perimeter of a rectangle?

A: 1 B: 2 C: 3 D: 4

I’ll ask some of you to explain.


Relating the yellow to the green


Big Idea


Or it could be…

• Rectangle B is twice as long as Rectangle A.

• They have the same width.

A B


Or it could be…

• What do you know, for sure, about their areas?

• Raise your hand.


Or it could be…

• What do you know, for sure, about their perimeters?

• Raise your hand.


Same Area

• Two rectangles have an area of 12 cm2.

• They look very different.

• Sketch what they might look like on the next blank slide.


The big idea is…


Another example…

• I am thinking of a triangle.

• One angle is really small.

• One angle is close to a right angle.

• What do you know about the other angle?

Raise your hand to respond.


Which formula

• Here is a rectangular prism.

• Which is the best way

to get its volume?

A: Build a structure and count cubes.

B: Multiply 5 by 6 x 8.

C: Multiply 6 by 5 x 8.

D: Add 6 + 8 + 5.


Big Idea


Or for areas

• You only have a ruler and no other tools.

• You want the area of this rectangle.

• Area is how many squares are inside.

• Can you figure it out with just your ruler?


Perimeter

• You multiply one side length by 2 and another by 2 to get the perimeter of a shape.

• What could the shape look like?

• Draw it on the next blank screen.


Could have been

• a rectangle, a parallelogram, a kite

• Could it have been a square or a rhombus?

• Click √ for yes and X for no.


What do you think?

• For a certain situation, you think it might be really good to use millimetres as a unit.

• What might that situation be?

• Raise your hand or type in the chat box.


What do you think?

• For a certain situation, you think it might be really good to use millimetres as a unit.

• What situation would it NOT be?

• Raise your hand or type in the chat box.


A Big Idea


If you changed your mind

• and used centimetres, could you easily figure out the number if you knew the number of millimetres?


Big Idea


What units ?

• What units could fill in the blanks?

2000 ____ = 2 _____

• Type the units (in a pair) on the next screen.


2000 ___ = 2 ____


Which angle is about 50°?

A: C:

B: D:

Vote.


But how did you know?


Geometry


parallelogram, trapezoid, rectangle, square, kite, rhombus

• All the sentences must be true. Use each word once.

A _____ is a special ______.

Two shapes that might have equal sides that touch are a _____ and a _______.

Two shapes with a square corner might be ____ and ____.


Big Idea


Another example

• How many measurements do you need to take to figure out if this triangle is really a right isosceles triangle?

√: 2

X: 3


Parallel edges

• What can you do to be sure which edges of this prism are parallel?


Describing Shapes

• Type in the chat box to describe properties of this shape.


Big Idea


Another example

• I am thinking of a shape. It has no edges that are parallel. What could it be?


How do you move?

• I used one or more transformations to move from the green square to the blue square.

• What could I have done? (Vote on next slide.)


How do you move?

A: two rotations

B: one translation

C: one reflection

D: one rotation


Big Idea


What do you think???

• Why do you think it might be a better idea to use shape A to model all three transformation effects than shape B?

• Raise your hand to reply or type in chat box.

A B


Big Idea


I moved a shape…

• How do the coordinates of the shape change after the transformation?


(2,4)

(3,6)


(0,7)

(0,4) (2,4)

(5 ,6)(2,6)


Big Idea

• What do you think the big idea is?


Big Idea


Sharing Time

• I hope some of you have stories to share.


Thank you

• It’s been an interesting ride.

• I know a webinar is a different experience than face to face, but hope it proved useful to you.

©marian small, 2011 please complete the audio set up wizard: when you have gone through the audio...

Documents

time slide

certain slide

unlikely slide

implementation slide

measurement slide

big idea slide

overview of elluminate

microphone onoff slide