Post #10 Geometry Gallery Walk

Geometry Gallery Walk 

Gallery Walk for Geometry 

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For my last and final blog, I wanted to share a technique one of the teachers I work with used this week for a math geometry lesson.  The students were so engaged and loved every minute of working in groups to solve geometry problems, walking around to other students work to see if they used the proper concepts and procedures to solve, and then writing one grow and one glow on their chart paper.  

Reflection: It has been extremely hard to get this class engaged and participate with class work during the school year.  It made me excited to see them working diligently and cooperatively with one another.  Also, I observed students teaching their peers how to solve these geometry problems.  It was great to see what we have been reading and learning in this class take place right before my eyes.  

Below, I have attached two links that describe the Gallery Walk, how to set it up and conduct one in the classroom.  

http://www.sfusdmath.org/gallery-walk.html

https://earlymath.erikson.edu/preparing-gallery-walk/

https://interactiveideasandinspiration.blogspot.com/2019/01/gallery-walks-in-math-class.html

https://teachingrocks.ca/three-part-lesson-what-gallery-walk/

Description of a gallery walk

This is how a Gallery Walk should be set up in a classroom:

This is an example of students going from station to station. 

For example:  When introducing teaching geometry, you can have the students do a gallery walk about shapes. 

This is an example of a gallery walk with post-it notes from other students with grows and glows. 
As the children walk around and go from station to station, they will review other students work and write one grow and one glow on a post-it and place it on their peer's chart paper to see where they need improvement and discuss what they did correctly. 

At the end of a Gallery Walk, the teacher asks all students to stop what they are working on, go back to their seats for a student lead discussion on their findings.  

Post #9 Expressions and Substitutions

INTRODUCTION TO ALGEBRAIC EXPRESSION

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Objective: 

• Introduce students to the mathematical language required to discuss algebraic expressions and to build fluency. 
• Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient).

First, I would provide my students with the basic information needed to provide a foundation for expressions using anchor charts.  The first anchor chart provides students with various terms used to describe expressions such as variable, algebraic expression, numerical expression, and evaluate. 

Next, I would use this anchor chart to teach the students how to translate word phrases into algebraic expressions.  

Next, I will provide my students with a visual breaking down the actual terms of an expression. I will differentiate the lesson by providing my audio and visual learners with a video on expressions.  www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-and-variables/cc-6th-evaluating-expressions/v/expression-terms-factors-and-c






I DO, WE DO, YOU DO

Finally, to make sure my students have mastered the conceptual and procedural knowledge of expressions, I will provide my students with an activity.  The students will be required to place the expressions in the appropriate columns that I have provided.  These two expressions need to be properly placed in the designated columns within the chart to show that students understand the conceptual nature of expression. 

1. 5c-3cd+d  

2. d+2x-5c

Expression	Terms	# of Terms	Variables	Coefficients	Constant
3a+5b-7	(3a), (5b), (7c)	3	a,b,c	3,5,7

Reflection: In order for students to gain a full understanding of expressions, it is imperative that they must be provided with the foundations needed to build language and fluency with regard to these mathematical concepts before moving forward with other algebraic terms such as substitution. 

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