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Math on Call, A Mathematics Handbook, by Great Source Education Group; ISBN 0-669-
Background For Teachers:
This two-day activity involves the composition and decomposition of trapezoids and irregular polygons. A trapezoid is a quadrilateral with exactly one pair of parallel sides. An irregular polygon is a closed figure whose sides are not all the same length.
Before teaching this lesson, students need to know how to find the
area of squares (b x h), rectangles (b x h), parallelograms (b x h), and
triangles (1⁄2 b x h). They should also be familiar with using rulers to
measure in centimeters.
Intended Learning Outcomes:
4. Communicate mathematical ideas and arguments coherently to peers, teachers, and others using the precise language and notation of mathematics.1
Play I Have, Who Has? with your class. You may need to remind them how to find the area of squares, rectangles, parallelograms and triangles.
Ball, D. (1991). What’s all this talk about discourse? Professional Standards for Teaching Mathematics. National Council of Teachers of Mathematics, 1991.
Deborah Ball defines “discourse” as described by the NCTM Standards. A discussion from her classroom, along with entries from her teaching journal, illustrate how thoughtful discourse can be used to help students learn to discuss and understand mathematic concepts.
Bryant, V.A. (1992). Improving Mathematics Achievement of At-Risk and Targeted Students in Grades 4-6 Through the Use of Manipulatives. ERIC Source (ERIC #ED355107). Retrieved December 10, 2007, from http://eric.ed.gov./
This document presents a study designed to improve mathematics achievement in grades 4-6 through the use of manipulatives. The primary goal was to provide mathematics manipulatives that would assist in helping at-risk and targeted students. Results indicated improvement on test scores, report card grades, and use of mathematics manipulatives.
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