Week+9+-+Location,+arrangement,+and+direction

__**Learning Activity 9.1: The language of location**__

Vicki 16/7/11
 * **Location** || **Direction** ||
 * next tobehindon top ofleft hand sidepastadjacentin front ofunderneathforwardalongsideparallel withat the rearin the backup highkeep going || forwardnorthclockwiseturn rightquarter turnstraightthis wayaheadupdownsoutheastwestnorth eastsouth west etcturn leftu-turnturn aroundreversego back ||

Achor 22/07/11


 * ** Location ** || ** Direction ** ||
 * NorthSouthEastWestAlongsideParallel12’0 clock500 clicksBehindAdjacent || LeftRightUpDownNorth EastDiagonally ||

Location Direction


 * ** Position **
 * Behind **
 * In front **
 * Next to **
 * On top of **
 * Across from **
 * Diagonal to **
 * Underneath **
 * Alongside ** || ** Forward **
 * Backward **
 * Turn **
 * Instruction **
 * Left **
 * Right **
 * Clockwise **
 * Anticlockwise **
 * North **
 * South **
 * East West **
 * Towards the left **
 * Towards the right **
 * Reverse ** ||

Sarah Wright 27.7.11

__**Learning Activity 9.2: Grids and directions**__

//Resource 1: Geoboard-Coordinate//

Area, perimeter, 2d shapes, properties of shapes, measurement, longitude and latitude, angles & direction. Children can directly compare differences and properties visually, helping them to understand. They can directly see the effect of their manipulation to the shape. Students can engage higher-order thinking skills, through analysis and comparisons.
 * **What mathematics concepts and/or skills might be taught or consolidated?**
 * **What are the potential strengths of the manipulative and related activities in relation to helping children learn mathematics?**

The tool shows the area and perimeter etc of the shape, but does not explain how they are calculated.
 * **What are the potential weaknesses of the manipulative and related activities in relation to helping children learn mathematics?**

 //Resource 2: Locate the Aliens//

Longititude and latitude, x and y values It is fun, and presents as a game rather than a task. Use of ICT also makes it engaging. The time challenge builds a sense of urgency. Repetition (rote learning) enforces procedure to determine longitude and latitude.
 * **What mathematics concepts and/or skills might be taught or consolidated?**
 * **What are the potential strengths of the manipulative and related activities in relation to helping children learn mathematics?**

Does not engage higher order thinking skills. Becomes boring quite quickly. Limited scope to teach multiple maths ideas / concepts.
 * **What are the potential weaknesses of the manipulative and related activities in relation to helping children learn mathematics?**

 //Resource 3: Space Boy to the Rescue//

Longitude and latitude. Mapping. Problem solving It is interactive and encourages problem solving skills. An engaging and fun task. Repetition (rote learning) enforces procedure to determine longitude and latitude while using problem solving skills (constructivism). The check it tool enables self learning. The instructions are not clear – I thought I had to get a new space boy each time (rather than only once at the beginning). Vicki 16/7/11
 * **What mathematics concepts and/or skills might be taught or consolidated?**
 * **What are the potential strengths of the manipulative and related activities in relation to helping children learn mathematics?**
 * **What are the potential weaknesses of the manipulative and related activities in relation to helping children learn mathematics?**

Achor 22/07/11 Angles, Cartesian plane, co-ordinates, horizontal and vertical measurements and longitude and latitude Children play an active role in their learning my manipulating the focal points to different co-ordinates. What are the potential weaknesses of the manipulative and related activities in relation to helping children learn mathematics? In order for students to do these online activities they must have prior knowledge. The activities need a lot of teacher guidance due to the fact it may be to complex
 * What mathematics concepts and/or skills might be taught or consolidated?
 * What are the potential strengths of the manipulative and related activities in relation to helping children learn mathematics?


 * Learning Activity 9.2 **
 * Geo Board Coordinate **
 * **What mathematics concepts and/or skills might be taught or consolidated?**
 * Perimeter, area, 2D shapes, longitude and latitude, direction and position, using co-ordinations and describing location. **
 * **What are the potential strengths of the manipulative and related activities in relation to helping children learn mathematics?**
 * Potential strength is that this is an interactive opportunity for students to explore possibilities of geo boards. There are numerous lessons that could be made from this one tool. The area and perimeter are also worked out for the student and the position of each nail is displayed when you click on a nail. This would potentially help the student as they are able to see what they previously would have been able to visualise. **
 * **What are the potential weaknesses of the manipulative and related activities in relation to helping children learn mathematics?**
 * Potential weaknesses are that while it is interactive on the computer it is not the same as students being physically involved and creating these shapes physically and then using their own mathematical knowledge to work out the area and perimeter, or to work out the location and position. The computer does this automatically for the students. **


 * Locate the Aliens **
 * **What mathematics concepts and/or skills might be taught or consolidated?**
 * Location, position, using coordinates to find a location, use of x and y values **
 * **What are the potential strengths of the manipulative and related activities in relation to helping children learn mathematics?**
 * Potential strengths are its use of ICT and the fact the task is in the form of a game, the time limit makes it more exciting. **
 * **What are the potential weaknesses of the manipulative and related activities in relation to helping children learn mathematics?**
 * It is repetitive and becomes boring after a little while; there is no real explanation or enough time to go through mistakes as you can just continue on playing rather than finding out why you may have got a question wrong. **


 * Space Boy **
 * **What mathematics concepts and/or skills might be taught or consolidated?**
 * Location, position, using co-ordinates to find a position, use of x and y values **
 * **What are the potential strengths of the manipulative and related activities in relation to helping children learn mathematics?**
 * Same potential strengths as ‘Locate the Alien’, only in this game you use the co-ordinates to place space boy, in the previous game you could see the location of the alien you then had to record the location. Use of both games together would be good as the student would be able to practice both recording coordinates and using them to locate. **
 * **What are the potential weaknesses of the manipulative and related activities in relation to helping children learn mathematics?**
 * As before, becomes repetitive quickly, no explanation for wrong answers, I also noted this time around that there was no information for the teacher as to what would be an expected amount of correct answers for children at this particular age, there is no real way to measure the outcome of completing the activities. **


 * Sarah Wright 27.7.11 **

__**Learning Activity 9.3: Mapping mathematics**__

Annotation: Harry’s map details his house, road, and trees but no other local surroundings. He has done a good job to indicate the possibility of a winding road. Harry has drawn the map from the perspective of his house being South West of his destination. Harry’s sense of position is interesting with the road leading into the middle of the house, but the trees seem appropriately positioned on the side of the road, as do the clouds in the sky.

Annotation:

Zoe’s map shows a lot of detail on the roads surrounding her school. The roads and houses look in proportion to each other. Zoe has noticed the houses and considered the side of the road they are positioned on. I think Zoe has attempted to portray how these would look from an arial view. The houses are only positioned on one side (except on the bends). Is this correct? Interestingly, Zoe has not added any details of tress or green areas. Are there any in this surrounding? Also, the difference in structures near the school – potentially these are shops rather than houses?

**Annotation:**

Aaron has added significant detail to his map. Aaron has added street names and considered aspect (N/S/E/W). This shows strong awareness of mapping. Aaron has also added time between destinations, showing an awareness of distance and travel. The buildings appear quite tall, and out of proportion, questioning his spatial awareness. Annotation: Michelle’s map appears quite precise in terms of the direction from school to home, the surrounding streets and names. However, Michelle has not included any other houses etc. This is perhaps reflective of how a commercial map would appear. Michelle has also not considered aspect (N/S/E/W) which may be a developmental opportunity. The map appears in an arial view, showing an understanding of how maps are read. Vicki 16/7/11

Achor 22/07/2011 Harry Looking at Harry’s map it is easy to see he is still in the early stages of cognitive development. Harry is able to locate where his home; but is still unfamiliar with his surrounding neighbourhood due to the lack of detail in houses or landmarks. Zoe Zoe’s map is quite detailed for her grade she is able to show there is a fork in the road at the end of the street. Zoe has also drawn in her surrounding neighbourhood and picture the direction the flow of the street is. Aaron Looking at Aarons map you get a clear picture of the location of landmarks and the distance between the landmarks and his house. Aaron has also written the travel time between his houses to the landmarks. Aaron has also drawn in a nautical star to indicate the directions the landmarks locations are. Michelle Though Michelle’s map lacks detail in the landmark department Michelle is able to give a clear indication of her house due her knowledge on her surroundings. Michelle has indicated the names of the streets leading to her house and a clear directional arrow on which way you should walk from school to get to her house.


 * Learning Activity 9.3 **


 * Harry **
 * This is a good attempt for a pre-primary student. Harry has included his house and drawn this in relation to the sky. He has included drawing of a cluster of trees and I wonder if this represents a park that he passes in the car? Harry has not included any other features but has drawn a winding road which seems to go off up into the sky, this may be because Harry does not yet know how to draw a road in relation to the sky. **


 * Zoe **
 * Zoe has drawn a map that shows many houses lining the streets on her way to school; she must live in a suburban neighbourhood. Each house has the same stereotypical features of two windows and a door, but it is good that Zoe has included this detail on all the houses. Zoe has attempted to use a bird’s eye view but has difficulty changing the view of the houses where the roads bend. Zoe has not included any other features on her map, no tree’s, parks, and cars? **


 * Aaron **
 * Aaron shows an understanding of direction and mapping as he has included a compass on his map. This is rather impressive. Aaron has also provided the time between geographical points showing his understanding of distance of travel. It seems to be an aerial view of the map; however some buildings appear front on and out of proportion to other surroundings. **


 * Michelle **
 * Michelle has drawn a well thought out map and has been able to complete the entire map from a bird’s eye view perspective. She has included street names and demonstrates an understanding of direction and spatial awareness. She has included where the streets bend and shown distance between them where suburban homes would be however has not included this detail. The map looks like a road map that you may find in a street directory. **


 * Sarah Wright 27.7.11 **

__**Learning Activity 9.4: Learning and teaching in location and direction**__

//Learning Activity 9.4 Record Chart: Learning and teaching in location and direction//

- Use of a street directory is more engaging fir students than text book example. || - Positioning of 2d shapes is harder concept for children than positioning of 3d objects.- Children will map content that is relevant or important to them.- Examining position gives opportunity to build mths concepts of positive and negative numbers & mapping skills.- Use of number line involves directions, also uses +ve and –ve numbers.- Plotting points is enjoyable but low level activity. More challenging to draw a picture and create own directions. ||
 * **Ideas and examples that are //familiar// to me from my own experiences with mathematics learning and teaching** || **Ideas and examples related to mathematics learning and teaching that are //new// to me** ||
 * - Geometry considers position, arrangement and direction.
 * **Questions I have and related things I do not understand from my reading**(See if any of your //Maths Mates Group// have any ideas for you in answering one of these questions.) ||

// Achor 22/07/11 //


 * ** Ideas and examples that are //familiar// to me from my own experiences with mathematics learning and teaching ** || ** Ideas and examples related to mathematics learning and teaching that are //new// to me ** ||
 * * Children have a tendency to get confused when orientation is changed
 * Using grids to teach locations at early stages is useful and effective
 * Number lines are used to represent location. || * Logo programs are useful in teaching students location and they can experiment with movement.
 * Most of the learning when it comes to locations is informal and incidental
 * Games like battle ships will help children learn ||
 * ** Questions I have and related things I do not understand from my reading ** (See if any of your //Maths Mates Group// have any ideas for you in answering one of these questions.) ||


 * Ideas and concepts that are familiar to me **
 * ** Geometry involves direction, location, maps and grids **
 * ** Number lines are used to represent location **


 * Ideas and concepts that are new to me **
 * ** Students find learning about 2D shapes harder than 3D, I thought it would have been the other way around **
 * ** LOGO programs – I had never heard about these before **
 * ** Most learning in geometry is informal and begins in very early childhood. **


 * Questions... **
 * Sarah Wright 27.7.11 **

Create an overview of your groups discussions this week. Using the ideas you gathered in activity 9.2 What does your group see as Mathematics concepts that can be taught/ consolidated? What potential strengths were there with the manipulatives you investigated and what were the potential weaknesses?

Activity 9:2 and week 9 study mates question contribution

**__ The Geoboard �Coordinate __**

**__ What mathematics concepts and/or skills might be taught or considered. __**

This manipulative lets students design shapes on the geoboard. Students are presented with the concept of area and perimeter. As they make changes to their shapes on the grid they are able to see how the area and perimeter of the shape also changes. Students can also design shapes and learn to identify them by their features, e.g. number of corners, sides and angles.

** Strengths **


 * Teaches concept of area and perimeter.
 * Students can make and identify different shapes.
 * Students can identify features of shapes e.g. number of corners, sides and angles.
 * Challenging questions can be set. For example, find a triangle with an area of 4 units and the smallest possible perimeter.
 * Battleships is a fun game.
 * Activity develops fine motor skills by using eye and hand coordination.

**Weaknesses**


 * No grid references. However, this has probably been done so that students understand how to create a grid reference.

__Locate the aliens__

**__ What mathematics concepts and/or skills might be taught or considered. __**

This activity teaches coordinates and introduces negative numbers on a line graph.

**Strengths**


 * Drill and practice
 * Fun game
 * Teaches students how to identify coordinates on a line graph
 * Students use their thinking skills.
 * Improves fine motor skills through eye and hand coordination.

**Weaknesses**


 * Puts students under pressure if they feel they are competing against their peers.

**__Space boy to the rescue__**

**__ What mathematics concepts and/or skills might be taught or considered. __**

This activity gives students the opportunity to learn how to read and give grid references while playing a fun game. It also introduces them to a line graph and negative numbers.

**Strengths**


 * Improves fine motor skills through developing eye and hand coordination.
 * Students learn how to read and give grid references.
 * Develops thinking skills.
 * Drill and practice.
 * Fun game.
 * Introduces negative numbers.

**Weaknesses**


 * Students may feel they are competing against their peers.

**__References__**

National Library of Virtual Manipulatives. 2010. Geobaord-coordinate. Retrieved from []

MathPlayground. 2011. Locate the aliens. Retrieved from []

MathPlayground. 2011. Space boy to the rescue. Retrieved from __[]__

Kerrie Wyer - 30/7/11. Please ignore the highlighting as I have tried to remove it at the beginning without success.

**__Geoboard Co-ordinate: __** Area – easily shown and seen Shapes (2D) Angles
 * 1) 1. Teaches x & y axis, along with +/- x and y axis. Co-ordinates taught


 * 1) 2. Easy to see, Use of ICT in mathematics, simple activity for those who are new learners to computers


 * 1) 3. Area and perimeter showing may be confusing if this is an aspect of mathematics not yet taught to student

**__Locate the Aliens: __**
 * 1) 1. Co-ordinates, x & y axis (+/-)


 * 1) 2. Fun, challenging. Use of ICT in mathematics


 * 1) <span style="color: #0000ff; font-family: 'Arial','sans-serif';">3. Time limit – student may feel too pressured; If student not comfortable with where keys are on keyboard, too much time lost entering numbers; The need to click mouse into next space (or to tab to next space) loses too much time on what is already a short activity.

**__<span style="font-family: 'Arial','sans-serif';">Spaceboy __**


 * 1) <span style="color: #0000ff; font-family: 'Arial','sans-serif';">1. Co-ordinates, x & y axis (+/-)


 * 1) <span style="color: #0000ff; font-family: 'Arial','sans-serif';">2. Fun. Imaginative. Use of ICT in mathematics.


 * 1) <span style="color: #0000ff; font-family: 'Arial','sans-serif';">3. Time limited. Student may feel too pressured. Student needs to be familiar with mouse skills when undertaking this activity; Small grid, easy to place the spaceman incorrectly

I thought the biggest weaknesses in the "Locate the Aliens" and also "Spaceboy" were the 90 seconds allocated and also the need for either good keyboard or mouse skills. While many students in the range of years three through five will have had much exposure to computers in their home life and therefore have rather competent skills with the keyboard and mouse, not all students will have had this access. This is a factor that needs to be kept in mind when students face tasks like these two activities that are timed.

The strength was partly the fact that it was ICT use. This then fulfills the Australian Curriculum requirement of using digital technologies (n.d.) as well as one of the general capabilities of the Australian Curriculum (n.d.). The "Geoboard Co-Ordinate" was shown in particular to be a positive as it can be used to consolidated many different areas of mathematical learning for a student.

Suzanne 30/07/2011 - Kerrie, I'm right there with you on the highlighting. Mine put in a background colour and won't let me turn it white again no matter what I do. There was much swearing done by me.