3 reads protocol to wrap up coordinate geometry. Still stuff to work on, but some good sense-making going on.

# Tag Archives: Coordinate Geometry

## Day 69: Is it a Square?

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As it was with the rest of the unit, so it continues.

We do some work around trying to figure out whether shapes are squares or rectangles, ideally with coordinate geometry. But to start, we look at whether or not a shape is a square or rectangle as a shape (without coordinates).

Some fascinating conversations here. I wish I could have recorded them better. I also wish we had done this as a sort.

## Day 68: The One where We Review Area

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To prepare for using coordinate geometry to find area and perimeter, we have to review area and perimeter. This is a nice chance to catch up the kiddos that weren’t here at the beginning of the year and review for many more kiddos who maybe didn’t fully understand the first time. It’s also a fascinating exercise into how long kiddos will draw boxes before using the base times height shortcut.

## Day 67: The One where We Read about Midpoints

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This unit has been a chance to try and explore and tweak new things. One thing I’ve been exploring is the 3 Reads protocol, where we read over a word problem (minus the actual question) 3 times to look for the main idea, the numbers, and something we wonder.

We tried one today that felt a little less successful as the context felt a bit forced. (This is also interesting as it feels like this unit, which is short due to its placement in the year, lacks a context for the kiddos to wrap their heads around and engage with) Still, we made sense of numbers and thought about midpoints.

**Photo: Student work and annotation.**

**Photo: Student wonderings:**

## Day 66: The One With the Self-Made Scaffolds

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Continuing with Coordinate Geometry and finding the length of line segments. We didn’t quite get to the part where we take out the visual scaffolds, as seems to be the theme of this unit.

I’ve been thinking lately about how the kiddos annotate text and take notes to advance their learning, so my favorite part of this is the part where the kiddo wrote in their own scaffolds.

## Day 66: The One With Multiple Answers

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It’s fascinating to see what the kiddos learn and when. Our current unit is coordinate geometry, but builds heavily on our linear equations units.

This group of kiddos worked pretty dilligently (which is a huge step for them – they are mostly new to the school and groupwork and being a student at our school is a new concept to them). At one point, one kiddo says (en espaĆ±ol) – “All the numbers for this question are different. Who’s right?” They were asking about calculating the slope using different slope triangles and, as it turned out, everyone was correct.

What do you notice? What do you wonder?

## Day 65: The One with Parallel Lines

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Coordinate geometry is a mostly new topic for me and we only have 7 days for it (we are that close to our 2-week semester end portfolios). Curriculum partner and I also realize that I’ve never actually planned a unit on my own and decide to each plan our own unit separately (if things go South, we don’t lose that much time).

I pull and adapt some things from The District. There’s not a lot of context to it; it’s mostly kiddos analyzing lines on a graph, but the kiddos seem OK with it for the most part, possibly because we’ve worked with graphs enough that they are not a foreign concept.

Photo: First task card and worksheet. What do you notice? What do you wonder?