Central Elementary School

NMSU Lesson Study Project

Cobre Team

Lisa ArmstrongJose Carrillo

Margaret KeslerConnie Perez

Amanda Sanchez

Lesson Study Central Elementary School

2003-2004 4th & 5th grade teachers TIA-RETA/NMSU/WNMU Science/Technology

2004-2005 K-5th grade teachers TIA-RETA/NMSU/WNMU Science/Technology

2005-2006 K-5th grade teachers TIA-RETA/NMSU/WNMU Math/Technology

2006-2007 Pre-K-6th grade teachers NMSU Lesson Study Project Math

Lesson Study Central Elementary School

Title of the Lesson Comparing Polyhedrons

Goals To Identify Solid Figures To Name and Count the Faces, Edges, &

Vertices of Prisms and Pyramids To Learn How Different Views of a Solid Figure

Compare To Compare & Contrast Polyhedrons and

Explain their Relationships

Comparing Polyhedrons Rationale

NMSBA Math Scores Content Standards Benchmarks Performance Standards Algebra Focus for NMSU LS Project

Comparing Polyhedrons Question?

Can students compare polyhedrons, explain the relationship and use variables to express an equation?

Planning and Collaborating

Discussion Connect Geometry

and Algebra

Teaching

Mrs. Armstrong – First Teach

Mrs. Sanchez – Second Teach

Mrs. Armstrong – Public Teach w/Algebra Connection

Observing Public Lesson-

February 1, 2007 Lesson started with

large group instruction Students applied prior

knowledge to the task within small groups

Groups presented their findings to the large group

Debriefing Short discussion after

lesson Viewed video of lesson

Invited fifth grade and middle school educators to view the video of the sixth grade lesson.

Debriefed and made recommendations

Revising Provide more class time

to continue the lesson. Prepare students to

better see the relationship between the polyhedrons and the numbers of faces, edges, and vertices.

Continue to provide practice until equation is developed.

Comparing Polyhedrons If teaching this lesson again we would:

Have a list of questions To stimulate thinking in their small groups To guide the students into finding relationships

Give students guidelines To work in groups effectively To help students communicate their mathematical

thinking Anticipate student responses.