Course overview and description
Greetings to all, Welcome to my mathematics course profile for the third grade. The course is designed to introduce students to the fundamentals of geometry. I aim to develop their knowledge and understanding of different geometric shapes (regular and irregular), their properties, and their applications in real-life situations. Students will engage in hands-on activities, discussions, and problem-solving tasks to enhance their spatial reasoning skills and mathematical thinking. Learning mathematics must be a fun and joyful experience, and this course is designed to serve that purpose. With your encouragement and suggestions, this is just the beginning of what will eventually be a fantastic course.
Target Audience
This course is intended for students in grades 3 with ages ranging from 8-10. At this age, children start observing their surroundings and questioning the different shapes of objects. Here, I’ll put together a variety of resources to help students understand shapes and the fundamental distinctions between various geometrical forms. This would be an Ideal course for Math teachers who want to make their Math classes more interesting and innovative and add another skill set to their teaching practices.
Course Timeline
This online course is designed to cover the entire module in four weeks. However, depending on a teacher’s yearlong plan and other relevant considerations, it may take longer or less time. When delivering the course material, the instructor will need to be flexible and consider their audience to see whether particular topics need more or less focus or if some students are struggling to keep up with their learning and assignments.
Course Format (Online/ Blended/ Synchronous, Asynchronous)
One synchronous session, one in-person session, and one asynchronous assignment per week will all be included in the course.
Students must participate in synchronous activities like debates,question-and-answer sessions, and group discussions to easily access their course materials in an asynchronous format and adequately reflect on their learning.
Students may ask questions about the assignments or any other issues pertaining to the week’s theme during the in-person session. Students must use the ‘turn in’ option to submit their work for the asynchronous tasks, which will be uploaded on Google Classroom. The main objective of this technique is to aid students in understanding the learning assessment, textual descriptions, and video explanations connected to their course. While doing this course through self-evaluation, the students will be able to pinpoint their areas of strength and weakness, set goals, and demonstrate strong organizational abilities. Technology is ideal for use in the classroom since it gives students something to be proud of and raises their self-efficacy. Holding students responsible, it keeps them constantly aware of what is happening in the classroom.
Toolset for the course
For the purpose of this online course, most Google tools would be used, such as classroom, meet, slides, sheets, calendar, forms, Jam board, and other platforms for providing a variety of learning opportunities, such as YouTube, Kahoot, Mentimeter, etc. In order to run synchronous sessions, the Meet link shared in Google Classroom would be used to access Google Meet. Additionally, during Zoom sessions, I will chat with my students in break-out rooms to see if they are experiencing any academic challenges. I will provide them with direct feedback so they feel more comfortable talking to me about their issues.
Course material
According to the student’s grade, this course’s materials are chosen. With the use of pattern blocks, students may create patterns, practice rotating objects, and sort diverse forms. The capacity for pattern recognition is essential for analytical and critical thinking, and it can help pupils find connections between distinct concepts. Geometry may provide excellent hands-on activities to keep your young primary students engaged. Because shapes are easier to understand by viewing them in their natural settings, learning shapes is typically beyond the scope of the course material. In order to present geometric forms to my students, I prefer using audio-visual aids. I’ll encourage them to recognize the forms by giving them the following definitions: A circle has no edges or corners. A triangle is a shape with three sides and three corners. A rectangle has four sides and four square corners. A square is a rectangle that has identically long sides.
Course Objectives and Learning Outcomes
This course’s asynchronous, blended learning environment is intended to address the learning outcomes specified in the Saskatchewan Grade 3 Math Curriculum every day. Students will learn to recognize and name common shapes such as squares, rectangles, triangles, circles, and hexagons. They will also understand the properties of these shapes, including the number of sides, vertices, and angles. Additionally, they will take part in games, puzzles, and activities that require them to solve problems in order to deepen their grasp of geometrical shapes. To answer tangram puzzles, shape-based puzzles, and pattern identification problems, they will use their expertise. Symmetry in forms and things will be taught to the students. They will recognize symmetry planes and comprehend that symmetrical objects can be split into equal, mirror-image parts. Moreover, Three-dimensional shapes like cubes, spheres, cones, cylinders, and pyramids will be introduced to the students. They will gain knowledge on how to recognize and characterize these shapes’ features, such as their faces, edges, and vertices. I would use real-life objects, visual aids, and drawings when instructing the task. These educational tools will make it easier for all students to understand the curriculum, especially ESL students.
The learning course material is based on the Saskatchewan Math Curriculum for Grades 3. The learning outcome SS3.4 will be taught, which will demonstrate an understanding of 3-D objects by analyzing their characteristics, including faces, edges, and vertices, and will be delivered in a module.This course will cover all these following points
Module – Introduction to Geometric Shapes
- Differentiating between 2D and 3D shapes
- Naming and identifying common shapes in everyday objects
- Exploring attributes of shapes (e.g., sides, vertices, edges)
- Identifying and describing properties of squares, rectangles, circles, triangles, cubes, spheres, cones, and cylinders
Assessment methods
Formative assessment is the most crucial component in evaluating a student’s development; in fact, it is the most successful type of evaluation for improving student comprehension and performance. Use of Kahoot, Mentimeter, Google Classroom Questions, Google Forms, Google Meet Up, Google Chat, and Jam Board may put this into practice. The final project, which will produce one final report, will act as the summative evaluation. In addition to this, as an instructor, the feedback will be delivered orally or in written form. The monthly progress of the kids will also be represented graphically. We can set up alternate meetings with their parents once a month, as well as some face-to-face time, to discuss their ward’s progress more effectively.
Assignments
Every week, assignments will be shared in each individual Course Module. As specific students require diverse methods of instruction and assignments, expectations may alter depending on the individual student’s needs.
Rationale
This course is created with the understanding that there are other options for learning outside of face-to-face instruction and that students should have the freedom to switch to an online platform. It is estimated that more than 80% of the students enrolled in the course have access to devices at home and have an adult who will help them submit their assignments and attend class.
Attendance
Students who are not in class but have access to technology and the internet can still complete their education at their own pace because the course is delivered using a mixed approach. If students find it impossible to attend the classes, scheduling video meetings, chat sessions, or email exchanges would be useful for them.
Special considerations
EAL learners: It is crucial to provide students who are English language learners with the finest support since some students will need subtitles and a combination of lecture and visuals in order to make the knowledge relevant. We might also teach students how to use Google Translate and give them adequate time to complete their coursework.
Access to technology at home and school: For students without access to gadgets or an internet connection, online videos will be available. Videos will be published on the YouTube channel so that anyone can view them and use them as a free source of knowledge. Students who don’t have a device or access to the internet can visit the school library and utilize the wifi and devices there to participate in synchronous sessions.
GOAL SHEET
The following sheet should be given to the students to provide an outline for organizing their thoughts on their goals:
FINISH THE FOLLOWING SENTENCES…
1) I am studying Maths ______________________
____________________________________________________
2) My aptitudes for maths include_____________________________ ____________________________________________________
3) My math deficiencies include___________________________
4) The things I plan to improve upon our _______________________
Here is the link to ADDIE template
https://docs.google.com/document/d/1D4RidJ7dCnFfk712SX9jTS0nFqV-a-MxdzdghHjOHFE/edit