{"id":5360,"date":"2018-03-01T13:18:36","date_gmt":"2018-03-01T20:18:36","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5360"},"modified":"2018-03-01T13:20:51","modified_gmt":"2018-03-01T20:20:51","slug":"5360","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/03\/01\/5360\/","title":{"rendered":"T-GEM in the Intermediate Classroom"},"content":{"rendered":"

Having taught grades 4, 5 and 6 for the last six years, I have found that area and perimeter are concepts that we revisit each year. Year after year, the students\u2019 understanding of the topic varies widely. Some have an excellent grasp of the concepts and are ready for a challenge. Others really struggle with the topic and have trouble grasping what area is and how we calculate it. I find it difficult to have challenging and engaging activities ready for each of the students in my class that represent such a wide ability range. I have several sets of resources and different manipulatives that I try to reach each student with, but until today I wasn\u2019t sure of a way to include technology into teaching this topic. (A BIG thank you to those who have already posted on T-GEM, as I previously hadn\u2019t been aware of PhET \u2013 what a valuable, and free!, resource!) I\u2019ve sought to combine the PhET area builder simulation <\/a>with T-GEM to create a new way of teaching area and perimeter to intermediate students.<\/p>\n

Generate: <\/strong><\/p>\n

Allow students to explore the area builder simulation on PhET under the explore <\/em>section. Initially, have them create one shape, noticing the change in area and perimeter as they go along. Encourage the students to think about and try different shapes, for example, a line of 4 as opposed to a square of four. What do they notice?<\/p>\n

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Suggested teacher questions:<\/p>\n