## Your Conceptual Coordinated Geometry

Implementation Report (& Peer Reviews)

We have two tasks for you:

**1) Your Implementation report**

Post your implementation report below.

NOTE: If you were not able to implement the Conceptual Coordinate Geometry unit (because of timing) then post your experiences of implementing any of the Understanding-1st, Procedures-2nd principles in other units.

**Examples of activities and strategies that fall into the U-1, P-2 category:**

- An Assessment for Learning task (Card Matching).
- A structured Peer-Teaching task.
- The use of the Brick Wall Strategy.
- Implementing the I Can Do Assessment task.
- The use of any task that prioritises conceptual understanding over the learning of routines and procedures.

**2) Your Peer Review**

Go to one of the implementation reports, click 'reply' and write a feedback comment. (Please keep your peer review/s separate from your own submission.)

Guidelines for peer reviews

- Write one or two things you liked.
- Write one suggestion for improvement if applicable.

**Keep progressing to the last page of the last module ...**

After writing your comment, navigate through all pages of this and the next (final) module. The last page is where you inform us you have finished!

Thanks,

Richard.

## Some Past Reports ...

**Karen Ashby**

My thoughts on the general approach are that I love it. i have used the mixed example trigonometry worksheets several times and students have picked it up and been much better, I believe at knowing what to do in the different situations as they had to be thinking through the process and not just repeating - one procedure. The challenge I have at the moment is convincing my students that it takes a lot of practice to be confident. They are reluctant to do " a lot" of practice.

I am still working on my GeoGebra skills - I do like the way it works practically.

**Gousia Naeemullah**

At present I am doing Quadratic equations with year 10 students. I used Geogebra to show them that when a quadratic equation is graphed, it presents a parabola. The students were visually able to see the solutions of the equations. They were able to understand better the concept of one solution, two rational/irrational solutions and no real solutions by actually looking at the position of the parabola.

They further factorised the equations to find out the solutions. Brick wall , mini lessons, socratic questioning are being used regularly in my lessons. I am doing representation of data with year 8 students. I got them to do a survey to find out their favourite animated movie.

I then got them to construct a divided bar graph on a 30 cm long strip of cardboard. The divided bar graph was then joined at the ends to make a circle. The students then placed it on their books and drew a circle and using the markings on the divided bargraph, made the sectors in the sector graph. The divided bar graph was then cut into sections and then pasted in their books as a column graph. The students enjoyed this activity and they were able to understand that the same information can be represented in many ways - divided bar graph, sector graph and column graph in this instance. I did this activity rather than use the textbook to do this topic in class. The textbook questions were given as homework for the weekend.