The following workbook aims at testing students’ knowledge through multiple choice questions answers, while at the same time, being able to bring them back to the formal definitions and laws of logic.
Teachers encounter several problems along the way:
* Lack of formal math knowledge/terminology
* Lack of logical training, proving, and proving by negation with lower grades which leads to lack of geometry skills in high school.
* Little use of geometric shapes resulting in difficulties with basic intuition.
This workbook is designed as a story with multiple choice solutions and a repeated structure that stays constant from subject to subject, focused mainly on strengthening formal and logical geometry for ages 6-10, and a game (downloaded separately) that covertly works on implementing mathematical language, pattern recognition and causing the children to draw thousands of different geometric shapes.
The student learns the relationship between points and straight lines, lines vs. polygons, etc. Each chapter deals with a different geometric term which is based on or is an “evolution" of the previous term.
Each chapter is divided as follows:
***Part I - Understanding the concept and a multiple choice question.***
***Part II - Logical Practice related to the concept in question.***
***Part III – Quiz creating shapes***
***Part IV – Re-capping the formal properties of the shape.***
**How to Use the Workbook in Class:**
**Lesson 1 **
Present Part I, print and hand out the multiple choice question to the students and after 10 minutes, invite them to offer their solutions on the board.
After there are lots of answers on the board, ask the class if anyone thinks that any of the answers do not meet the criteria for a possible correct answer, stimulating a class discussion which drives home the basic principles of the formula in question.
**Lesson 2 **
Present Part II, print and hand out the multiple choice question to the students. Give them 15 minutes, while perusing through the class sharpening their logic and proving skills.
Have the students present their arguments both for and against an answer, stimulating class discussion which directly sharpens their understanding of the concept at hand, something still fairly new for their young age.
**Lesson 3 **
Present Part III and use as a topic summary.
***Option 2 - ***
Print whole chapters and give the students individual or group time like a workbook. Repetitive structure frees the teacher from having to explain all the instructions, except for the first chapter, and allows them to move from student to student and challenge their logic or help those who are struggling. The use of multiple allows those who are having difficulty to feel successful until you reach them.
***Geometric Concepts: ***
Point, straight line, straight open shape, triangle, isosceles triangle, equilateral triangle, right angle triangle, cube, trapezoid, parallelogram, rectangle, rhombus, square.
Shape identification, distinction between defining and non-defining attributes, application of the concept of hierarchy between forms, in accordance with the American Standard Core curriculum, concepts from the workbook are underscored.
Good Luck in your adventure :-)