Assignment 3 - Origami Polyhedra

Benefit of the project:

• Hands-on activity
• Help students to visualize the 3 dimensional worlds. For instance, finding information about edges, vertices, faces and etc
• Avoid boredom in the classroom
• Incorporate other subjects such as Arts
• Make students familiar with the background and history of polyhedra

Weaknesses of the project:

• Time-consuming due to making origami: it might be annoying for students, and as a result it might lead to frustrations and confusion.
• Time wise: it might be hard to fit this project into the curriculum.

Uses of the project :
• Make the students to feel for 3-D world
• Make them familiar with what geometry is, in particular polyhedra
• A fun classroom activity to follow

How to modify the project:
• Avoid making the students to do the origami: give them other options for origami. For instance, cut the segments and tape them together. This way, it is less time-consuming, and it gives the students the same result.

Extension of the project:
• We can ask our students to think about volume, surface area, and some other physical properties


Our project (Surface Area):

• Grade level : Grade 9

• Purposes:

- To make a fun activity in the class
- Avoid boredom about the teaching subject
- Make the students to get a notion for a 3-D object/world,
- Practice the concept of “Area” in mathematics.


• Description:

There are two choices for this project:
1. Students must build a “Reasonable” shape object such as a house, car, flower, and etc using at least two 3-D objects.
2. Build a complex structure using only one type of 3-D object of their choice.

Students must choose only one of the above options.
For either one they must follow the below criterions.(2-3 people per group)

- Students must hand in an informal proposal for this project.
- They need to build the structure.
- They need to write a report including the followings:

i) How they got the surface area of the object they made in details. This includes a verbal explanation and diagrams.
ii) Measuring and calculating the surface area of the object in two different units. ( ex. cm and inch)


• Time:

- First session: 20 min for proposal in the class.
- Second session: A full class time for material and making objects.
- Giving them a weekend for the final work.


• Production: Reports and structures.


• Marking Criteria:

- Communication ( how well they explain the work) - 35%
- Calculations(how they got the surface area and units) - 50%
- Structure ( what they made) - 10%
- Creativity - 5%

Two Column Problem Solving

Reflections on my short practicum at Richmond Secondary

I really enjoyed my short practicum at Richmond Secondary school. The whole staffs and the students were extremely friendly and welcoming. My school was one of the project schools, which means my FA was at the school for the whole two weeks to look after us. Having the FA at the school was really great since I was able to discuss about anything at any time and ask questions. In addition, he has been working as a FA at Richmond Secondary for many years so he was really familiar with the school and the staffs.

During my short practicum, I had a chance to observe some different things that happen within the school and participate in some of the events myself. I helped out on the fruits and vegetables program, organizing the trays and delivering the fruits to each class. I also supervised the math help sessions after school. In addition, I chaperoned the Halloween dance on Thursday night. The only thing that I can recall from the dance is that it was extremely loud! Fortunately, one teacher gave us the ear plugs, which saved our ears from going deaf.

I taught four different classes during the second week of my practicum and one of them was observed by my FA. It is really sad that the one class my FA observed was the only class I had a problem with controlling the students. I didn’t get a chance to see the students beforehand and the teacher was away so the TOC was filling in. It was quite difficult to control the grade 10 students who didn’t really know who I was. Fortunately, my FA thought the lesson went pretty well other than some typical mistakes that the teacher candidates make when they first start teaching. I realized that the lesson never goes the way you planned it. Hopefully, I can make the improvements in the areas that did not go so well for the next lesson I teach in February. I can’t wait!