Apologies for leaving you hanging after my last post. The weekend. The football. These vital, important events sometimes push aside things like writing blog posts about hexagons. But I’m here now!
Let us recommence playing in our hexagon sandbox.
First we did an introduction to talking points:
And then we did a set of talking points specifically around our hexagon definitions:
During both I realized that it is pretty challenging to manage a group of students and make sure they are following the procedure correctly. My students are really good at dialogue, not so good at taking turns. My hat is off to @cheesemonkeysf on this one!
Once the hexagon talking points activity was finished we segued into some work with conditional statements. Nothing terribly innovative or exciting. Students did a quick warm-up deciding whether statements were true or false, then we discussed the similarities in all of the statements (they were all “If…Then”, they were all either true or false, they were factual). I gave a little lecture and defined some terms. Students did a worksheet to practice finding counterexamples and writing converses.
And then we were out of time. More of the same for homework.
Reflecting, one week in, on the idea of using the hexagons to introduce our geometric proofs unit I am uncertain whether or not it was a good idea. I think it remains to be seen how I tie the hexagons back in further down the road. If I stopped here and we never used them again, this probably wouldn’t be a plan I would use in future iterations of this class. But the unit has only just begun and so hopefully I will find ways to circle back around to hexagon proofs later.
I’ll be sure to report back about when and how I do that.