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Understanding Geometry and Formulas

In Case Study A, the learner performed well in transforming problems into equations but struggled with dividing terms correctly. The instructor plans to show correct and common mistakes in rearranging formulas to aid understanding. In Case Study B, the learner excelled in sketching measurements but faced challenges calculating the area of a triangle, prompting the instructor to encourage 2D representations for clarity.

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nikmohdpadlulah
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43 views2 pages

Understanding Geometry and Formulas

In Case Study A, the learner performed well in transforming problems into equations but struggled with dividing terms correctly. The instructor plans to show correct and common mistakes in rearranging formulas to aid understanding. In Case Study B, the learner excelled in sketching measurements but faced challenges calculating the area of a triangle, prompting the instructor to encourage 2D representations for clarity.

Uploaded by

nikmohdpadlulah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

CASE STUDY A

1. Where have they performed well?


She understand the question and able to transform the problem into
correct equation.

2. What evidence of their understanding can you see for each of the
learning objectives?

She know how to rearrange the formula correctly, 25 become -25 and
10d become divide by 10.

3. Where have the learners struggled? Be specific: what elements of their


work have prevented them from demonstrating their full understanding
of the learning objective?

She struggled with divided every terms with 10. This error can be
prevent if she know that if changes into equation the left hand side and
right hand side must be equal.

4. What can you do differently to help learners understand how they can
improve?

I always show my students 2 different way of rearranging formula. 1 is


the correct way and the other 1 is the common mistake did by
students. So they will learn from the mistakes.

5. How can the way you approach formative assessment support learner
progress?

The grouping assessment helps students to identify their mistakes, and


sharing with others. Students learn from other mistakes is the best
approach to support their progress in understanding.

CASE STUDY B

1. Where have they performed well?

He can sketch the measurement correctly.

2. What evidence of their understanding can you see for each of the
learning objectives?

He know how to calculate the volume of prism, which is surface area


multiply with the height.
3. Where have the learners struggled? Be specific: what elements of their
work have prevented them from demonstrating their full understanding
of the learning objective?

He struggled to calculate the area of triangular. He confuse about the


height of the triangle in 3D view. He picked the wrong side.

4. What can you do differently to help learners understand how they can
improve?

I always ask students to transfer the drawing of 3D into 2D when it


comes to calculate of area. For triangle, student should understand
that for the area they must multiply the base with the perpendicular
height and divide by 2. This value is same with half of common
rectangular.

5. How can the way you approach formative assessment support learner
progress?

Students need to draw a model of triangle and they need to cut the
shape to become rectangle with same height. Finally they will realise
that the area of a triangle is same with half of the rectangle with the
same height.

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