WGU 00T2 Task 4 with Accurate
Solutions
A. Create an original, engaging, in-class activity that uses diverse
historical contributions to a secondary geometry topic by doing the
following:
1. Identify a content standard and an aligned secondary geometry
topic that will be the basis of your in-class activity.
2. Explain the diverse historical contributions that will be
integrated into your in-class activity.
3. Describe an original, engaging, in-class activity that aligns with
the geometry topic and standard from part A1 and uses the
diverse historical contributions from part A2.
a. Explain how students could engage with the historical
component of the activity in part A3 to deepen their
understanding of the geometry topic. Include specific
examples of how the historical component from part A3
connects to student understanding of the geometry
topic.
Note: Historical facts and video links alone are not sufiicient. Examples of
efiective integration of history to engage students in learning mathematics
include interesting stories about a mathematician involved in developing
that mathematical topic, comparing historical and contemporary
approaches to solving a problem, and discussing the historical impacts
(cultural or technological) of applying the mathematics. Your activity must
be original and not taken directly from the examples in the Week 6 videos in
the course.
B. Explain how incorporating history into mathematical instruction
improves student learning. Include evidence from one peer-reviewed
research article as part of your explanation.
C. Explore a significant event or discovery that was directly connected to
the world’s understanding of probability and statistics as fields of
Solutions
A. Create an original, engaging, in-class activity that uses diverse
historical contributions to a secondary geometry topic by doing the
following:
1. Identify a content standard and an aligned secondary geometry
topic that will be the basis of your in-class activity.
2. Explain the diverse historical contributions that will be
integrated into your in-class activity.
3. Describe an original, engaging, in-class activity that aligns with
the geometry topic and standard from part A1 and uses the
diverse historical contributions from part A2.
a. Explain how students could engage with the historical
component of the activity in part A3 to deepen their
understanding of the geometry topic. Include specific
examples of how the historical component from part A3
connects to student understanding of the geometry
topic.
Note: Historical facts and video links alone are not sufiicient. Examples of
efiective integration of history to engage students in learning mathematics
include interesting stories about a mathematician involved in developing
that mathematical topic, comparing historical and contemporary
approaches to solving a problem, and discussing the historical impacts
(cultural or technological) of applying the mathematics. Your activity must
be original and not taken directly from the examples in the Week 6 videos in
the course.
B. Explain how incorporating history into mathematical instruction
improves student learning. Include evidence from one peer-reviewed
research article as part of your explanation.
C. Explore a significant event or discovery that was directly connected to
the world’s understanding of probability and statistics as fields of
