Beacon Lesson Plan Library

Speaking Geometrically

Marilyn Wallace
Bay District Schools

Description

This activity introduces students to, and reinforces, the vocabulary needed to identify the attributes of two and three-dimensional figures.

Objectives

The student uses appropriate geometric vocabulary to describe properties and attributes of two- and three-dimensional figures (for example, faces, edges, vertices, diameter).

Materials

-Pencil
-Paper
- Individual dry erase boards
- Dry board erasers
- Dry erase board markers, one for each student - Assorted colored construction paper
- Scissors
-Two and three dimensional manipulatives
-Word list: Geometry vocabulary from a text book such as: Silver Burdett Ginn, level 5, Parsippany, NJ
-A Chapter on geometry such as 7/lesson 14, pp282-287 Silver Burdett Ginn, level 5, Parsippany, NJ
-Worksheet for review on solid figures
- Roll of sentence strip paper
-Empty wall in classroom
- Assorted colored markers
-Cellophane tape,
- Stapler and staples

Preparations

1. Compile a matching vocabulary worksheet with vocabulary words on the left side of the page and pictures on the right side of the page. Students will draw a line from the word to the picture that it matches (Formative).
2. Make sure that several two and three-dimensional figures are displayed somewhere in the classroom.
3. Set up each area for small group work, making sure that directions for each area are visible for all students to see.
4. Have dry erase white boards, dry erase board erasers, and dry erase board markers readily available for passing out.
5. Have enough copies of all worksheets available to pass out as needed.

Procedures

HEADNOTE: Students should possess a prior knowledge of two- and three-dimensional geometric figures.
Day 1
1. Arrange students in small groups of three to four. Students take two minutes to list as many two and three-dimensional items as they can (for example: shoebox).

2. Each group presents its list.
Discuss: How can you classify the figures you have listed? Sample answer: By the shape of each base.

3. Pass out vocabulary lists
-Individually, provide ample time for students to check each vocabulary word on the list that they know
-Individually, provide ample time for students to write the meanings of the words they know

4. In small group, provide ample time for students to compare and discuss the definitions of vocabulary.

5. In whole group, provide ample time for students compare and discuss the definitions of vocabulary.

6. Encourage students to start a vocabulary journal for daily review (example: students add new words as they are introduced).

7. At this point in the lesson, individual dry eraser boards and dry erasers board markers will be passed out for a vocabulary review: the teacher will make a statement: Iím thinking of a word that is a flat surface of a solid figure. The students will write face. After all of the students have written their answers, the teacher will ask them to hold up the boards to reveal their answers. The teacher continues until all words have been reviewed.

8. After the review, several students will be selected to post the words on the -Word Wall-.

9. Students work in small groups at different activities: computers ( students will go to one of the listed websites and do a related lesson,) journal writing (vocabulary using one of the following methods to show their understanding of the terms: draw a picture, use the word in a sentence, write the meaning of the word, or give an example of something that relates to the word. They will also do a hands-on activity (putting models together), and construction of models using scissors, construction paper, and tape. Groups will rotate every 10 minutes.

10.Upon completion of small group activity, students work on practice page.

Day 2
1. After a brief review using the dry erase board activity from the previous day, students are summatively assessed by giving them a list of the vocabulary words and individually having them demonstrate their understanding of the lesson by writing a sentence, writing a definition, drawing a picture, or giving several examples of the geometric terms studied.

Assessments

Use the matching vocabulary list to formatively assess the studentsí ability to use terms, students show their understanding of the terms by drawing a line from the word to the correct illustration.


Summative assessment: students show their understanding of the terms through one of the following methods: by drawing a picture, writing a definition, or by using the word in a sentence in correct context.

Extensions

How can it be modified for specific learners?)
Take a few minutes each day to review the vocabulary (word wall activity) , collect and display objects for students to write about in their journal.

Web Links

Web supplement for Speaking Geometrically
Funbrain

Attached Files

This is a formative assessment for this lesson.†††††File Extension: pdf

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