Description

Teacher and students are a dynamic duo who search a geometry Website to identify geometric vocabulary words, record them on a Quilt Word Wall, and dance them out together. Words are displayed to take on characteristics of different design patterns.

Materials

-A bulletin board or wall space for the Quilt Word Board (QWB)
-Prepared shapes for each of two designs (needed for this lesson) secured in place. (See NOTE in Procedures)
-Computer with large screen monitor (like a television set) for the whole class to view
-Geometry in Motion Website, on but minimized
-Copy of suggested questions and answers (See De’ Questions and De’ Answers in Lesson 1, Associated File)
-Marker to write vocabulary words on individual shapes of the designs on the Quilt Word Board Include: ‘What We Know’: square, rectangle, line segment, triangle, point, vertex (ices), two-dimensional, and polygon. Set aside as ‘What We Want To Know’: vertical, horizontal, slide (translation), flip (reflection), turn (rotate), congruent, transformation, hexagon, trapezoid, parallelogram, repeating, and rotational.
-Pocket chart
-New words written on individual pieces of sentence strip

Procedures

NOTE: Throughout this unit a word board is kept. As new words are introduced add each to the word board. It also serves as a KWL chart. Design the word board like a four block quilt. See directions in the Associated File.
1) Explain to students this is a geometry unit that explores how shapes work together to create designs. Tell students: Let’s record what we already know on a most unusual chart.

2) To introduce the Quilt Word Board and establish ‘what we know’:
A. Direct children’s attention to the bulletin (or wall) board where two quilt designs are displayed. Students identify the large background shape, as a square and add the word ‘square’ to its place on the ‘quilt.’
B. Add one long narrow strip of paper, yarn, or ribbon, to divide the paper in half vertically. Students identify the strip as a ‘line segment;’ add this word piece to its place on the quilt.
C. Ask what vertical means. Some may know, but since most will not, place the word, vertical, off to the side in a pocket chart.
D. Ask students: What is the relationship of the square to the two new shapes that were formed? Students identify the new shapes as rectangles and that they were formed by dividing the square in half (recognizing the relationship of shapes within shapes).
E. Add ‘rectangle’ to its place in the block design.
F. Add another line segment horizontally. Ask what horizontal means. Some may, but since most will not, place the word horizontal off to the side in a pocket chart.
G. Ask students: What is the relationship of the four newest shapes to the two rectangles? Students should recognize there are now four smaller squares and the horizontal line divided the rectangles in half.
H. Ask students: What the relationship is of the four small squares to the large square. Students should recognize that each of the four smaller squares is one fourth of the large square (recognizing the relationship of shapes within shapes).

3) Direct students’ attention to the Geometry in Motion Website. (Lesson 1, Math in Motion) Ask the same analysis and synthesis questions asked prior to the diagnostic assessment (See Materials List). Use the tool for manipulating the speed of the moving design. Students respond to questions. As students respond, place the words they know on the quilt word board. Formative assessment occurs as students identify and sort geometric vocabulary into two groups: those we know and those we do not know. Formatively assess students’ description of words they know and in their attempts to describe those they do not know.

4) Suggest to students that new words set aside in the pocket chart be added to the quilt word board. (These will be added to the rotational pattern of the board.)

5) Ask the class to stand and face you. Standing, turn, so your back is to the students. Instruct students to follow your steps.

6) Take a side step to the left and close with the other foot. Ask which word in the pocket chart would describe the movement. Introduce the word ‘slide (translation)’and add to the rotational pattern on the quilt word board. All slide to the right to get back to the starting spot. Allow students to practice sliding this way and that.

7) Step out to the side with your left foot. With feet apart, and in one motion, pivot on the left foot, flipping to face the opposite direction. Ask which word in the pocket chart would describe the movement. Introduce the word ‘flip (reflection)’and add to rotational pattern on the quilt word board. Allow students to flip from front to back and back again.

8) Step out with your left foot. Keep the right toe in place and push yourself around with the left toe to circle around yourself. Ask which word in the pocket chart would describe the movement. Introduce the word ‘turn (rotate)’and add to the rotational pattern on the quilt word board. Allow students to turn in place.

9) Lead students to compare the two quilt block designs on the word board. Ask which word in the pocket chart would describe the pattern made with the words they know. Introduce the word ‘repeating’ and add it as a label above the repeating pattern. Discuss what the word repeat means and assist them in seeing the repeat of the pattern.

10) Ask which word in the pocket chart would describe the kind of pattern made with the new geometry words. Introduce the word ‘rotating (rotational)’ and add it as a label above the rotating pattern. Discuss what the word rotate means and assist them in seeing the rotation of the pattern.

11) With each option listed below, formative assessment occurs as student understanding of terms is observed through their actions. Check for accurate demonstration of a slide, a flip, and a turn. Assess only the type of movement demonstrated, not the coordination of performance.
Have the new words written on individual pieces of sentence strip.
*Activity Option A – All students stand. Flash a word card. Students perform the word (slide, flip, turn, or repeat (the movement just performed). Extend this activity by having students perform a pattern of vocabulary. For example: slide, slide, flip; slide, slide, flip or turn, slide, flip; turn, slide, flip etc.
*Activity Option B – Small groups of students perform one of the words. The class identifies the movement demonstrated by correctly naming the movement.
*Activity Option C – This is similar to Paper, Rock, Scissors. Slide over a Flip, Flip over a Turn, and Turn over a Slide. Students can play with a partner. Count one, two, three. Each partner simultaneously does one of the movements. Students must identify the movements and decide who won the match.

Extensions

1) This is Lesson 2 – Dancing Duo; Component – Working With Words
Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ By DeSign
Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ By DeSign
Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ By DeSign
Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ By DeSign
Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ By DeSign
Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ By DeSign.
Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ by DeSign

Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block classroom.


2) The variety of suggested games should not be kept for this lesson only. These are an excellent way to play and practice geometry with students any time of the day. A great way to turn time spent waiting in line for the water fountain, lunch, etc. into productive learning time.
3) Standards require students to learn the terms slide, flip, and turn. Translation, reflection, and rotation are not standard required, but are included with this unit for exposure. Students will only be summatively assessed on the terms slide, flip, and turn.
4) One place where students use slide, flip, and turn to figure out answers is when they are figuring out a puzzle. Make this connection for them and have puzzles set up at a learning center. Post a sign reminding them of the importance of slides, flips, and turns when trying to fit each piece. (See online puzzles listed in the Weblinks section of this lesson.)
5) The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3004. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Attached Files

Attached documents.     File Extension: pdf