Activity
2
Defining Shapes
Description:
The purpose of this learning experience is to have the students define
in their minds what makes shapes unique. They will then develop the necessary
language to describe the geometric properties of shapes. The game we will
play will give the students an opportunity to examine the characteristics
of each particular shape and then develop a mathematical description of
the shape. Materials:
a large cutout of each shape they decide to define, a marker, and the
A-Z list, construction paper
Procedure:
This activity can be done with the whole class or with a small group
of students. Using the chalkboard or whiteboard the teacher first
explains that they are an alien. Though they have learned to speak
English, they do not know what shapes look like. At this point
the teacher asks the students to give her/him directions on how
to draw a square.
Drawing the square- When students
give incomplete directions such as, "draw a line", the teacher
should not consider the unspoken
assumptions of the students. When asked to "draw a line", draw
an arc or a squiggly line. This will allow the students to develop
the mathematical language they need to examine shapes. By not following
the assumptions students will be required to develop language to
define the parallel lines and the right angles they will find in
a square.
Writing the definition- When the square
is completed, have the students dictate the characteristics of
a square. They
should mention that there are four sides that are the same length,
four corners, and the corners should be shaped like the corners
on a book (right angles). The teacher will write their responses
on the large square paper shape.
Continue with remaining shapes
Goals and Objectives:
1. Each student will contribute at least one characteristic of a shape
using mathematical terms from our A-Z list.
2. As a group, the class will define all the selected geometric shapes
and their properties.
3. Students will identify characteristics to sort shapes and then classify
shapes based on those characteristics.
Standards: - Identify,
compare and sort two-dimensional shapes; i.e., square, circle, ellipse,
triangle, rectangle, rhombus, trapezoid, parallelogram,
pentagon and hexagon. For example:
- Recognize
and identify triangles and rhombuses
independent of position, shape or size;
- Describe
two-dimensional shapes using attributes such as number of sides and
number of vertices (corners
or angles).
- Extend
the use of location words to include distance (near, far, close to)
and directional words (left, right).
- Use the
language of mathematics to express mathematical ideas precisely.
Assessment:
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