DAY 1: ONE AND TWO
Engage: Symbolism of Numbers
LESSON OVERVIEW
Explore
http://www.magic-point.org/Html/38.html Number Symbolism
-construct the symbol of unity (circle)
-Justify why two intersecting circles creates perpendicular lines
Explain
Go over constructions- copy a segment and angle, perpendicular bisector, angle bisector
Explain Logo Project (verbal description)
Elaborate Group assignments
give mission statements and have them come up with a name (part of assignment) and dissect the mission statement
Show http://www.logoguru.co.uk/blog/famous-logos-with-simple-shapes/ Geometric Logos
http://www.magic-point.org/Html/38.html Number Symbolism
-construct the symbol of unity (circle)
-Justify why two intersecting circles creates perpendicular lines
Explain
Go over constructions- copy a segment and angle, perpendicular bisector, angle bisector
Explain Logo Project (verbal description)
Elaborate Group assignments
give mission statements and have them come up with a name (part of assignment) and dissect the mission statement
Show http://www.logoguru.co.uk/blog/famous-logos-with-simple-shapes/ Geometric Logos
Evaluate
Exit Slip (have them write on a piece of paper)
Bisect an angle
Create a right angle
Assignment:
In packet
Exit Slip (have them write on a piece of paper)
Bisect an angle
Create a right angle
Assignment:
In packet
MATERIALS
SMARTboard Lesson
Student Notes and HW for 1 and 2 Day 1 Designs (to the right) are a part of this as well Company Descriptions Group Assignments Compasses and Straightedges Extra White Paper |
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Reflection
I changed my plan right before I taught because I thought it would be more beneficial to have them start in their groups and to tell them the end goal (to create a logo) of learning constructions as well as introduce the constructions with common logos (ex: circle- target, copy line segments- ibm, copy angles- mercedes-bins/ verizon)
I thought it went alright- there was just not enough time though to get through everything (I did not get to give them an exit slip, but I walked around and could tell they were struggling with copying an angle) I think tomorrow I will give them written directions on basic constructions (that show step by step) not just the final construction).
There were also 3 kids absent... not good. Need to have make-up work ready.
Kids seemed generally interested in using the compasses- they had trouble understanding the rationale for using a straightedge opposed to a compass. I explained that measurements are all relative but I don't think they can wrap their minds around that. I wish I had more time to research and go over the history of constructions. this really could be a 4 week unit!
My plans were mostly effective- I should have had a way to replay the constructions or a handout for the kids that don't catch on quickly and a challenge for those that did. We did not meet the following objectives: justifying steps, define perpendicualr/ bisector, construct perpendicular/ bisector. Strategies could have been more effective if I had a mini video that could replay/ handout with step by step instructions. Also, I need to reformat the notes packet- students didn't always stay on the right sections- but I think having a packet for them was beneficial.
For tomorrow:
how to do constructions packets, verbally talk about symbolism of three and six, give notes prompts for students to follow along, easier homework. I will make sure to leave time for an exit slip!
For next time:
More history, better video for numbers and logos, maybe go over all the numbers right at the beginning so students can start thinking about their companies.
Individual Students
Student A
Student A was not in class
Student B
Was put in a group with out his usual distractions- other Spanish speaking students. I made sure that group introduced themselves. I checked his notes to see if he was following along.No significant adaptions were made- I need to improve that!
Student C
Same as student B except she is in a group with another ELL friend- probably not a good choice on my part.
Adaptions I will make tomorrow: move Student B and Student C's groups to the front of the classroom and assign Ms. Her to keep a close eye on them.
For Student A, if present tomorrow I will let him watch some video tutorials of the basic constructions in the pod for the first half of class.
http://www.mathopenref.com/constcopysegment.html and give a modified HW 1 assignment.
I thought it went alright- there was just not enough time though to get through everything (I did not get to give them an exit slip, but I walked around and could tell they were struggling with copying an angle) I think tomorrow I will give them written directions on basic constructions (that show step by step) not just the final construction).
There were also 3 kids absent... not good. Need to have make-up work ready.
Kids seemed generally interested in using the compasses- they had trouble understanding the rationale for using a straightedge opposed to a compass. I explained that measurements are all relative but I don't think they can wrap their minds around that. I wish I had more time to research and go over the history of constructions. this really could be a 4 week unit!
My plans were mostly effective- I should have had a way to replay the constructions or a handout for the kids that don't catch on quickly and a challenge for those that did. We did not meet the following objectives: justifying steps, define perpendicualr/ bisector, construct perpendicular/ bisector. Strategies could have been more effective if I had a mini video that could replay/ handout with step by step instructions. Also, I need to reformat the notes packet- students didn't always stay on the right sections- but I think having a packet for them was beneficial.
For tomorrow:
how to do constructions packets, verbally talk about symbolism of three and six, give notes prompts for students to follow along, easier homework. I will make sure to leave time for an exit slip!
For next time:
More history, better video for numbers and logos, maybe go over all the numbers right at the beginning so students can start thinking about their companies.
Individual Students
Student A
Student A was not in class
Student B
Was put in a group with out his usual distractions- other Spanish speaking students. I made sure that group introduced themselves. I checked his notes to see if he was following along.No significant adaptions were made- I need to improve that!
Student C
Same as student B except she is in a group with another ELL friend- probably not a good choice on my part.
Adaptions I will make tomorrow: move Student B and Student C's groups to the front of the classroom and assign Ms. Her to keep a close eye on them.
For Student A, if present tomorrow I will let him watch some video tutorials of the basic constructions in the pod for the first half of class.
http://www.mathopenref.com/constcopysegment.html and give a modified HW 1 assignment.