Objectives:
-symbolism of 3 and 6
-classify triangles http://www.cliffsnotes.com/study_guide/Classifying-Triangles-by-Sides-or-Angles.topicArticleId-18851,articleId-18785.html
-define arc length
-construct equilateral triangle, inscribe triangle, hexagon
-justify steps
10 min: Go over homework
Finish up Bisectors
Engage
Logos that have changed over time
Decide on company name
Explore
Divide the outside of the circle into six equal sections
Match the definitions of six equilateral triangles to create a hexagon
Explain
Regular hexagons are equal to six equilateral triangles
-swing the radius around the circumference to divide into 6 sections
-Be able to construct: Equilateral triangles, Right triangles, Inscribe triangle, inscribe hexagon
-Construct designs
Elaborate
Logo Project- decide what number will symbolize your company
Evaluate
Exit Slip:
1) What is your group name?
2) Show how to divide a circle into six equal parts
3) Draw a line segment on your paper then bisect it.
Assignments
1) Construct an obtuse angle and then copy it.
2) Given a line segment, construct a right angle. Then, make that right angle into a scalene right triangle.
3) a) Classify the triangle.
b) then bisect the sides of the triangle (using perpendicular bisectors)
4) Pick 2 designs to copy (give choices)
Materials:
hexagon/ triangle matching activity (1 per group)
Notes/ Homework worksheethttp://whistleralley.com/construction/reference.htm
day_2_hexagon_matching.docx | |
File Size: | 138 kb |
File Type: | docx |
student_packet_3__6.pdf | |
File Size: | 2462 kb |
File Type: |
constructions_lesson_day_2_revised.notebook | |
File Size: | 126 kb |
File Type: | notebook |
Reflection
I should have told the students to think about how they would divide a circle into 6 parts for HW the night before to save time.
We did not get through anything I had planned today. I had a new packet printed off and didn't even pass it out. Students had trouble with the homework and we still needed to cover bisectors and copying an angle. I hadn't figured out the best way to teach the constuctions- I had a handout explaining it and the other two teachers walked around helping people. I used Mrs. McFarlands recorded smartboard constructions which worked well because I wasn't fumbling with the board and could walk around helping students while the video played.
I assigned the rest of the homework and will record and play the answers in class tomorrow.
We haven't really talked much about the logos or number symbolism. I think it might be more beneficial to play all that information at once. Perhaps I'll use logos to introduce different constructions too.
I felt that the students liked the design problems they were given. I think I need to give those who learn fast more tasks such as reconstructing designs and thinking about their logo design.
Pacing is changed- as though we are going through one number a day instead of two.
I don't think we'll get to #5 anymore. Tomorrow will be #3 and #6, I will save the hexagon/ triangle naming activity until the end of class in case we don't have time.
I have learned that these kids really can't do tasks until you tell them how- they do not like to explore or be creative until they have the knowledge or have practiced what they needed to.
As for individual students:
Student A was in class and since we reviewed from the day before he was able to get caught up. For make up work incase he misses class I assigned 3 designs (his choice) per day missed. I hope this encourages him to be creative and still learn/ discover things about constructions.
Student B was attentive today. He did not work well with his group. His group does not work together in general. I need to address this more- I had them explain a construction to another member but I'm not sure it was effective.
As for formative assessment- I still haven't had time to complete an exit slip. I did a five finger (1=easy 5=hard) check and most students said the perpendicular bisector was easy.
Student C seemed attentive, she and the other girl in the group seemed to work well and stay on track. I didn't really get to observer her well. I had another student who needed constant attention today. Tomorrow I'm moving him infront of the SmartBoard.
Students seem to be acclimating to sitting in groups. I like that.
We did not get through anything I had planned today. I had a new packet printed off and didn't even pass it out. Students had trouble with the homework and we still needed to cover bisectors and copying an angle. I hadn't figured out the best way to teach the constuctions- I had a handout explaining it and the other two teachers walked around helping people. I used Mrs. McFarlands recorded smartboard constructions which worked well because I wasn't fumbling with the board and could walk around helping students while the video played.
I assigned the rest of the homework and will record and play the answers in class tomorrow.
We haven't really talked much about the logos or number symbolism. I think it might be more beneficial to play all that information at once. Perhaps I'll use logos to introduce different constructions too.
I felt that the students liked the design problems they were given. I think I need to give those who learn fast more tasks such as reconstructing designs and thinking about their logo design.
Pacing is changed- as though we are going through one number a day instead of two.
I don't think we'll get to #5 anymore. Tomorrow will be #3 and #6, I will save the hexagon/ triangle naming activity until the end of class in case we don't have time.
I have learned that these kids really can't do tasks until you tell them how- they do not like to explore or be creative until they have the knowledge or have practiced what they needed to.
As for individual students:
Student A was in class and since we reviewed from the day before he was able to get caught up. For make up work incase he misses class I assigned 3 designs (his choice) per day missed. I hope this encourages him to be creative and still learn/ discover things about constructions.
Student B was attentive today. He did not work well with his group. His group does not work together in general. I need to address this more- I had them explain a construction to another member but I'm not sure it was effective.
As for formative assessment- I still haven't had time to complete an exit slip. I did a five finger (1=easy 5=hard) check and most students said the perpendicular bisector was easy.
Student C seemed attentive, she and the other girl in the group seemed to work well and stay on track. I didn't really get to observer her well. I had another student who needed constant attention today. Tomorrow I'm moving him infront of the SmartBoard.
Students seem to be acclimating to sitting in groups. I like that.