Mathematics,
5 first session of the unit, addressed to 3rd of ESO students.
“Movements
in the plain” (or transformations, or isometries) is an interesting unit in the
block of Geometry. We pass from the
static and descriptive geometry to the dynamic one. The unit can be linked to attractive activities
as the design of friezes and mosaics, or the use of software like GeoGebra.
My first
plan was to do a complete program of the whole unit. Unfortunately, the target was too
pretentious, and I’ve only had time enough to plan the 5 first sessions. My idea is to continue programming the rest
of the parts in January, and test it at class with my 3rd year
groups during the 2nd term.
The main curricular
targets of the unit are:
- Use Cartesian
coordinates to analyze geometric situations. Apply transformations and use
symmetry to analyze mathematical situations
- Exploring the
characteristics of translations, reflections, and rotations through physical
objects, pictures, mirrors, dynamic geometry software ...
- Use geometric
transformations to establish properties of geometric figures
- Use geometric concepts and properties to
solve problems in other disciplines, such as drawing and the natural sciences
To achieve
them:
- I’ve
created materials (presentations, activities) to work specific aspects
- I’ve used
web contents in English and American educational or divulgation webpages (“Math
is Fun”), specific dictionaries (“MathWords”)… They are good summaries the development of
the lessons are very visual. “Math is
Fun” includes specific software, and offers interesting activities-projects
- I’ve
liked a video in “StudyJams”, because it is attractive and I think that the
language level is appropriate
- as far as
it has been possible, I’ve used authentic materials (worksheets, PowerPoint
presentations) from American and English websites: “Numeracy Software”, “superteacherworksheets”.
Firstly, because the use of L2 is real.
But also because I’ve found that certain sites offer didactic activities of
great quality
Regarding
to the use of the language, I suppose a good English level among the
students. The ones I’ve planned the unit
to are participating in our Bilingual Project since 1st of ESO.
Session 0
A
|
5’
|
Introduction
(GG) Presentation
of the Unit, by displaying a PowerPoint 1 with tips about the contents of the
Unit and some ideas about the use of English.
The main target is to calm down the students
|
B
|
5’
|
Homework: Pre concepts
(GG) Display of a
PowerPoint 2, with images from the real life with some kind of symmetry and
Tetris situations who needs of movement verbs to be solved
Ask the pupils to
participate in a Wiki in the Virtual Classroom to discuss the answer to the
questions
|
Session 1
A
|
10’
|
STARTER
Vocabulary practice 1
- (GG) display
PowerPoint 3
a. Movement verbs
and prepositions: move, go, turn; forward, backward, up, down, right, left
b. Informal
introduction of transformation verbs (reflect, translate, rotate)
- (GG) practice orally
by asking pupils to move their pencils box synchronically in different
directions
- (x2) ask them to
give orders to their partner
- (I) complete the
schemes in Vocabulary practice 1 in Student’s Book
|
B
|
10’
|
Homework correction
(GG) Comment of the
Wiki interventions in the Virtual Classroom.
Sentences will be corrected orally using the new proper vocabulary
worked in A
|
C
|
35’
|
PART 1: SYMMETRY OF SHAPES
ACTIVITY 1: LINE SYMMETRY (by Numeracy
Software)
1. (I) Ask students
to copy in the Student’s Book the first sentence of the accompanying
PowerPoint 4 (definition of line of symmetry) and draw a sketch of an object
with line symmetry
2. (x2) Identify
the lines of symmetries of the letters, the road signs, the pentominoes (*),
and the 7-pin polygons (*),
3. (GG) Display the
solutions (PowerPoint) as the activities are done
(*) theses geometrical objects have been worked
previously
|
D
|
5’
|
Homework
1. Look for pictures
with shapes with rotational symmetry (in everyday designs, artwork, nature…)
on the internet, in magazines… Glue
them in the Student’s Book
2. Read the lesson
“Reflection Symmetry” in Maths is Fun:
and do the final
exercises
3. Create
symmetrical designs with the software “Symmetry Artist”, print them and glue
them in the Student’s Book
|
Session 2
A
|
15’
|
Homework correction
- (GG) Oral
revision of the lesson and the exercises of “Reflection Symmetry” in Maths is
Fun
- (GG) Display of
some students’ photos and images to the rest of the group using standardized
sentences:
“This shape has got ___ lines of symmetry”
“This has got an horizontal / vertical / oblique
line of symmetry”
|
B
|
40’
|
ACTIVITY 2: ROTATIONAL SYMMETRY (by Numeracy
Software)
1. (I) Ask students
to copy in the Student’s Book the first sentence of the accompanying
PowerPoint 5 (definition of rotational symmetry) and draw a sketch of an object with line symmetry
2. (x2) Identify
the rotational symmetries of the letters, the road signs, the pentominoes
(*), and the 7-pin polygons (*)
3. (GG) Display the
solutions (PowerPoint) as the activities are done
(*) theses geometrical objects have been worked
previously
|
C
|
5’
|
Homework
1. Look for
pictures with shapes with rotational symmetry (in everyday designs, artwork,
nature…) on the internet, in magazines…
Glue them in the Student’s Book
2. Read the lesson
“Rotational Symmetry” in Maths is Fun:
and do the final
exercises
3. Create
symmetrical designs with the software “Symmetry Artist”, print them and glue
them in the Student’s Book
|
Session 3
A
|
10’
|
Homework correction
- (GG) Oral
revision of the lesson and the exercises of “Rotational Symmetry” in Maths is
Fun
- (GG) Display of
some students’ photos and images to the rest of the group using standardized
sentences:
“This shape
has got rotational symmetry order ___”
|
B
|
10’
|
Vocabulary practice 2
- (x4) Ask the
students to have a look to their peers’ photos and images and make comments
following the previous models. Ask the
students to write down 4 of the sentences referred to their photos
|
C
|
5’
|
Part 1 summary
- (x2) Ask pairs of
students to discuss and fill up the mind map
|
D
|
30’
|
Vocabulary practice 3
- (x4) Ask the
students to fill the table with the name of the shapes, and to look up on the
internet the name of the shapes they don’t know
|
E
|
5’
|
Part 1 Final project presentation
- Ask the students to organize in groups of 4
and display the two options to do the final project in Maths is Fun:
- Set the deadline
and the way they willl be given to the teacher
|
Session 4
A
|
20’
|
PART 2: MOVEMENTS IN THE PLANE
ACTIVITY 3: MOVEMENTS IN THE PLANE, DEFINITION
- (x2) Ask the
students to read the definitions and try to understand the meaning. Before sketching them, ask the teams to
discuss
Later, ask them to
check whit the on-line Maths dictionary
(GG) Strengthen the
idea with a StudyJam video:
(I) And ask them to
complete the final sentence
|
B
|
5’
|
Vocabulary practice 4
- (x2) Ask the
students to associate usual verbs to the movements. Then, they have to complete the sentences
with the proper tense
To memorize the
vocabulary students have available at Quizlet:
|
C
|
15’
|
ACTIVITY 4: MOVEMENTS IN THE PLANE, PRACTICE (by superteacherworksheets)
- (I) Ask the students to identify the 3
movements
- (x2) Swap the
worksheets and ask them to correct. In
case of disagreements, ask them to discuss the situation. If they don’t reach an agreement, the
teacher will decide
|
D
|
15’
|
ACTIVITY 5: MOVEMENTS IN THE
PLANE, ELEMENTS
- (x4) Ask the
groups to study the situations, discuss the questions and make a conclusion
|
E
|
5’
|
Homework
Finish the previous
activity by checking the group answers at Maths is Fun
|
Session 5
A
|
5’
|
Homework correction
- (GG) Quick
revision
|
B
|
25’
|
ACTIVITY 6: MOVEMENTS IN THE PLANE, WITH EDITION
TOOLS
- (x2) Ask pair of
students to do the activity with the editor they normally use. Ask them to create a document and send it
as a Virtual Classroom task
|
C
|
25’
|
ACTIVITY 7: MOVEMENTS IN THE PLANE, WITH GEOGEBRA
- (x2) Ask pair of
students to do the activity with the editor they normally use. Ask them to save the ggb files and send it
as a Virtual Classroom task
|
D
|
5’
|
Part 1 summary
- (x2) Ask pairs of
students to discuss and fill up the mind map
|
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