Musical Chairs with Words and a Ball

Transcription

1 Musical Chairs with Wrds and a Ball Resurce ID#: Primary Type: Lessn Plan This dcument was generated n CPALMS - This lessn intrduces students t cncepts and skills that they will use thrughut the year. Students will learn that the terms pint and line are cnsidered "undefined." Students will play musical chairs while learning t develp precise definitins f circle, angle, parallel line, and perpendicular line, using cunterexamples at different classrm statins. Students will identify mdels, use ntatin, and make sketches f these terms. Subject(s): Mathematics Grade Level(s): 9, 10 Intended Audience: Educatrs Suggested Technlgy: Dcument Camera, Cmputer fr Presenter, Interactive Whitebard, Cmputer Media Player Instructinal Time: 40 Minute(s) Keywrds: pint, line, definitins, example, cunterexample, gemetry,, parallel line, perpendicular line, angle, circle, vcabulary, wrd structure Instructinal Cmpnent Type(s): Lessn Plan Resurce Cllectin: FCR-STEMLearn Gemetry ATTACHMENTS Musical Chairs Lessn Presentatin.pptx Musical Chairs SA KEY.dcx Wrd Decding Start with the Beginning in Mind extensin handut.dcx Handut 1 Definitin WrdBallCircle.dcx RUBRIC DefnitinWrdBallCircle.dcx Frmative Assessment Checklist.dcx Handut 2 Gemetric Terms.dcx Musical Chairs SA.dcx

2 LESSON CONTENT Lessn Plan Template: General Lessn Plan Frmative Assessment The teacher will walk arund the classrm during the guided practice activities t ensure students are able t apply the cncepts being taught. The teacher will gauge the students' understanding thrugh answers t questins psed t the class, thrugh listening t the discussins the students are having in their grups, and thrugh participating in grup discussins as he/she walks arund the classrm. 1. Prir t starting the Musical Chairs prtin f the lessn, the teacher will ask students t identify physical representatins f the wrds prir t having the students define them. 2. The teacher will walk the classrm and bserve students wrk during the musical chairs activity. The teacher will ensure students are writing precise definitins and valid cunter examples during this activity. 3. The teacher will ensure the students write cmplete, grammatically crrect sentences, are having meaningful discussins, and are expressing their thughts n paper during the end f the pening activities where students are creating precise definitins f "wrd," "ball," and "circle." Fr mre guidance, als see the Frmative Assessment Guide and the Rubric Definitin WrdBallCircle attachments. Feedback t Students Students will receive feedback frm the teacher during all f the activities. The teacher will infrm students by asking guiding questins, by mdeling behavirs, by prviding crrect answers prvided by the teacher and ther students when verified by the teacher. The teacher will assess each student as he/she examines the wrk frm Musical Chairs. Summative Assessment The summative assessment will be the attached wrksheet, Musical Chairs Summative Assessment. The assessment is aligned with the bjectives. Questins 1-3 are aligned with bjectives 1 and 2. Questins 4-6 are aligned with bjective 1. Questins 7-9 are aligned with bjective 3. Questins 9-11 are aligned with bjective 4.

3 Learning Objectives: What shuld students knw and be able t d as a result f this lessn? Students will be able t: 0. Define and use a cunterexample. 1. Distinguish between a precise definitin f a gemetric and a definitin that is nt precise by identifying cunterexamples r the lack theref. 2. Write precise definitins f (define) angle, circle, parallel line, perpendicular line, and line segment in terms f the undefined ntins f pint, line, distance. 3. Describe the cncept f the undefined terms pint and line. Guiding Questins: What are the guiding questins fr this lessn? What is a definitin? Hw are definitins created? Hw d yu knw if a definitin is crrect? D we need definitins in gemetry? If yes, then why? D definitins change ver time? Are definitins the same everywhere in the wrld? Prir Knwledge: What prir knwledge shuld students have fr this lessn? Students must be able t identify gemetric shapes. N prerequisite standards identified fr cngruence in MAFS. Teaching Phase: Hw will the teacher present the cncept r skill t students? Open the "Musical Chairs Lessn Presentatin." As students are entering, the teacher will give each student Handut 1 Definitin WrdBallCircle. Slide 1 The teacher will start the slide shw. Tuch the screen nce t reveal the first guiding questin. The teacher will ask the students t think abut the questin and then write dwn their thughts after discussing it with their grup. Each student will write their wn thughts n the paper. Once the students have settled in and have had a chance t write answers, the teacher will slicit answers frm students and pst them in the classrm. (Remember, there is n right r wrng answer guide the students t make sure they have written clear and cncise thughts). D nt discuss answers at this time, just pst them.

4 Slide 2 Ask students: "What is a wrd?" (avid using the wrd "definitin") Ask students t answer the questin n the paper they were given. The teacher will walk the classrm t ensure students are writing clear, cncise, and grammatically crrect sentences. After students have had sme time t answer, the teacher will ask smene frm each grup t write the answer n the bard (r a flipchart). D nt discuss answers at this time. Slide 3 Ask the questin again "What is a definitin?" Slicit answers again r have students read what they previusly wrte. Add any new ideas. Then, reveal the next questin (Why d we have definitins?) and ask the students t think abut the answer. Call n a cuple f students t share. Discuss their answers. D nt crrect answers at this time; leave the discussin pen-ended. Slide 4 The teacher will ask students "What is a ball?" and then "Write yur thughts n yur paper." The teacher will slicit answers frm the students. As students are answering the questin, the teacher will help them refine their definitins by writing cunterexamples n the bard. If available, sme balls culd be used as a visual aid. See the rubric fr sample student definitins and the teacher's cunterexamples. D nt intrduce them t the term "cunterexample" yet. Summarize the class' definitin f a "ball." Slide 5 Sample balls Slide 6 Ask the first tw questins rhetrically. Allw fr any new ideas. The teacher will reveal the 3 rd and 4 th questins and discuss with the class the prcess f using cunterexamples t test a definitin. The teacher will develp a definitin f cunterexample based n the prcess that was just used n the previus slide.

5 The teacher will reveal and facilitate discussin f the 4 th questin (leave pen but ensure that students understand that definitins have t be accepted by the users within a language this will start intrducing students t the structure f a language). Slide 7 The teacher will ask students t examine the wrds n the list. The teacher will ask the students what d these wrds have in cmmn and then the teacher will intrduce structure f the wrd (prefix, suffix, rt wrd). The teacher will ask students what des cunter mean? The teacher will ask students what des cunterexamples mean and hw des it apply when writing definitins. Return t the slide with "wrd" (slide 2) and create a precise definitin, using cunterexamples t the definitins written earlier. Slide 8 The teacher will share definitin frm Webster s that students can see hw they were successful in creating a definitin. This will als infrm them fr hw t be precise in writing a definitin ging frward fr unknwn gemetric terms. Slide 9 The teacher will discuss these examples f hw wrds have structure within and hw wrds have structure which can help students define unknwn gemetric terms. Fr example, yu can use the structure f a cmmn wrd like bicycle help define bisect and ther wrds with the same rt. Slide 10 The teacher will refine the earlier definitins f wrd using cunterexamples. The teacher will call n students t prvide cunterexamples t refine the definitin. If students are having truble creating cunter examples, then the teacher will prvide feedback t crrect them (frmative assessment).

6 Slide 11 The teacher will share definitin frm Webster s that students can see hw they were successful in creating a definitin. This will als infrm them fr hw t be precise in writing a definitin ging frward fr unknwn gemetric terms. Slide 12 If time permits, this is a gd example f hw there are different representatins f wrds ther than the gruping f letters. This is analgus t ntatin and sketches in gemetry. The teacher will ask the students t try t decipher this message frm Rger Federer. The teacher will ask the students "D these symbls represent wrds?" and then "D yu knw f any symbls that are used t represent wrds in math? in gemetry?" Sme pssible answers: add, subtract, multiply, divide, equals Next, befre ging t the next slide, distribute the secnd handut Gemetric Terms t each grup. The teacher will ask the class t identify an example f a pint, line, parallel line, perpendicular line, circle, and an angle in the classrm. The teacher will ensure students are able t crrectly identify mdels f these wrds in the classrm (frmative assessment). Slide 13 The teacher will intrduce this slide by asking students t identify mdels f the wrds that will be defined circle, pint, line, line segment, angle, perpendicular line, and parallel line. The teacher will wrk with the class t create a precise definitin f a circle using cunterexamples. The teacher will slicit a definitin f circle frm a student. The teacher will call n students t prvide cunterexamples t refine the definitin. If students are having truble creating cunterexamples, then the teacher will prvide feedback t crrect them (frmative assessment). The teacher will summarize by sharing a precise definitin f circle. (This cncludes the teaching phase.) At the end f this slide, the teacher will pass ut ne set f Handut 2 Gemetric Terms t each grup.

7 Guided Practice: What activities r exercises will the students cmplete with teacher guidance? Fr guided practice, the students will play "musical chairs." During this activity, students will be asked t identify mdels f a pint, line, circle, perpendicular line, and parallel line in the classrm. The class shuld have already been gruped int teams f 6 students and have the ne f the pages frm Handut 2 Gemetric Terms. Students will define ne f the 6 wrds. Then they will travel arund the classrm creating cunterexamples fr thers' definitins. Finally, the teacher will cnslidate the results f the students' effrts s they have a cmplete list f precise definitins. The teacher will als travel the classrm during this activity (see "Frmative Assessment Guide" handut). Cntinue the slide presentatin. Slide 14 The teacher will explain the instructins as they appear n the slide. Prir t starting this activity, the teacher shuld have made cpy sets f Handut 2 Gemetric Terms. The handut cntains 6 pages ne fr each wrd. It has a place fr students t write a definitin and space fr 4 cunter examples. (1 fr each time the students mve and ne extra). Each student shuld have a sheet with a wrd frm Handut 2 Gemetric Terms. Slide The teacher will use these slides t write students' results (using white bard) r t display it when writing n a flip chart. The teacher will nte that students are having difficulty defining pint and line withut using the wrds line r pint. The teacher will explain the ntin that these are the undefined terms. Slide The teacher will bring clsure t the lessn with these slides. The teacher will use respnses frm students t cmplete the chart. Emphasize students shuld treat gemetric terms as a new language. Ask students t cmplete the table tgether Assist students where necessary s that the table is cmpleted accurately The teacher will use this slide t intrduce ntatin fr the wrds that were defined (remember emjis frm slide 12). An extensin culd be mre wrk using ntatin.

8 Independent Practice: What activities r exercises will students cmplete t reinfrce the cncepts and skills develped in the lessn? The students will cmplete the summative assessment fr independent practice. See the "Musical Chairs Summative Assessment" handut. Allw students 10 minutes t cmplete the handut. Pass the assessment ut after cmpleting the last slide (22) f the guided practice. Clsure: Hw will the teacher assist students in rganizing the knwledge gained in the lessn? Wrap up the lessn by reviewing each precise definitin that was created by the class. Align the definitins with ther representatins f the wrds such as their ntatin and sketches. There is a slide in the presentatin that gives an example f a definitin list and it includes the term, a precise definitin, and ther representatins f the wrd (a sketch and ntatin). ACCOMMODATIONS & RECOMMENDATIONS Accmmdatins: A definitins and key wrds list in Spanish and Crele (r the native language f the English language learners (ELL) in the class. Ensure any ELL students are paired with bilingual students wh speak the ELL student's language. If students are identified as having disabilities r special needs, then the teacher will accmmdate the students based n their plans and their needs. One general ptin is t allw SWD and ESE students t write their cunterexamples n a sheet f paper they will carry with them during musical chairs. They will be allwed t write 2-3 cunter examples while mving frm table t table instead f 5 cunterexamples. This will allw them mre time. This can als be used fr students that have limited mbility. Extensins: Have students lk up the etymlgy f pint, line, circle, parallel, and perpendicular. Have students cmplete the handut, "Wrd Decding: Start with the beginning in mind." Suggested Technlgy: Dcument Camera, Cmputer fr Presenter, Interactive Whitebard, Cmputer Media Player

9 Special Materials Needed: Make a class set f the fllwing handuts (1 per student): 1. Musical Chairs Summative Assessment Handut 2. Handut 1 Definitin WrdBallCircle 3. Slide #21 frm the PwerPint presentatin Make fur sets f Handut 2 Gemetric Terms (ne fr each grup f six students). Music is needed fr Musical Chairs during the Guided Practice. It is als recmmended that several cpies f the extensin handut (Wrd Decding: Start with the Beginning in Mind handut) be made. Further Recmmendatins: This lessn includes an activity where students will leave their seats and walk arund the classrm several times while music is playing. Prir t starting the lessn the teacher will need t arrange the classrm s that that there are at least fur grups f 6 students. If there are mre students, then the teacher shuld divide the number f students by 6. This will give the number f grups in the classrm. Ensure the desk have enugh space arund them t allw students t mve freely. This lessn is a gd intrductin t the use f a wrd wall in the classrm and the use f a vcabulary lg which includes the wrd, a precise definitin, a sketch and the prper ntatin. Additinal Infrmatin/Instructins By Authr/Submitter Applicable Math Practices: MAFS.K12.MP.6 Attend t precisin. MAFS.K12.MP.7 Lk fr and make use f structure. MAFS.K12.MP.3 Cnstruct viable arguments and critique the reasning f thers. SOURCE AND ACCESS INFORMATION Cntributed by: mark butler Name f Authr/Surce: mark butler

10 District/Organizatin f Cntributr(s): Miami-Dade License: CPALMS License - n distributin - nn cmmercial Related Standards Name LAFS.910.RST.2.4: MAFS.912.G-CO.1.1: Descriptin Determine the meaning f symbls, key terms, and ther dmain-specific wrds and phrases as they are used in a specific scientific r technical cntext relevant t grades 9 10 texts and tpics. Knw precise definitins f angle, circle, perpendicular line, parallel line, and line segment, based n the undefined ntins f pint, line, distance alng a line, and distance arund a circular arc.