laying the foundations of geometry for the english ... laying the foundations of geometry for the...

Download Laying the Foundations of Geometry for the English ... Laying the Foundations of Geometry for the Math

Post on 19-Jun-2020

2 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • Laying the Foundations of Geometry for the Math English Language Learners

    5th Annual MELL Conference June 30 – July 1, 2009

    San Marcos, TX

    Lolita Gerardo PSJA Memorial High School

    logerard23@yahoo.com

    mailto:logerard23@yahoo.com

  • Why are we here?

    • Share classroom tested activities that works well with the Math English Language Learner

    • Share ideas used in the classroom that enhanced learning for the ELL

  • Geometry Curriculum TEKS

    • (G.7) Dimensionality and the geometry of location. The student understands that coordinate systems provide convenient and efficient ways of representing geometric figures and uses them accordingly.

    • The student is expected to • (A) use one- and two-dimensional

    coordinate systems to represent points, lines, rays, line segments, and figures

    • (B) use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons

    • (C) derive and use formulas involving length, slope, and midpoint.

  • MELL CLASSROOM PRACTICES FRAMEWORK (TODOS research monograph, April 2008)

    • Multiple representations incorporate mathematics learning levels: concrete, semi-concrete and abstract

    • Language support is offered without supplanting English instruction

    • Glossary of mathematics terms is always available for reference

    • Curriculum is well paced

  • Stages of Learning according to Blooms Taxonomy

    1. Acquisition of Knowledge

    2. Understanding of Knowledge

    3. Application of Knowledge

    4. Analytic Thinking 5. Critical Thinking 6. Creative Thinking

  • How can the ELL acquire knowledge?

    Classroom Observations 1. Individual Reading

    - pay attention to math vocabulary

    2. Through the use of hands- on manipulatives

    - Explore - Experiment - Discover

    3. Group Discussions - Collaborative Learning

    4. Direct Instruction from the facilitator

  • READING

    • Read the following statement

    • Comment, ideas . . .

  • If yuo cna raed this tehn you aer aslo a gneius

    ta fsrit I toghhut I nede ot pya aetnttoin ot teh maeinng fo eervy wrod wittren ni teh sneencte.

    lttear I funod uot taht sa lnog sa yuo acn raed het frsit nad lsat ltteer oyu liwl udresntnad eht mnenaig fo eth minusactrp.

    atefr lal I cuodl fgirue out the cerorct sllepnig fo ecah word eevn the ltteers aer srbaclebd.

  • • Name_______________________________ Date_____________

    • Rewrite the paragraph with the correct word, correct spelling and punctuations.

    • If yuo cna raed this tehn you aer aslo a gneius

    • ta fsrit I toghhut I nede ot pya aetnttoin ot teh maeinng fo eervy wrod wittren ni teh sneencte. lttear I funod uot taht sa lnog sa yuo acn raed het frsit nad lsat ltteer oyu liwl udresntnad eht mnenaig fo eth minusactrp. atefr lal I cuodl fgirue out the cerorct sllepnig fo ecah word eevn the ltteers aer srbaclebd.

    • ------------------------------------------------------------------------------------------------

    • ------------------------------------------------------------------------------------------------

    • ------------------------------------------------------------------------------------------------

    • ------------------------------------------------------------------------------------------------

    • ------------------------------------------------------------------------------------------------

    • ------------------------------------------------------------------------------------------------

    • ------------------------------------------------------------------------------------------------

    • ------------------------------------------------------------------------------------------------

    • ------------------------------------------------------------------------------------------------

  • Rewrite the definition with correct spelling

    • A piont si a scipfeic lcaootin ni a lnie, in a palin or in scape.

    • A lnie is na ifinntie tes fo pintos liyng sied by sied.

    • A sgnemet is a sbuest fo a lien wtih tow ednnopits.

    • A panle is na itfinne ste fo pinots ni a falt srfucae.

  • • Name ______________________ Date __________ • Vocabulary Building • Rewrite the definition with correct spelling

    1. A piont si a scipfeic lcaootin ni a lnie, in a palin or in scape.

    2. A lnie is na ifinntie tes fo pintos liyng sied by sied.

    3. A sgnemet is a sbuest fo a lien wtih tow ednnopits.

    4. A panle is na itfinne ste fo pinots ni a falt srfucae leoctad in all deritcoins.

    • 1. --------------------------------------------------------------------------

    • --------------------------------------------------------------------------

    • 2. --------------------------------------------------------------------------

    • --------------------------------------------------------------------------

    • 3. --------------------------------------------------------------------------

    -------------------------------------------------------------------------------------

    • 4. --------------------------------------------------------------------------

    • -------------------------------------------------------------------------- •

  • Developing conceptual understanding

    Use manipulatives Colored chips – represent points,

    collinear points, coplanar points

    String – represents lines Strips – represent segments, rays Wires – represent polyhedrons,

    skew lines Colored papers – represents

    planes Geoboard, Geo Grids, Pattern

    blocks Megamagz, Nets, Pentominoes

  • Summarizing conceptual understanding

    • Using the art of origami • Using foldables • Using thinking maps • Graphic organizers • Cue Cards

  • Vocabulary Review Using origami

    • Do origami bird • Write at least ten math

    vocabulary used while you were doing origami

  • • Name____________________ Date______________________

    • Title: Modeling Geometric terms and concepts

    • Geometric Terms: see attach list

    • Materials: Tag boards strips, Fastener, Hole puncher, Colored papers, rulers, markers, wires

    • Procedure: • Using your chosen materials, create a

    model for each geometric term. • Using colored papers, create a foldable • (mini book note) that contains the following: • - the term (cover page) • - the definition/description • - a drawing or illustration • - an application in the real world or in your • imaginary world • - a problem and its solution • - Information about you, the author, on the • last page

    • Reflection: • Write a reflection about your project and

    its relevance to your study of mathematics

    • Evaluation Criteria: • Originality 25 % • Organization 20 % • Use of correct math term 20 % • Appeal (color, neatness, etc) 15 % • Accuracy or preciseness 20% • Total 100 %

  • • LAYING FOUNDATIONAL KNOWLEDGE OF GEOMETRY BY MODELING • *** Create a model and record each model in the grid paper. Be sure your line segments are

    straight. •

    FOUR BASIC UNDEFINE TERMS OF GEOMETRY • POINT LINE PLANE SPACE

    • FUNCTIONAL DEFINITIONS • POINT • POINT-RELATIONSHIPS • collinear points noncollinear points • coplanar points noncoplanar points • LINE • SUBSETS OF THE LINE • segments rays • points • LINE RELATIONSHIPS • parallel lines intersecting lines • perpendicular lines Transversals Skew

    lines • • PLANE • SUBSETS OF THE PLANE • points • segments rays angles • polygons circles ellipse

    parabola hyperbola V-lines

    • SPACE • SUBSETS OF THE SPACE • points polyhedrons segments prisms • rays cubes angles triangular prisms • polygons rectangular prisms circles pentagonal prisms • ellipse pyramids parabola square pyramids • hyperbola triangular pyramid V-lines pentagonal pyramid

    spheres • • TYPES OF ANGLES BASED ON THE MEASUREMENT • ZERO ANGLE STRAIGHT ANGLE ACUTE ANGLE REFLEX

    ANGLES • RIGHT ANGLE PERIGON OBTUSE ANGLE

    • ANGLE RELATIONSHIPS WITH RESPECT TO INTERSECTING LINES • VERTICAL ANGLES ADJACENT ANGLES LINEAR PAIRS • SUPPLEMENTARY ANGLES

    • ANGLE RELATIONSHIP WITH RESPECT TO SUM OF TWO ANGLES • COMPLEMENTARY ANGLES SUPPLEMENTARY ANGLES

    • POLYGONS TRIANGLES OCTAGON QUADRILATERALS NONAGON PENTAGON

    DECAGON HEXAGON UNDECAGON HEPTAGON DODECAGON

    • TYPES OF TRIANGLES ACCORDING TO ANGLE MEASURE • RIGHT TRIANGLES ACUTE TRIANGLES OBTUSE TRIANGLES • EQUIANGULAR TRIANGLE

    • TYPES OF TRIANGLES ACCORDING MEASURE OF SIDES • EQUILATERAL TRIANGLE ISOSCELES TRIANGLE SCALENE TRIANGLE

    • QUADRILATERALS

    • PARALLELOGRAM FAMILY NON PARALLELOGRAM • SQUARE (regular quadrilateral) KITE • RECTANGLE TRAPEZIUM • RHOMBUS • PARALLELOGRAM • TRAPEZOID

  • USING THINKING MAPS

    • Flow map • Bridge map • Bubble map • Tree map • Flow Chart map • Radiating map • Twirl map • Etc . . .

Recommended

View more >