I'm going to talk with you today about geometry. Hi, this is Betsy from Classroom Teacher Resources, speak about some more math today. I actually want to focus on geometry and how I help my students remember different types of paths and vocabulary words having to do with paths and slants. It is my sentiment that every time you access multiple regions of the brain, students will be able to understand and remember better and longer than if they only have a picture on a piece of paper in front of them. So Geometry is a superb time to get your students up and moving. So the first thing I do is I teach students...I introduce the vocabulary words for paths and slants, and then we go through the process of discovering the body movements to demonstrate each of these things. I ever start with path first, and I tie that in with the art teach in our Academy who has to teach paths to students as well, so we collaborate on that one.
So for paths, I get into football mode. All students are familiar with football and the hand signals that referees apply during video games. So I'm going to show you how we do each of this. The first one is parallel.I And what do referees do when a person makes a field goal? They mention, iTouch down! They and I go like this, and their limbs are parallel. And so my students rule that. I'll mention, "Parallel" and they'll proceed whoosh, iTouchdown! I The next one is straight paths. That one is super easy, the kids love this one. So I mention, iPerpendicular, I and "they're saying," iTime out! I because an ETI presents straight paths. They meet with two 90 -degree slants. All right, and then the last one is intersecting, I which is personal pollute. You'll notices that our hands do not gratify at right angles, so those are intersecting paths. So we have a private pollute. So we rule that, and we play eSimon Says with those three path vocabulary words in the classroom. Once the kids have gotten superb at those, we move on to vocabulary words having to do with slants. And when this is...kids actually love it when we set all these articles together.
So the first one that students become familiar with is an eline.I And a line is a straight path with arrows at both ends because a line can go on eternally in space. So, students, they get their pointer fingers out, and they get their limbs as straight as possible that is a line. The next one is an array.I A ray has a stop sign at one back and an arrow at the other. So we have a stop sign and an arrow.
It doesn't matter what back the stop sign is on; it is still light. So we have a stop side here and a pointer over here. Ray. The next one is a' path segment .' A path segment is a clump of the path that's got a stop sign on both culminates. So stop signs; I am a line segment. All right. So then, we get into some of the vocabulary having to do with slants, and my students learn that a slant is made up of two lights together that are joined in a vertex. A vertex...they indicate like this, because your elbow's, the vertex...of two, well, it could...like I said, has become a pointer, wouldn't it? So we have the vertex of two paths right there. So when I mention, iVertex, I they point to their elbow.
Then we have our three all kinds of slants that students need to learn, and we use voice in this quite a bit to demonstrate the differences in sizes between an acute and an obtuse slant. So for an' acute' slant, students, first of all, they memorize to say it a privilege. They mention iA' cute' little angle.I Which seems ludicrous but the kids enjoyed it. So they move their bodies like this, and they mention iAcute little angle.I The next one is obtuse.I Now I teach students that vocabulary term...I mention iWhat are some things this shapes you think of? I Then, of course, everyone comes up with the word obtuse.i And I'm like, iThatis right. That's the big daddy of angles.I So "they're saying," iItis an obtuse angle.I Kids love it, it's really fun. But it gets the phase across that that is the largest that is going to be greater than 90 degrees. And then, of course, we have a' right' slant. And a right slant is always correct and is standing there like a soldier. So we have one line up next to our ear and the other one straight out from our shoulder.
This is a right slant. It doesn't matter if you have...which hand is up and which one is out o it is still a right slant. So then, after students have gotten pretty good at practicing these with their own little figures, in their own voices, we mingle these all up and play eSimon Says.I And you would be surprised the student in your class who wins the Simon Says contest because it isn't going to be...I bet it's not going to be the student that you expect it is likely to be. So when I do play Simon Says with my students, I start by having the vocabulary words with the represent or an example of each of them on the members of the commission behind me. So for those working students who need a bit of support recollecting what the vocabulary words are for these...for these geometry words, I have those on the members of the commission. But as we get better and better at it, I have the words but not the picture. And then before long, I don't even requirement the terms up there, and we whip through that Simon Says and have a great time.
So this is one route I get my students to recollect their geometry vocabulary words simply by using their whole torso, as well as some voice to memorize those words. You'll is to find the lesson plans for this, as well as the pictures I use and other support materials and worksheets on my Classroom Caboodle store. So I'll see you there !.
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