2. Point - a dot and then the point's letter.
3. Line - Two points on the line with a line with arrows in both directions above the letters.
4. Segment - the two endpoint letters of the segment with a line, no arrows, above the two letters
5. Intersecting - (AB x BC) the AB and BC would have a line or a line with arrows above them to show what figures they were. The x stands for intersects.
6. Parallel - (AB / / BC) the AB and BC would have a line or a line with arrows above them to show what figures they were. The / / stands for parallel.
7. Perpendicular - (AB _|_ BC) the AB and BC would have a line or a line with arrows above them to show what figures they were. The _|_ means perpendicular.
After each item, students share and check their answers with each other. The teacher should walk around and be available for questions. When students are finished, conclude by discussing how these figures are found in everyday life. Have students respond to the following questions in their journals: "Today we have made a web of lines in our classroom. There are examples of lines, rays, line segments, and points everywhere in our everyday life. Brainstorm two or three examples of these figures around you. Did you notice them as being a point, line, segment, or ray before learning about them in geometry? Why or why not?"
WORKSHEET-
1. Instructor writes down various combinations of lines, segments, etc. students randomly pick one and then find it, explain it, illustrate it.
2. In 4 small groups, students find at least 3 examples of 2 terms (6 total) and present to the class. One group doubles up on a term
RELIABILITY - Cognitive and Quantitative, scores based on number of correct examples and explanations.
SCORING -- More effective when used as a formative assessment and then, with additional lessons and materials, using a summative assessment.
EFFICACY -- Very effective, over 85% of the students completed the project and were able to identify and explain these geometric concepts.
Students love the idea of making a large web, and were enthusiastic about defining the lines; moving from hesitancy to an almost rap version of "Angle AB is parallel to Angle AC, uh huh." We might also introduce a discussion about real world examples of these shapes was more exciting for them as well; almost immediately many will likely come up with the idea of streets and highways; instructor could also ask about the car, and most were able to picture those shapes, so we expanded the lesson by putting a picture of several types of cars under the overhead camera. The students should see immediately that there are significant differences in the shape between the VW Bug and a sporty European car; leading into a discussion about using shapes to plan aerodynamics, etc. To conclude, could introduce a picture of the Vitruvian Man by da Vinci, and asking how the shapes we studied today related to the overall human body.
REFERENCES
Baiker, K. And J. Robinson. (2004). Origami Math: Easy-to-Make Reproducible Activities that
Build Concepts, Skills, and Vocabulary in Geometry, Fractions, measurement, and More.
Minneapolis: Scholastic Books.
Bedford, M. (2007). Memorization: The Neglected Key to Learning. Efficacy Institute. Retrieved from: http://www.efficacy.org/Resources/TheEIPointofView / tabid/233/ctl/ArticleView / mid/678/articleId/84/Memorization-the-Neglected-Key-to-Learning.aspx
Ferrell and Kerr, (2008). The Great Polygon Caper. Baron's. http://www.amazon.com/Great
-Polygon-Caper-Adventures Mathopolis/dp/0764140418/ref=sr_1_1?ie= UTF8&s=books&qid=1286130430&sr=8-1
Gauggel, J. (2000). "Web of Lines." Educator's Reference Desk Lesson Plans. Retrieved from:
http://www.eduref.org/Virtual/Lessons/Mathematics/Geometry/GEO0200.html
Krogh, S. And Slentz, K. (2001). Early Childhood Education. New York: Routledge.
WING
3
2
7
6
5
4
1
D
B
A
