Beacon Lesson Plan Library
Geo Jammin' By Design - Day 1, Lesson 1: Math in Motion
Bay District Schools
Swirling, rotating, changing, sliding. . . stimulate interest with shapes in motion to prepare students for entry into the world of geometric design. Analysis and synthesis questions are served as the appetizer before the diagnostic assessment is given.
The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).
The student describes symmetry in two-dimensional shapes.
The student determines lines of symmetry of two-dimensional shapes by using concrete materials.
The student knows congruent shapes.
The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).
The student predicts the reflection of a given two-dimensional shape.
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
The student locates and identifies the coordinate points of objects on a coordinate grid (first quadrant).
The student combines two attributes in creating a pattern (for example, size and color).
The student transfers patterns from one medium to another (for example, pictorial to symbolic).
The student identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
The student knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).
The student knows ways trade helps families in different places meet their basic needs of clothing, food, and shelter.
The student knows ways people can conserve and replenish natural resources.
-Computer hooked up to large screen monitor (television) so all students have a good view
-Bookmark Geometry in Motion Website on the computer (See Weblinks section of this plan)
-Copy of De’ Questions and De’ Answers (In Associated File)
-Copy of Sh h-hApes at Work Diagnostic Assessment for each student (See Extensions)
-Copy of Sh h-hApes at Work Diagnostic Assessment KEY (See Extensions)
-Pencils for students
-8 ˝ X 8 ˝ squares of paper for the folding activity on the diagnostic assessment
-Scissors for students
-Paste or glue for students
1) Have a computer hooked up to a large screen monitor, such as a television set. Contact the media specialist or technology contact person at your school for assistance. A special cable may be needed to do this, but it is quite simple.
2) Bookmark the Geometry in Motion Website.
3) Know how to slow down and speed up the animation of the design on the Website. Directions are given on the site.
4) Read teacher and student directions in the Diagnostic Assessment file. (See Extensions for link to unit plan.)
5) Make a copy of the Sh-h-hApes at Work diagnostic assessment for each student.
6) Cut 8 ˝ X 8 ˝ inch squares of paper.
7) Each student will need a pencil, a paper square, scissors and paste.
8) Have an established procedure for passing out, using, and putting away supplies.
9) Have paper clips.
10) Have a designated place for completed assessments to be turned in.
1) To gain students’ attention, say nothing. Pull up the Geometry in Motion Website. Allow students to view the title (Geometry in Motion) and watch the animated design as the triangles move in and out. Slow it down. Speed it up. Be silent as they watch the moving design. After several moments of silence, tell students to listen carefully as you ask questions about what they see. Tell them you don’t want to hear their answers right now; they are to simply answer the question to themselves. As you ask the suggested analysis and synthesis questions, remember down time and space questions so that students have time to digest the question and observe the math in motion to contemplate their answers. (See Associated File)
2) Turn the monitor off. Explain to students that before exploring motion and design with geometry it is necessary to determine what they know and understand about geometry already. This keeps these things from being re-taught.
3) Hand out a copy of the Sh-h-hApes at Work diagnostic assessment to each student. (See Extensions/Modifications for link to unit plan) Hand out other supplies, pencils, paper squares, scissors, and paste, per classroom procedures.
4) Administer the diagnostic according to the directions. (See Extensions/Modifications for link to unit plan)
5) When the assessment is complete, have students put pencils, scissors, and paste away. Use a paper clip to attach their folded cups to their assessments and put in the designated place.
6) Score the diagnostic assessment and use the data to drive further instruction and to modify subsequent lessons, if necessary, in order to meet the needs of the students.
This lesson is used to introduce the unit and to administer Sh-h-hApes at Work to diagnostically assess the targeted standards. Score using the diagnostic assessment key, which is provided with the assessment. Use diagnostic data to drive instruction of subsequent lessons making modifications when necessary. Enter the outcome data for each student on his/her own Student Diagnostic and Summative Assessment Record Sheet, adding comments if appropriate. (For the Student Diagnostic and Summative Assessment Record Sheet, see Extensions/Modifications Section). Maintain these records in a file. When summative assessment data is entered at the end of the unit, student growth will be easily determined.
1) This is the first lesson of the eight-day second grade unit, Geo Jammin’ By DeSign. The unit integrates math, social studies, and language arts.
2) Lessons included are for math, guided reading, read aloud, writing, working with words, social studies, and literacy link. (Literacy link provides literacy activities for students to do at home with parents.)
3) This lesson should begin the unit and the day, as targeted standards are diagnostically assessed.
4) This is lesson 1 – Math in Motion; Math lesson
Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ II By DeSign
Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ II By DeSign
Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ II By DeSign
Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ II By DeSign
Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ II By DeSign
Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ II By DeSign
Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ II By DeSign
5) The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcernter.com/search/details.asp?item=3004. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
6) It is highly recommended that in planning for this unit, favorite math literature is pre-selected and used with lessons to enhance, enrich, and extend the learning of concepts. If the Self-Selected Reading component is part of the classroom design, appropriate literature books that emphasize the geometry and design content, need to be checked out from the library and put into your reading baskets. In some cases, there is a suggested literature selection to use with the Guided Reading and/or Read Aloud components, other times, no suggestions are given, and it is left to the discretion of the classroom teacher.
7) Below is a list of literature that could be used with Geo Jammin’ By DeSign. As you look through the entire list, as well as other books, be sure the mathematical language that is used in them is aligned with the language of the selected standards. The books, stories, and pictures you select should help clarify content meaning for students and not create confusion by using different vocabulary words. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Dancing Duo.
8) The Sunlink site is a search of all public school media centers for specific books and media materials. Use this site to locate the materials needed for this lesson. See Weblinks section for other book sources.
9) Have students keep a writing journal for the duration of the unit. This allows for personal reflection, which enhances comprehension.
[The Quilt Maker’s Gift] by Jeff Brumbeau And Gail De Marcken (Children’s Book Of The Year And Parent’s Choice Award)
[Ox-Cart Man] by Donald Hall
Puffin Books 0-14-050441-9
[The Quilt Story] by Tony Johnston And Tomie Depaola
Scholastic 0-590-43890-5; Rl2 004-008
[Sam Johnson And The Blue Ribbon Quilt] by Lisa Campbell Ernst
[The Log Cabin Quilt] by Ellen Howard (Isbn 0823412474)
[The Quilt-Block History Of Pioneer Days] by Mary Cobb (Isbn 1562944851)
[Selina And The Bear Paw Quilt] by Barbara Smucker (Isbn 0517885786)
[The Patchwork Quilt] by Valerie Flourney
[Coat Of Many Colors] by Dolly Parton
[The Rag Coat] by Lauren Mills
[The Mountains Of Quilts] by N. Willard And Tommie Depaola
[Eight Hands Round] by Ann Paul (Harper Collins, Isbn 0060247045)
[With Needle And Thread: A Book About Quilts] by Raymond Bial (Houghton, Isbn 0-39373568-8)
[Sweet Clara And The Freedom Quilt] by Deborah Hopkinson (Knopf, Isbn 0679874720)
[The Keeping Quilt] by Patricia Polacco (Simon & Schuster, Isbn 0671649639)
[The Josefina Story Quilt] by Eleanor Coerr (HarperCollins, ISBN 0064441296)
[The Canada Geese Quilt] by Natalie Kinsey-Warnock (Dutton ISBN 0525650040)
[Raven] by Gerald McDermott (Caldecott Honor Book)
Although this is not a tale of quilts, the illustrations clearly depict symmetry at its finest. The pages are an arena for students to identify and describe symmetry and the line of symmetry.
[Grandfather Tang’s Story] by Ann Tompert (ISBN 0-517-57487-X)
[Tree of Cranes] by Allen Say
Web supplement for Day 1, Lesson 1, Math in MotionGeometry In Motion
File Extension: pdf