## Geo Jammin' By Design - Day 6, Lesson 29: Geo Jabber

### Katie KoehnemannBay District Schools

#### Description

Given a vocabulary word by the teacher, students show what they know by jabbering on their geoboard. Students silently present created illustrations or demonstrations for each word by holding up individual geoboards.

#### Objectives

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.

#### Materials

-Geoboard for each student
-Four brown and one red rubber band for each student
-Copy of sample illustrations (See Associated File)

#### Preparations

1) Have a geoboard for each student. (Check that the permanent dot in the corner is visible.) (See # 4 in Procedures)
2) Count out four brown and one red rubber bands for each student.
3) Check the overhead projector with viewing surface.
5) OPTIONAL: Duplicate a copy of sample answers. (See Associated File)

#### Procedures

1) To gain students’ attention, do not say a word; simply hand out to each child a geoboard. Then hand out the designated rubber bands to each student.

2) Give no directions. Simply say each vocabulary word along with a number of rubber bands. Watch students, saying nothing else. The response to watch for is them demonstrating (or illustrating) the word using the geoboard and rubber bands.

3) After each word is illustrated students hold up their geoboard to show their answers. Once they get the nod from the teacher, they clear their boards and wait for the next word.
*For example: The first word is ‘horizontal’. Say, four rubber bands; horizontal. Students should use four rubber bands to make four horizontal lines on the geoboard. The lines can be different lengths, they can be all the same length, but there must be four horizontal lines. When they have made the example on their geoboards they hold it up for you to see. They must continue to hold it up until it is approved.

4) It may take a minute or so for them to start thinking and experimenting, but alas the thinkers will figure out what to do and others will follow suite. Note if any are forgetting to place the geoboards correctly to start with. As students hold up their geoboards check for accuracy. Some will be held correctly and look horizontal, while other students hold the geoboard incorrectly, making the rubber bands appear vertical or diagonal. Do not give the nod of approval to these. Be prepared for confusion and unrest!

5) Give the hint that the origin must not be in the right place. Allow time for students to think through the hint and hold up the board correctly. (The clue is that each geoboard has been marked with a permanent marker dot. This is the point of origin and should always be in the bottom left corner. When a geoboard is held up to be checked, place the right pointer finger over the dot and hold it facing the checker. (See Day 4, Lesson 19, Geo Junction).

6) After individual students have their illustrations checked, demonstrate the correct answer on the overhead geoboard. In some instances, there will be more than one way to illustrate a word. (See Associated File for sample answers.)

7) Continue the lesson with remaining vocabulary words. (Sample possible answers in Associated File.)
Suggested order:
Horizontal – Four rubber bands
Vertical – Four rubber bands
Line of Symmetry – Make a shape; use the red rubber band to show the line of symmetry
Congruent – Two rubber bands
Shape within a Shape – Two rubber bands
Slide – Two rubber bands
Flip – Two rubber bands
Turn – Four rubber bands
Predict reflection – Make a shape on the overhead geoboard. Students show their prediction of the reflection of the shape. (See Associated File for sample.)
Symmetrical Design – Make a symmetrical design. Students show design and explain why it is symmetrical.

8) Individualized formative assessment occurs as students hold up their geoboards for teacher approval. Take note of individual students who struggle to find the correct answer. Optional: Partner these students with a child who does well to assure peer guidance. Group formative assessment occurs as the correct answer is demonstrated on the overhead projector and students self assess.

9) Collect geoboards and rubber bands.

#### Assessments

Formative assessment occurs as students hold up individual responses for approval of accuracy, and as they self-assess and make adjustments using the demonstrated model on the overhead projector. (See Associated File for sample answers.) Watch for students who do not understand the vocabulary. Partner these students with a child who does well so peer guidance and further instruction can be given.

#### Extensions

1) This is Lesson 29 – Geo Jabber; Component – Working With Words
Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ By De’Sign
Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ By De’Sign
Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ By De’Sign
Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ By De’Sign
Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ By De’Sign
Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ By De’Sign.
Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ By De’Sign
There is no Guided Reading lesson for this day. Since students read and follow stitching directions and other lessons for the day are involved and time consuming, it is the judgment of the developer that Guided Reading not be included on this day.
Lessons may reflect modifications of, but are designed in conjunction with the Reading
Framework approach to classroom instruction and may be adapted to the Four Block
Classroom.

2) 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.beaconlearningcenter.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).
3) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center.
4) If a journal is kept for this unit, allow students time to reflect on this activity.

#### Attached Files

Support Material     File Extension: pdf