Strategies
This unit integrates math, language arts, and art. The activities are differentiated to meet the needs of all my students. Throughout the unit, I read aloud all directions and have students repeat the directions. Some students will only be required to learn three frieze patterns out of the seven. The assessments and projects can be easily modified for the students. When it comes to addressing students who need interventions, differentiated strategies may improve learning.
The strategies used during the lesson will allow students to learn about symmetry and how it connects to the real world. Students take ownership of the activities. They learn not only from the teacher, but also from peers. Students lead some of the discussions throughout the unit. As I integrate the unit with literature, I introduce picture books. Students will read Let's Fly a Kite by Stuart Murphy. This story gives many colorful examples of symmetrical kites. After the book is read aloud, I lead a discussion and ask questions about the book. The questions will focus on the topic of symmetry. I talk about the illustrations and find out how many objects have lines of symmetry. We will also take a look at another book called Symmetry (My Path to Math) by Lynn Peppas. This non fiction book presents real life examples of finding symmetry all around us. After reading this book, students start to notice symmetry everywhere. Using picture books help students remember the information when it is time to talk about math.
The following strategies are used: Charts/ Graphic Organizers, Manipulatives, Journaling, and Student Ownership.
Charts/ Graphic Organizers
Before I start the unit, I activate students' prior knowledge to find out what they already know about symmetry. I create a K (Know)-W (Want to Learn)-L (Learned) chart about symmetry. Students will list what they already know about the concept. If students have misconceptions about symmetry, they will be addressed. One misconception that some students have is that all objects have symmetry. On the chart, students list what they want to learn. After the unit is complete, students will list what they have learned. This chart will be displayed throughout the unit. Each student has a copy of the KWL chart. As we go through the unit, the students will add information on the chart. This strategy is intended to actively involve students. The connection between prior knowledge and the information presented in the math unit is made real. I will guide students through this process to think of symmetry questions they need and want to have answered. During this time, I will get an idea of who already knows about geometry and symmetry.
We use vocabulary graphic organizer/charts to define and illustrate our math terms. Every time the students learn a new term, they complete an organizer. These organizers are posted in class; they create a print rich math environment. Students can also create their own organizers. The organizers are used as study guides. It is extremely important to stress math vocabulary because students need this information for future assignments and assessments.
Journaling
Math journal writing is a useful strategy. Each student receives a math journal. Students write after each activity/lesson daily. They explain what they learn and how they learned the math topic. The students are required to use illustrations in their journals. The journal time improves writing and math skills. Throughout the unit, I check journals to make sure students understand the materials. The journals can serve as a way to assess the students. In order to assess the journal writing, I let the students know in advance what I will assess for that day. For example, I might assess how students draw a particular frieze pattern. The journal writing provides students with opportunities to take ownership of their learning. Students use their journals as an additional class resource. If they forget math information or facts, they look back in the journal. Many students like to read aloud and share their journals with peers. Students are allowed to take their journal home. When students find symmetrical objects at home or in their neighborhood, they are allowed to record/sketch this information in the journals. The parents also can look in the journal to see what is going on in math.
Manipulatives
Math manipulatives are useful instructional aids that I use as part of the teaching strategies. Manipulatives help students explore, discover, sort, and assess. (2) I start many of the activities in this unit with manipulatives. For one of the lessons in this unit, I provide students with paper polygons to count the sides and fold to identify the lines of symmetry. Students also use cut out alphabets to find out which letters are symmetrical. They find out how many letters of their name are symmetrical as well. The students challenge each other to see who has the most letters. Using manipulatives help my students understand the concept faster than using just paper and pencil. I have a lot of students who need concrete examples. They need to be able to feel objects to better process the information. It is important to have the manipulatives organized and ready for the students. Students need time to touch and observe the objects before the lesson starts. If they do not get this time, they will focus more on the objects during the instruction time.
During this unit, students get the opportunity to go on a walk around the city. As they walk, they gather symmetrical objects, such as flowers, leaves, and insects. I allow one student to take pictures of the objects they see, especially the insects or things we can not bring inside the class. This experience brings life into the classroom. While we walk, students look at buildings in Chicago. They search for frieze patterns and make sketches. Students become more observant; they began to look for symmetry and patterns everywhere. The class creates a symmetry museum because students bring objects to school. They will have to explain how many lines of symmetry are on the object. Not all objects the students bring are symmetrical, so this starts a good discussion. We will investigate the use of symmetry on clothes. Students discover why clothes have lines of symmetry. Manipulatives will be used in a purposeful manner, not just for play.
Student Ownership
Throughout the unit, I want students to think independently and take responsibilities for their own learning. One strategy to do that is called Let Go and Let Students. This strategy allows students to showcase what they know how to do. Now students are expected to do work independently. After several guided practice activities, students will become the expert. They will create frieze patterns on their own. The patterns must represent any one of the seven examples of frieze pattern. Students will have to explain the type of pattern. The students demonstrate that they can draw lines of symmetry by creating a butterfly painting.
The next strategy that shows student ownership is Think-Pair-Share. This strategy requires students to think about a question and share their answer with a partner. The questions I ask are based on the math topic. For example, How many lines of symmetry does a square have? Or What happens when an object reflects over a line? Before students share out, wait time is given. Wait time encourages students to be actively involved in the question; and provides time to think. Students discuss answers with a partner. This allows students the chance to practice on one student before they share the answer with the whole class. Students hear their peers' ideas about math.
During this curriculum unit, students benefit from working in small groups or pairs. Students who need assistance can receive help from their peers. Sometimes students learn from explanations provided by their classmates. This opportunity gives students time to collaborate and work as a team. I use this time to observe students as they work on the assigned task. This lets me know who needs extra help with the topic. Students work together to act out the seven frieze patterns. A mathematician named John Conway generated frieze patterns in the form of footprint. Each pattern is represented by a motion or movement of the footprint. They are referred to as: hop, stem, jump, sidle, spinning hop, spinning sidle, and spinning jump. Students will show symmetry in motion. Using paint and butcher paper, students in pairs make the frieze pattern footprints. They will again explain what patterns they made. Students also use their feet to perform the various motions of the frieze pattern prints.
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