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SHAPES

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by

Lisa Walker

on 3 January 2014

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Transcript of SHAPES

Shapes are all around us
(IUS edu, n.d.)
The Shapes Song
Circles
This is a circle.

It is round on every side,
and all points are equal from
the centre
Point to the circle on this screen
This is a square
It has 4 straight sides all the same length
Is Little Miss Chatterbox a circle shape?
(Life in the Clark Lane, 2011)
(Kidstv 123, 2011)
Well Done
This is the circle
Shapes
Now draw a circle in your math book
No, Little Miss Chatterbox is not a circle because she is flat at the bottom and not completely round
She is not round here
(Life in the Clark Lane, 2011)
These are all circles
(Spoon graphics, n.d.)
(My story is yours, n.d.)
(Engage, 2013)
(My ASL journey, 2011)
Look around your classroom, can you see any circles?
Draw or write what you see in your math book.
(Creator, n.d.)
These are all squares
(Simons Gallery, n.d.)
(Food network, 2012)
(Wise geek, n.d.)
Point to the square on this screen
Well done!
This is the square
Now draw a square in your math book
(Creator, n.d.)
(Creator, n.d.)
Is Mr Strong a square shape?
(Deviant art, n.d.)
Yes, Mr Strong is a square because he has 4 sides all the same length
Look around your classroom can you see any squares?
Draw or write what you see in your math book.
(Creator, n.d.)
This is a triangle
A triangle has 3 straight sides
These are all triangles
(Shutterstock, n.d.)
(Road cover, n.d.)
(Shutterstock, n.d.)
(DX, n.d.)
Point to the triangle on this screen
Good job!
This is the triangle
Now draw a triangle in your math book
(Creator, n.d.)
Is Little Miss Loud a triangle shape?
(Photobucket, n.d.)
Yes, Little Miss Loud is a triangle shape because she has 3 straight sides
(Photobucket, n.d.)
Look around your classroom, can you see any triangles?
Draw or write what you see in your math book.
(Creator, n.d.)
Great job!

You have learned a lot about circles, squares and triangles
Teacher Notes
Year Level - Foundation

Learning Objectives
1. identify and describe circles, squares and triangles
"ACMMG009 - Measurement and Geometry, Shape. Sort describe and name familiar two-dimensional shapes and three-dimensional shapes and three-dimensional objects in the environment" (ACARA, 2013, para 2).
2. develop confidence in using computers and following basic instructions

Note: this resource should be used at the start of a unit on shapes to determine student's knowledge of basic shapes, which can be used to guide future learning, leading into the introduction of additional and 3D shapes (Siemon, Beswick, Brady, Clark, Farragheer & Warren, 2011).

Learning Environment and Resources
-students work in pairs of mixed abilities for peer scaffolding of; computer, reading and math knowledge
-one computer per pair with internet access
-math book and pencil per person
-positive class culture that encourages students to try new things and collaborate
-iPad or video for teacher to record session
Prior Knowledge
-students require basic computer skills to operate arrow keys
Concluding the lesson
After interacting with the resource a whole class discussion is required where students can share findings, reflect on learnings, achievements, obstacles and difficulties, as well as their feelings towards math to guide future teachings and learnings (Siemon et al, 2011). Allow students to guide the discussion whilst scaffolding learning encouraging students to identify shapes they observe in their environment in accordance with the Australian Curriculum (ACARA, 2013). Teachers should again be recording discussions for further review and assessment purposes.
Assessment
This resource provides formative assessment to develop detailed understandings of student's abilities to describe and name shapes in order to aid and enhance future shapes learnings (Professional Learning Board, 2011). Collaborative discussion, math book entries, recordings of the lesson and teacher notes provide the necessary evidence to determine if the learning objectives have been achieved, and where additional focus is required.
Whilst roaming the class and during class discussions particular attention should be paid to student's skills in using the computer, following instructions and working collaboratively as these skills will not be identifiable in student's math book entries.
Teachers are to review the video recordings, notes and math book entries to complete the attached marking rubric, which is to be pasted into student's math books. This rubric facilitates further formative assessment highlighting strengths and weaknesses and can be used to inform teachers, parents and students of their skills and understandings after interacting with the resource and guide future teachings and learnings (Siemon et al, 2011). The rubric is a positive tool that can help students reflect on how far they have developed their knowledge, skills and math confidence.
Assessment - Marking Rubric
Feedback to the student
Whilst using the resource students should receive formative feedback directly from the teacher. This should cover such things as student's knowledge of shapes, efforts in following instructions, computer skills and positive encouraging comment on math book entries. The teacher will continue to provide feedback during the collaborative discussion highlighting key achievements, improvements and behaviours.
The resource itself provides students with praise, claps and positive feedback to motivate and maintain student's confidence and engagement with the task (Hattie & Temperley, 2007).
Students will receive further feedback via teacher comments in their math books and the marking rubric. It is essential that teachers take the time to go through all elements of assessment and feedback with students so that together they can reflect, self-evaluate and discuss the next steps in a positive and constructive manner (Dalhouse University, n.d.)
Feedback to the teacher
Teachers will receive feedback on student's learnings via roaming the class and taking notes. Further detailed feedback will be attained via viewing a recording of the lesson, where the teacher can analyse not only the responses students provide, but their confidence, collaboration and engagement, identifying where future focus is required and where students are ready to progress.
Class discussions provide teachers feedback on the depth of students learnings and understandings. Are students able to convey how they came to their answers? Are students able to apply and extend their learnings to identify shapes in other objects within their environment?
Students responses recorded in their math books will provide teachers with clear feedback on students learnings and understandings. These entries must however be viewed in conjunction with the recordings and teacher notes to ensure that any misconceptions were not because the students did not understand the question, or due to social issues arising from working with partners.
Design and content rationale
Prezi software is used due to ease of operation and capability for foundation year students to interact and navigate whilst controlling and working at their own pace. Prezi is free requiring only internet access, allowing schools in all locations and levels of technological infrastructure to access. A drawback of prezi is that it does not provide students with detailed feedback directly. This is why recording of the session, teacher roaming, collaboration and math book entries are crucial elements of the design.
Large dark simple font with pale backgrounds are utilised so text can be read by young students (Optometry UK, n.d.). The resource is broken down into short individual tasks alternating between computers and math books to maintain engagement and focus of foundation students. Most slides will take less than a minute each to complete.
A voice-over provides increased inclusivity to students at all reading levels and reinforces conent. A mixture of words, images, video, song, touching screen, collaboration and drawing are utilised to enhance interactivity. This also caters for the multiple intelligences of students, enhancing diversity and inclusivity (Montessori in Motion, 2011).
Design and content rationale
Mr Men characters appeal to both sexes and are utilised to engage students, instilling that math is creative and fun. Additional images used are recognisable and relevant to students. The 'learning by doing' approach of this resource makes it an effective method of deep learning (Lombardi, 2007).
Only circles, square and triangles are explored within this resource as it is designed as an introduction to the shapes unit to evaluate student's understanding - see learning objectives.
Closed questions are used to clearly identify which shapes students do and do not recognise and the open-ended questions allow students to participate and experience success whilst reinforcing that there are multiple ways to answer math questions (Siemon et al, 2011).
Full transcript