I am beginning to start a unit on geometry. There is a lot of vocabulary, and I was wondering if anyone knew any fun ways to have students keep track of it all. I would love for them to create some type of books something like that so they can each have their own. Thanks!
i dunno how fun, but this is what i always do:
introduce main vocab (point, line, ray, angle...) and have students write term, define, draw picture, and "name"...like a line would be named AB (with line over it)
i use the book by fulvio testa (?pretty sure that's it!) called *if you look around you* which compares different geo terms to actual items (line segment = dog's leash...)
then we look around the room to find various things (we have to use our imagination for line and plane and ray, since nothing goes on forever)
then i pass out magazines and have them cut out and glue a collage of examples of geo terms (corner on roof=angle, railroad ties=parallel...) i usually make it a game/contest to see who can get the most examples of all of the terms--the prize for the top few is usually one of the transparent, bright-colored protractors for kids to use when we get to measuring angles.
I used flat tootpicks last year and had them glue them on to construction paper. Then we drew on arrows or points, etc. and labeled them and wrote the defintion of each on. They loved it and it seemed to help them learn them.
ooh! i just remembered someone sharing (geez, maybe it was here?) that they took pretzels and frosting and had kids create the various shapes. i'll have to remember to try that...i don't remember the parameters...maybe they make the shape, then draw it, so when they eat it, they still have a visual...
When we do geometry vocab. for my word wall or thier own dictionearies, I have the kids write the word and make one of the letters match it's meaning. For example, for line I write the l with two arrows at the end to look like a line. For acute angle, I make the c an acute angle. For parrallel lines, the two l's are the lines. For obtuse, the b is an obtuse angle . It's hard to describe by typing, but I hope you get the idea. Once I do a couple examples for the kids, then they come up with ideas for all the rest of the words. It's a visual way for them to link the word to the definition.
Hi there...
I teach fifth grade and last year, I made a tree on one of my walls. When we did our geometry unit our tree turned into a geome-tree. My kids made pictures of the terms, labeled them and then wrote a short definition on construction paper. We then hung all of the construction paper 'ornaments' on the tree. When kids would work, I would allow them to work under the tree for quick reference of the terms. I think the uniqueness of the tree captured their brains, because this class really did learn the vocabulary.
I use the "I have ___, who has ___?" game repeatedly during our geometry unit and several times afterward. If you are unfamiliar with this, you need to make at least as many cards as there are students in your class. Each card has an answer and a question. For example, one may say "I have radius. Who has a triangle with three equal sides and three equal angles?" Whoever has the equilateral triangle card would speak next. "I have equilateral triangle. Who has an eight-sided polygon?"
I use this "game" for several topics. The one they really love is for state capitals. "I have Albany. Who has the capital of Florida?"
If you have them do a dictionary of their words have them use a spiral notebook so that the words are always in one place. If you use flashcards have the kids get the type with the spiral top binding. You don't want all their hard work lost.
I found a math dictionary on the web and I'm going to try to attach it here for you. It won't attach because it's just a bit too big. PM me if you want me to email it to you.
I teach mine a simple mnemonic to remember the triangles:
Equilateral - the capital E reminds you that it has 3 equal sides
Isosceles - the capital I reminds you that it has 2 equal sides
Scalene - the capital S has no equal sides
10-28-2005, 04:42 PM
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