{"id":321,"date":"2017-06-19T23:56:43","date_gmt":"2017-06-20T03:56:43","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=321"},"modified":"2018-05-24T22:13:14","modified_gmt":"2018-05-25T02:13:14","slug":"mtv-strategies-markham","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/mtv-strategies-markham\/","title":{"rendered":"MTV Strategies – Markham"},"content":{"rendered":"

*Lesson 1: Introduction to Quadrilaterals (What makes you say that?)<\/em><\/p>\n

Objective: The purpose is to have students identify the key aspects of various types of quadrilaterals.\u00a0 By varying the quadrilaterals used for the activity, this lesson can be used with students as young as 3rd or 4th grade up through a high school Geometry class.\u00a0 For the purpose of this blog, I will tailor it to 10th grade Geometry class.<\/p>\n

Timing:\u00a0 Approximately 45 minutes (can be completed in one class period) with a follow up assessment the next class.<\/p>\n

Materials: Pictures of various types of quadrilaterals, including a general quadrilateral, rectangle, square, trapezoid, parallelogram, kite, rhombus.\u00a0 Clipboards or other hard surface students can use to write on during Gallery Walk.<\/p>\n

Process:<\/p>\n

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  1. Introduce students to the Thinking Routine “What makes you say that?”\u00a0 by posting the pictures of the quadrilateral, rectangle, and square at the front of the classroom.\u00a0 Students will be familiar with these shapes from previous math classes.\u00a0 Explain that we are reviewing these shapes as an introduction to the Thinking Routine, “What makes you say that?” and ask students to take a few minutes to jot down some observations about each shape.\u00a0 Students can draw on their prior knowledge of these shapes or just what they can conclude from the pictures.<\/li>\n
  2. Begin a group discussion by having students share some of their observations.\u00a0 As observations are provided, record them on or around the picture with which they are associated.\u00a0 Ask the student the follow-up question “What makes you say that?”\u00a0 Open the question to the class for additional\/alternative answers.<\/li>\n
  3. Once students have a feel for listing observations and also asking themselves why they can make that observation, split students into small groups of 3-4.\u00a0 Place the pictures of trapezoids, parallelograms, kites, and rhombuses around the room to create a Gallery Walk.\u00a0 (See The Teacher Toolkit for an introduction to Gallery Walks if you are not familiar. http:\/\/www.theteachertoolkit.com\/index.php\/tool\/gallery-walk)\u00a0 Have students spend 2-3 minutes at each picture, making observations about what they see.\u00a0 Let students know they will, once again, be asked “What makes you say that?” for their observations.\u00a0 Groups should start practicing their justifications while noting their observations.<\/li>\n
  4. Repeat step 2, taking observations from groups this time.<\/li>\n<\/ol>\n

    Assessment: To start the next class, hand students a quadrilateral as they enter the classroom.\u00a0 Ask students to classify the quadrilateral based off the observations they made last class.<\/p>\n

    Social Media: This Quadrilaterals Song is a parody of a popular Imagine Dragons song that students will likely recognize.\u00a0 Use it as an opener or closer on the first day, or have it playing while students are classifying their quadrilateral on Day 2.<\/p>\n