Cómputo de tendencias

7 6 5 4 3 2 1 A B C D E F G H 8 7 6 5 4 3 2 1 A B C D E F G H 8 7 6 5 4 3 2 1 A B C D E F G H

The co-ordinates needed to spell out JO are:

A7, B7, C7, D7, C6, C5, C4, C3, B2, A3, F6, F5, F4, F3, G2, H3, H4, H5, H6, G7. The letter N

I am 13 years old

My favourite shape is a diamond (or a rhombus) and my favourite toy is a kite

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Possible extension activities

(a) Replace the letters on the horizontal line with the numbers as shown in figure 2 below and repeat a selection of the above activities.

The co-ordinates of the points on the grid in figure 2 are: 1,2; 2,7; 3,4; 4,6; 6,5; 7,4 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8

(b) Replace the numbering of the grid spaces with numbering of the grid lines as shown in figure 3 below.

The co-ordinates of the points on the grid in figure 3 are: (1,2); (2,7); (3,4); (4,6); (6,5); (7,4) 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8

(c) The hit and miss activity in geometry lesson idea 13 on page 71 of the Junior Certificate Guidelines for Teachers: Mathematics, can be used.

(d) Students can learn to draw their own co-ordinate grid and can practise similar activities to those outlined above.

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8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8

Primary School Curriculum

(5th and 6th classes)

Junior Certificate(Ordinary level)

Junior Certificate School Programme

Mathematics

Strand: Shape and Space Strand units: 2-D shapes, Lines and angles

Geometry: Synthetic geometry: Triangle (scalene, isosceles, equilateral), rectangle, square, circle

Maths: Perimeter, Area and Volume.

Time scale:

The full range of learning and assessment activities presented in this exemplar may take up to four class periods.

Potential areas of difficulty

Understanding concepts (isosceles triangle)

Transferring learning to real-life (seeing common geometrical shapes in the environment, comparing and contrasting shapes)

Spatial awareness (drawing triangles)

Language (understanding keywords such as scalene, equilateral)

Confusion with signs and symbols (marking angles and sides in a triangle as equal)

> > > > >

Strategies used in this exemplar

Using concrete materials

Adapting the materials given to a group Adapting the responses required

Identification and specific targeting of mathematical language Using cross-curricular approaches

n n n n n

Resources

Worksheet, cut-out version of worksheet, rulers, protractors, set squares, string, paper, transparent paper This exemplar makes use of some of the lesson ideas outlined in the Junior Certificate Guidelines for Teachers: Mathematics. Teachers may find it useful to use and adapt other lesson ideas from these guidelines.

Some aspects of geometry are theoretical and may prove particularly difficult for some students with mild general learning disabilities. Teachers are encouraged to choose the learning outcomes, learning activities, and assessment strategies that best suit the needs of their students. The activities presented in this exemplar illustrate how an activity can be modified to suit students with special needs.

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Suggested outcomes

Supporting activities

Assessment strategies

As a result of engaging in these activities students should be enabled to

1. identify simple geometrical shapes in their environment 2. use and understand some

geometrical words and symbols 3. compare the lengths of sides in

a triangle

4. compare the measures of angles in a triangle 5. recognise a right angle 6. use mathematical equipment

(ruler, protractor, set square) more accurately)

7. describe a triangle in terms of the number of equal sides and equal angles (for example, this triangle has 2 equal sides and 2 equal angles)

8. state whether a triangle is scalene, isosceles, equilateral, or right-angled, and give reasons.

1. Spot the shape

This activity involves students finding items in the classroom or the school that match given shapes.

2. Let’s talk about shapes This activity encourages the students to use and understand some geometrical terms by making a pictorial and symbolic dictionary.

3. What kind of triangle is it? This activity is based on Geometry lesson idea 1 on page 58 of the Junior Certificate Guidelines for Teachers: Mathematics.

Differentiation: Suggestions

for differentiating activity 3 are given.

1. Observe whether students can give two examples of things shaped like given shapes (for example triangle, square, rectangle, parallelogram, quadrilateral).

2. Observe as, in pairs, one student says a word from the geometrical dictionary and challenges the other student to draw the relevant diagram. If the student draws the incorrect diagram the first student explains the word to him/her. This continues.

3. Assess students’ progress by observing their record of work on the triangles worksheet. Can the student recognise when sides of a triangle are the same length?

Can the student recognise when angles of a triangle are the same measure?

Can the student recognise a right angle?

How accurate is the students in using mathematics equipment? Can the student state correctly which triangles have equal sides and angles?

Does the student understand the meaning of the terms scalene, isosceles, equilateral, right angle

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Cross-curricular links: These skills can be reinforced if similar concepts in Technical Graphics and Materials

Technology (Wood) are treated at the same time.

Activity 1

In document La psicomotricidad como herramienta de aprendizaje en Educación Infantil (página 45-87)