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| ===Activity No # === | | ===Activity No # === |
| *Materials/ Resources needed | | *Materials/ Resources needed |
− | Pattern blocks for per students, blank paper, colored pencils
| + | Pattern blocks for per students, blank paper, colored pencils |
| *Estimated time | | *Estimated time |
− | 10-15 minutes
| + | 10-15 minutes |
| *Prerequisites/Instructions, if any | | *Prerequisites/Instructions, if any |
− | Student should be able to recognize polygons having different sides especialy four.
| + | Student should be able to recognize polygons having different sides especialy four. |
| *Multimedia resources | | *Multimedia resources |
− | Computer, projector
| + | Computer, projector |
| *Website interactives/ links/ / Geogebra Applets | | *Website interactives/ links/ / Geogebra Applets |
− | Geogebra activities on Quadrilateral [http://www.geogebratube.org/material/show/id/3785 click here]
| + | Geogebra activities on Quadrilateral [http://www.geogebratube.org/material/show/id/3785 click here] |
| *Process/ Developmental Questions | | *Process/ Developmental Questions |
| 1. Set the stage by playing a short game of “If you are…” with the students. When students match what you are saying they stand up. When they sit back down, call out another “If you are _______ stand up now” statement. To end the game, tell the students to turn to a neighbor and tell them all of the different names that applied to them.<br> | | 1. Set the stage by playing a short game of “If you are…” with the students. When students match what you are saying they stand up. When they sit back down, call out another “If you are _______ stand up now” statement. To end the game, tell the students to turn to a neighbor and tell them all of the different names that applied to them.<br> |
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| 10.When all of the students have traced the pattern blocks on their papers, have different students come up to overhead/document camera. The student should place a pattern block on the correct half of the paper so that students can all check their work. | | 10.When all of the students have traced the pattern blocks on their papers, have different students come up to overhead/document camera. The student should place a pattern block on the correct half of the paper so that students can all check their work. |
| *Evaluation | | *Evaluation |
− | 1. What do all of your quadrilaterals have in common?<br>
| + | 1. What do all of your quadrilaterals have in common?<br> |
− | 2. What is different about the quadrilaterals?<br>
| + | 2. What is different about the quadrilaterals?<br> |
− | 3. What did you put the hexagon on this half of the page?Please study the state govt. Text book of mathematics.<br>
| + | 3. What did you put the hexagon on this half of the page?Please study the state govt. Text book of mathematics.<br> |
− | 4. Can you combine your blocks to make different quadrilaterals?
| + | 4. Can you combine your blocks to make different quadrilaterals? |
| *Question Corner | | *Question Corner |
− | List out the quadrilaterals in this home.
| + | List out the quadrilaterals in this home. |
| [[File:eee.png]] | | [[File:eee.png]] |
| | | |
| = Fun Corner = | | = Fun Corner = |
| * Math is fun [[http://www.mathsisfun.com/quadrilaterals.html]] | | * Math is fun [[http://www.mathsisfun.com/quadrilaterals.html]] |