Level: Primary 5
Ability: Mixed
Group members:
Zhuo Weiwen(070500B24)
Krystal Tan Woan Chiew (070418F24)
Norihsani Tavant (070266J24)
Specific Instructional Objective:
· List and name the following triangles- Isosceles triangle- Equilateral triangle- Right-angled triangle
· Identify the properties of the 3 types of triangles
· List and name the following- parallelogram- rhombus - trapezium.
· Identify the properties of parallelogram, rhombus and trapezium.
· Drawing a triangle/ parallelogram/ rhombus/ trapezium with given dimensions using ruler, protractor and set squares.
Definition of Alternative assessment
Alternative assessments refer to other assessment techniques or strategies in a classroom other than the common assessment practice which the teacher determines whether students know or can do e.g. worksheets and experiments. Students have different learning abilities and are made up of various types of learners. Therefore, as teachers we should develop not only appropriate assessment techniques, but also a variety of assessment techniques. Some of the alternative assessment techniques include:
1. Journals
2. Observations
3. Self-Assessment
4. Communication
5. Surveys
6. Interviews
7. Oral Presentations
8. Demonstrations
9. Portfolio
Chosen Alternative assessment method: Portfolio
The alternative assessment method our group had chosen to implement is to create an individual portfolio for every student during the process of learning geometry.
Rationale:
- Students will develop sense of ownership as they create their own individual portfolio.
- Students can reflect on their work from the introduction of the topic to mastering the topic.
- Break the monotonous classroom practice of doing Math worksheet.
- The port folio is developed overtime. Therefore it allows teachers to obtain information about the students' learning patterns.
The portfolio will be used to assess students’ learning of the topic on geometry. Students will learn to identify, classify and draw the different geometrical shapes with accurate measurements. Students should be able to draw precise geometrical shapes using protractor and ruler at the end of the portfolio production.
Stage 1
Initial sketches and records of identification of geometrical figures
1.1) Brief introduction to the various geometrical figures
-Teacher will flash the various geometric figures and names on the PowerPoint slide using signage and pictures that pupils might have noticed.
-Students will learn to recognize these shapes by sketching on a blank piece of A4 paper.
- Pupils compare and contrast their geometric shapes to those of their team members.
1.2) Recognizing and identifying geometric figures based on their shape
-Teacher will instruct students to sketch and name an object in their home which corresponds to the geometric shape.
(Example: Rhombus= Kite, trapezium = knife.)
Stage 2
Interim sketches and records of identification of the geometric figures produced during in-depth learning of the concepts
2.1) Introduction to the properties of geometric figures
-Teacher will introduce the properties for each of the following geometric figures such as trapezium, rhombus and parallelogram.
2.2) Students will draw a table of properties for each of the geometric figures and write the properties appropriately.
2.3) Drawing geometric figures using their properties
-Students will draw the figures again, however this time taking the properties into consideration.
(Example: 1 pair of parallel lines for trapezium and 2 pairs of parallel lines for parallelogram and rhombus.)àTeacher will instruct students to compare this drawing with the 1st drawing which they did.
-Students should be able to see that the 2nd piece of drawing is more accurate as the properties of the geometrical shapes are taken into consideration.
Stage 3
Drawing an angle using ruler, protractor, set squares and dimensions
3.1) Demonstrating the use of a protector and ruler to draw a given angle
-Teacher demonstrates the use of a protector and ruler to draw a given angle.
- Pupils try it out with a given angle.
- Teacher gets pupils to draw another angle with a given angle and length of each segment.
3.2) Demonstrating the use of a set square and ruler to draw a right angle with a specific length for each segment
-Pupils try it out.
- A line segment or an angle may be provided to weaker students as an aid to help them.
Stage 4
Drawing a triangle/ parallelogram/ rhombus/ trapezium using ruler, protractor, set squares and dimensions
4.1) Demonstrating the use of a protractor, ruler or set square to construct a triangle/ parallelogram/ rhombus/ trapezium from given dimensions.
- Pupils to construct geometric figures using dimensions given by their teacher.
(Worksheet will be given to the students. They are required to construct accurate geometric shapes from the given dimensions using ruler, protractor and set squares.Students will also indicate sides which are equal or parallel by using the symbols. // or >> respectively.)
4.2) Pupils have to compare their present and earlier work.
Stage 5
Students will reinforce what they had learned by answering the following questions.
1. Written descriptions of the geometric figures.
e.g. the right angle triangle has a 90 degree angle.
2. Descriptions of how these geometric shapes found in the students' environment are used
e.g. trapezium> knife.
3. Classifications of plane figures into groups determined by the child e.g triangles > 3 sides
trapezium, rhombus and parallelogram > 4 sides
4. What are the geometry terms and definitions learned and applied?
e.g. Parallel lines, right angled,
Assessment may be based on their progress, ability to recognize geometric shapes, identify the properties of each geometric figure, drawing of geometric figures using the given dimensions, usage of protractor, Set Square and ruler and learning points.
Assessment for each stage
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