How to make a Geoboard!

I was going through my workshop journal from a journaling workshop several years ago and I ran across the Geoboard page. This is a great idea, but I haven't used Geoboards in my classroom. This is very easy and the idea can be used elsewhere.

Materials needed:

• print a grid of desired measure onto cardstock (I was given 1 in. squares)
• push brads
• string

Decide first if you want this to be a removable tool from the journal or not. If you decide on removable, I would suggest making a pocket to store the Geoboard in.

Next, push the brads through each point of intersection or your desired scaling on the grid paper. Then glue a second piece of cardstock to the back to secure the brads.

I made a separate small pocket for the string.

My Geoboard in the picture is just a sample from a workshop. I have no experiences to reference for it, but I think it is a great idea.

 

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Geometry: Undefined Terms, Basic Definitions, and Intersections

Pg. 3. Undefined Terms (Point, Line, Plane):

OR (from year two, printable template)

This is a foldable template I pulled from a Dinah Zikes book.

Pg. 4. Ms. Haley's Example:

I worked a guided example which I had the students copy. Their assignment was to create their own diagram and complete a set of fill in the blank sentences.

NEW IDEA: In a recent workshop, the presenter gave a suggestion: The homework we send home should have students working what they learned in that day's lesson backwards or undoing the process. For example, I gave them a diagram that they identified points, lines, and planes. Then for homework I should provide them with the complete sentences and the student tries to create a diagram that satisfied the statements. I think this would have been a neat way to see the different diagrams and level of creative thinking that each student is working at.

 

Pg. 5. Basic Terms and Definitions: (Not a real big fan of this page... I'm looking to improve it.)

Improved look:

Pg. 6. Basic Intersections:

ORIGINAL

Above images were copied and pasted from CSCOPE curriculum.

Another look:

 

New and Improved look:

When I create a foldable, I am always thinking about how a student will see, study, and use it. Is the foldable defining a concept or to be used a review tool? This usually helps me determine the placement/order of vocabulary, definitions, and diagrams.

 

 

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Geometry: Euclidean and Non-Euclidean Geometry

For my third year, I began with an in depth discussion over the types of Geometry. We had a few debates and lots of illustrations and demonstrations. I couldn't believe how engaging these discussions were and how useful an old basketball could be!

Then we dove into the foundations of Euclidean geometry. Next year, I plan on teaching constructions as a continually developing concept through each unit. I love the vocabulary development that results from these experiences. Constructions became a hands-on collaborative activity for my classes.

I will try to post my Geometry Journal ideas and experiences in the chronological order that I use. I will be sharing differing foldables and information from about three different journals-year two experience, year three experience, and the 'creating an idea' journal.

Pg. 1. Foundations of Geometry: (This is the Unit 1 I have been creating for next year. Information has been pulled from the CSCOPE curriculum mostly. Some have been pulled from older journals.)

Unit Pocket (yes, it is backwards)

Pg. 2. Geometry - "To measure the earth" (These are foldables-mainly half folds, that are glued on a sheet of construction paper folded in half. I use the half fold book alot.)

 

 

My students came up with the real world example for the Non-Euclidean Geometry, and we celebrated with Pringles the next day!

Pg. 3. Structure of Euclidean Geometry

OR (the original from year two)

pg 1

pg 2

 

 

 

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