1. Students sorted the shapes by sides through the sorting activity where students categorize the shapes they sorted the piles. There were many piles according the sides of the shapes and how the shapes looked like. House, batman and star are examples of the names. Students also learned the vocabulary through the discussion we had. For the application part, students create a square using tangram so that students understand the relationship between the shapes.
2. Students were actively engaged in discussion, sorting activities and explaining their thoughts. Students shared their thought and listen to the thinking of others.
3. Using a visual representation and write down what students said were effective strategies. Asking good questions such …show more content…
Students draw line of symmetry in the worksheet and fold the paper to make lines of symmetry. Students had to decide whether each shape has line of symmetry or not. The assessment allows students to find line of symmetry.
2. Reading a book and answering to the questions. Scaffolding helped students through questions. Students draw lines of symmetry in the poster and make shapes using color papers. Children described what they are thinking and explain their thinking process.
3. Drawing and labeling the line of symmetry. Ask good questions to ensure students understanding of the task, in classroom discussion, students discussed and expressed in different ways. A student said something, and then another student agrees or disagrees about that statement. Paper folding was not effective because students started to fold and play with the paper instead of listening to the instruction.
4. Before the lesson, there were two rules to follow: students have to raise their hand before they answer. Students pay attention to the teacher when the teacher claps. This worked well with the management issue. I also walked around to see how students are doing. Breaking into groups encouraged students to actively participate. Paper folding needed step by step procedures to make sure that students and the teacher were in the same