T4T Mathematicians Listen to and Learn From Each Other (Lesson 3 of 6)
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Lesson excerpt:
Directions:
- Introduce the idea that mathematicians listen to and learn from each other. Say:
o Let’s review things mathematicians do based on our prior lessons.
o Today, we will learn that mathematicians also listen to and learn from each other.
o In order for mathematicians to learn from each other, they must listen carefully. Mathematicians show each other they are listening by 1) looking at the person speaking, 2) keeping their hands still, and 3) sitting quietly.
o As we practice listening to and learning from each other, we will use positional words to tell about the locations of shapes.
- Watch video Where is It? #3 to introduce the positional words. Encourage students to practice listening carefully, like a mathematician.
- Draw attention to words above, next to, and under. Have students act out these words.
- Do a quick review of the shape words: triangle, circle, and square. Use positional words to play a brief game of “I Spy Shapes”. For example:
o I spy a triangle above the cubbies. (e.g., a flag, picture of a triangular road sign)
o I spy a circle next to the map. (e.g., a clock, a circle on a poster)
o I spy a square under the desk. (e.g., a floor tile, a sticky note)
- Introduce today’s activity:
o Say: Mathematicians, today we’ll practice listening to our partners and learning from them as they tell us how to build a robot from shapes. Partners will use the positional words above, next to, and under when telling you where your shapes go.
o Partner A is the talker. They get a picture of a shape robot. They must keep it hidden from Partner B.
o Partner B is the listener. They get a set of shapes to build the robot (either shapes from the Shape Cutouts Handout or attribute blocks).
o Partner B starts by placing the red face in the middle of their space.
o Partner A tells Partner B the positions of other shapes. For example: Put a blue triangle above the face. Put a big blue square below the face. Put a small yellow square next to the blue square.
o The teacher may need to model being Partner A by giving sample directions. If students do not know the names of shapes, they use other words to describe the pieces of the robot. For example, “Put the pointy hat above the head. Put a blue tummy under the head.”
- Allow 4-5 minutes for partners to build their robots.
- Observe and collect formative data:
o Are students using positional words appropriately?
o Do students show evidence of listening carefully to each other by 1) looking at the person talking, 2) keeping their hands still, and 3) sitting quietly?
- Decide which partners will share during the after completing the activity. Choose partners to share their directions for placing shapes based on their use of the positional words and demonstration of “listening like a mathematician”.
Note: If several students have difficulty giving clues, the teacher may modify task. At this
point, the teacher becomes the talker, and gives the class clues. Partners would work
together to build the robots.
- Have selected pairs share one or two of their directions. Discuss how each pair used the vocabulary and listened to each other like a mathematician.
- Discuss examples of when mistakes were made during today’s task. Ask:
o How did your partner help you?
o How did listening help you learn?
- Review the word mathematician by asking:
o What have we learned about mathematicians so far? Possible responses include: “Mathematicians solve problems,” and “Mathematicians work together”.
o How did we behave as mathematicians today?” Possible response includes, “We worked together.”
- Summarize lesson: Mathematicians listen to and learn from each other. Today, we practiced listening to and learning from each other as we worked with positions of shapes.