Geometry charades

The students will physically act out and demonstrate the meanings of various given geometric terms.

A lesson plan for grade 7 Mathematics

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Learning outcomes

The students will demonstrate an understanding of geometric terms by using their bodies and simple props to convey these terms in “charade” form in a manner that other students can guess correctly.

Teacher planning

Time required for lesson

1 Hour

Materials/resources

• Any classroom materials for props
• Open class space (you may need to move desks to provide enough open space for the students to act their terms out. Arranging desks in an arc shape is suggested to create an area for the “performances”.

Pre-activities

Review the geometric terms you want the students to understand, such as acute, obtuse, square, etc. and ensure students have a working understanding of what these terms mean. (This activity should not be done as an introductory lesson as familiarity with the terms is necessary for the charades to be successful.)

Activities

1. The teacher asks students if they have ever played charades. The teacher gives a brief example to provide students with a concrete base from which to operate.
2. Teacher advises students that they will be playing a charades game in class to help them know and understand various terms in geometry. Teacher provides an example of a geometric term (your discretion).
3. Teacher divides students into groups. Depending on the size of your class, groups of 3 or 4 work best.
4. Teacher tells students each group will blindly choose a geometric term from a box and reminds students not to show anyone their term.
5. Teacher tells students each group must physically act out the group’s geometric term without the use of any talking or letters or words. Ask students if they have any questions at this point.
6. Teacher allows students 5-10 minutes to develop a strategy practice for acting out their term as a group. (You may have to place some groups in the hall so groups don’t try to get a jump on other groups’ terms.)
7. Teacher tells students when they have finished rehearsing, they should return to their desks and sit quietly. After 10 minutes of practicing, the teacher assembles class if all groups have not returned.
8. Each group takes a turn and acts out the selected term in front of the class. Other groups try to guess what term is being presented. (Be sure guessing students raise their hands to take a guess. Additionally, you may want to have students write down on paper what their guesses are for each group’s geometric term. Much depends on the size of your class.)
9. As each group’s term is guessed, the teacher inquires where we might see representations of some of these terms in the classroom? At home? In town? (Allow time for responses). Teacher asks how the students felt when they had to act out the terms.
10. At the end of the presentations, review definitions of geometric terms and obtain student feedback.

Assessment

Students will be assessed on their comprehension and understanding of their group’s geometric term by their ability to describe it and act it out physically. Guessing students are assessed by their ability to successfully guess the geometric terms.

Supplemental information

Comments

This lesson is a fun way for students to get involved in the wonderful world of geometry. What I particularly like about this lesson is that it involves all students in a safe environment. The tactile-kinesthetic activity provides an avenue for those students who do not test well to show that they understand what you want them to WITHOUT a pencil and paper, if they so desire.