UDL Choice Board: 4th Grade Geometry - Everyday Math

UDL Choice Board: 4th Grade Geometry - Everyday Math and The Thinking Classroom 

Visual
Auditory
Kinesthetic
Tactile
1. Geometry Concept Map
2. Shape Description Podcast
3. Angle Charades
4. 3D Shape Construction
5. Symmetry Art Project
6. Geometry Rap Battle
7. Human Coordinate Plane
8. Tangram Puzzles
9. Geometry Vocabulary Matching
10. Math Talk: Explain Your Reasoning
11. Geometry Scavenger Hunt
12. Pattern Block Challenge

Detailed descriptions:

1. Geometry Concept Map: Create a visual map connecting various geometric concepts and vocabulary.
2. Shape Description Podcast: Record a short podcast describing geometric shapes and their properties.
3. Angle Charades: Act out different types of angles using body movements for classmates to guess.
4. 3D Shape Construction: Build 3D shapes using straws and playdough, then describe their properties.
5. Symmetry Art Project: Create symmetrical designs using various art materials and explain the concept.
6. Geometry Rap Battle: Write and perform a rap incorporating geometric terms and concepts.
7. Human Coordinate Plane: Use masking tape to create a large coordinate plane on the floor and plot points with classmates.
8. Tangram Puzzles: Solve and create tangram puzzles while discussing shapes and their relationships.
9. Geometry Vocabulary Matching: Match geometric terms with their definitions and real-world examples.
10. Math Talk: Explain Your Reasoning: Verbally explain problem-solving steps using academic vocabulary.
11. Geometry Scavenger Hunt: Find real-world examples of geometric concepts around the school.
12. Pattern Block Challenge: Use pattern blocks to create complex designs and explain the shapes used.

Arizona State Standards addressed:

• 4.G.A.1: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
• 4.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size.
• 4.G.A.3: Recognize a line of symmetry for a two-dimensional figure.

Thinking Classroom aspects incorporated:

• Collaborative problem-solving (activities 3, 7, 11)
• Vertical non-permanent surfaces for brainstorming (can be used in activities 1, 5, 9)
• Random grouping for activities
• Open-ended tasks with multiple entry points (activities 4, 8, 12)

Tiered Vocabulary:

Tier 2 (Academic Vocabulary):

• Classify
• Identify
• Describe
• Compare
• Analyze
• Construct
• Explain

Tier 3 (Domain-Specific Vocabulary):

• Angle
• Vertex
• Parallel
• Perpendicular
• Symmetry
• Coordinate plane
• Quadrilateral
• Polygon
• Acute, obtuse, right angles
• Line segment
• Ray

ELL Supports:

• Visual aids and manipulatives in most activities
• Opportunities for verbal practice and discussion
• Collaborative work to support language development
• Multiple modes of expression (visual, auditory, kinesthetic, tactile)

To implement this choice board:

1. Introduce the vocabulary using visual aids and real-world examples.
2. Model each activity, emphasizing the use of academic language.
3. Allow students to choose activities based on their interests and learning preferences.
4. Encourage students to complete activities from different columns to engage various learning modalities.
5. Provide sentence frames and word banks to support ELL students in explaining their work and ideas.

Arizona's ELD/ELP standards are organized into five Proficiency Levels (Pre-Emergent, Emergent, Basic, Intermediate, and Proficient) across four domains (Listening and Speaking, Reading, Writing, and Language). For this response, I'll focus on standards that are particularly relevant to math instruction in geometry. 

Here are some key ELD standards for 4th grade that relate to geometry instruction: 

1. Listening and Speaking:

   - Follow multi-step instructions containing academic vocabulary.

   - Use academic vocabulary in content-area discussions.

   - Describe and explain processes or procedures using academic vocabulary.

 

2. Reading:

   - Identify and explain the meaning of academic vocabulary in math texts.

   - Interpret information from charts, graphs, and diagrams related to geometric concepts.

 

3. Writing:

   - Produce explanatory texts that include relevant facts and academic vocabulary.

   - Create labeled diagrams or illustrations to demonstrate understanding of geometric concepts.

 

4. Language:

   - Use grade-appropriate general academic and domain-specific words and phrases.

   - Explain the meaning of figurative language and mathematical terms in context.

 

To integrate these ELD standards into an Everyday Math geometry unit, consider the following strategies:

 

1. Vocabulary Development:

   - Create a word wall with key geometry terms (e.g., angle, vertex, parallel, perpendicular).

   - Use visual aids and realia to introduce and reinforce vocabulary.

   - Provide opportunities for students to use vocabulary in context through speaking and writing activities.

 

2. Sentence Frames:

   - Provide sentence frames to support academic discussions about geometric concepts.

   Example: "This shape is a _____ because it has _____ sides and _____ angles."

 

3. Graphic Organizers:

   - Use Venn diagrams to compare and contrast different shapes.

   - Create flow charts to explain step-by-step processes, such as classifying quadrilaterals.

 

4. Collaborative Learning:

   - Implement think-pair-share activities to discuss geometric properties.

   - Use jigsaw activities where students become "experts" on different shapes and teach their peers.

 

5. Hands-on Activities:

   - Incorporate manipulatives and real-world objects to explore geometric concepts.

   - Use body movements to demonstrate understanding of angles and lines.

 

6. Multiple Representations:

   - Present information in various formats (verbal, visual, hands-on) to support different learning styles.

   - Encourage students to explain concepts using drawings, words, and physical demonstrations.

 

7. Language Scaffolds:

   - Provide word banks for writing and speaking activities.

   - Use guided notes with partially completed information for students to fill in during lessons.

 

8. Real-world Connections:

   - Relate geometric concepts to everyday objects and situations to make learning more relevant and accessible.

 

9. Peer Support:

   - Pair English learners with proficient English speakers for collaborative activities.

   - Encourage use of home language to clarify concepts when necessary. 

10. Differentiated Assessment:

    - Allow multiple ways for students to demonstrate understanding (e.g., oral explanations, written responses, drawings).

    - Provide extra time or modified assignments as needed. 

Remember to adjust the level of language support based on students' proficiency levels. As students progress, gradually reduce scaffolding to promote language development alongside mathematical understanding. 

1. Use random grouping for collaborative activities to promote diverse interactions.
2. Conclude with a whole-class discussion where students share their learning and use the targeted vocabulary.

Based on the provided Arizona English Language Proficiency Standards document for Grades 4-5, here are the relevant standards that could apply to a geometry lesson, considering different English language proficiency levels:

Pre-Emergent/Emergent (PE/E):

PE/E-1: identify the central topic and key details.

PE/E-2: recognize the meaning of frequently occurring words, phrases, and expressions.

PE/E-3: apply information from visual aids, reference materials, and a developing knowledge of grade-appropriate English morphology to determine meaning of unknown words.

PE/E-5: use general academic words and phrases learned through conversations, reading, and being read to.

Basic (B):

B-1: determine the central idea (in informational text) and explain how it is supported by key details.

B-2: determine the meaning of frequently occurring academic and content-specific words and phrases.

B-3: apply context clues, information from visual aids, reference materials, and a developing knowledge of grade-appropriate English morphology to determine meaning of unknown words.

B-5: use grade-appropriate general academic and content specific words, phrases, and expressions with developing control.

Intermediate (I):

I-1: determine central ideas (in informational texts) and explain how they are supported by key details.

I-2: determine the meaning of less-frequently occurring words and phrases and content specific words.

I-3: apply context clues, information from visual aids, reference materials, and knowledge of grade-appropriate English morphology to determine meaning of unknown words.

I-5: use precise language and domain-specific vocabulary to inform about or explain the topic.

Additionally, for all levels, the following standards from Standard 10 (Language) would apply:

PE/E-9, B-9, I-9: Using adjectives (descriptive, possessive, demonstrative)

PE/E-10, B-10, I-10: Using prepositional phrases to provide detail

PE/E-11, B-11, I-11: Using conjunctions

PE/E-12, B-12, I-12: Using appropriate word order in sentences

These standards would help guide the language development aspects of the geometry lesson, ensuring that students at different English proficiency levels can access and engage with the content while developing their language skills.