Ralleia Experimental Primary Schools
Introduction to Parallel and Intersecting staight lines
Teacher: Katerina Papasimaki
Class: C-D 1-class school (Monothesio)
Rubric for initial assessment
Below you can see the basic criteria for initial assessment:
As it was realised from the initial evaluation rubric, the main problem area was the understanding by students as far as the meaning of the level and non-parallel lines is concerned, less was in relation to the construction of vertical and relatively small in relation to the differentiation of the straight line from the line segment. As a result, we decided to conduct a lesson based on scratch in order to eliminate these knowledge gaps.
Teaching Maths using Scratch
The main idea of this course was based on the birth of a new magician, the magician Geometricous, who will tour us into the magical world of geometry, starting from the point of parallel and intersecting lines. Then using the example of two bridges the meaning of the level and non-parallel lines was clarified.
Key objectives were the students:
To identify empirically the parallel and intersecting lines and use the corresponding terminology.
To recognise the vertical lines as a special case of intersecting straight lines.
To understand that the terms parallel or intersecting lines refer to lines that are at the same level
The students seemed to be very interested in the teaching of geometry by using scratch and much more amused with the presence of their new friend. Then, students having understood the teaching were able to explain the meaning of level and non- parallel lines by using examples from their own everyday life, for instance, two people walking on the 1st and on the 2nd floor.
Rubric for final assessment
In general it should be stressed that teaching Geometry by using scratch was a great pedagogical experience for both myself and students. It is not the difficulty of meanings or the new and probably interesting concepts. Students are eager to learn by using new means within the process of teaching.