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Math Jeopardy

This document provides the rationale, objectives, and lesson plan for a Math Jeopardy activity to review 3rd grade geometry topics in preparation for a math test. The activity aims to have students apply their knowledge of concepts like quadrilaterals, triangles, angles, and area by collaborating in teams to select geometry questions and provide the correct answers. Students will be divided into two groups and take turns selecting questions to answer. The team with the most points at the end will win. The activity aligns with common core standards on classifying quadrilaterals and is intended to both review and assess students' understanding of key geometry content.

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Kelly Collova
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92 views

Math Jeopardy

This document provides the rationale, objectives, and lesson plan for a Math Jeopardy activity to review 3rd grade geometry topics in preparation for a math test. The activity aims to have students apply their knowledge of concepts like quadrilaterals, triangles, angles, and area by collaborating in teams to select geometry questions and provide the correct answers. Students will be divided into two groups and take turns selecting questions to answer. The team with the most points at the end will win. The activity aligns with common core standards on classifying quadrilaterals and is intended to both review and assess students' understanding of key geometry content.

Uploaded by

Kelly Collova
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Math Jeopardy Rationale To have students review geometry topics learned in the geometry math chapter.

It is important for students to review these topics for their math test tomorrow. CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Objective Students will be able to apply prior knowledge of geometry topics to score points for their team in Math Jeopardy. Geometry topics: quadrilaterals, triangles, angles, area, volume, solid figures, perimeter, line of symmetry, lines and line segments, polygons, and congruent figures Lesson Progression Grade: 3 1. Students will be divided into 2 groups (group 1 and group 2) 2. Teacher will explain that the game is being played in order to review the geometry concepts for the test tomorrow. 3. Students will be instructed to take out paper and a pencil. 4. Math Jeopardy board will be displayed in the front of the room on the easel. 5. Directions of the game will be given to students:

- Members of each group will collaborate together and decide which topic and point value they want to choose. - The group will elect one member of the group to state what topic and point value the group decided on. - Teacher will read question to the group and group will collaborate and work together on coming up with a correct answer to the question. Members of the group will whisper to each other. - The group will elect one member of the group to state the answer. - If the answer to the question is correct, the group that answered the question will earn the points for the question. - As one team works on answering the question, the other team will work on the question as well so that if one group gets the wrong answer, the other team can state the correct answer and earn points. - Team with the most points wins. Other Considerations Some questions that have a picture of a figure will be projected to students by the document camera. Students will need one piece of paper and a pencil. The teacher will make sure that the students desks are cleared and that there are an equal number of students in each group. Students will be informed to collaborate with group members quietly when picking a question and formulating an answer. Students will also be told that only one member of the group is to state the answer aloud to the teacher. Teacher will answer any questions or any misunderstandings that students may have before starting the game.

Differentiation Heterogeneous groups will be formed. Assessment Students will be assessed on the game questions being asked.

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