Download The Low Tech Communication Board

Geometrical Shapes
Low-Tech Communication
Board
~~Description ~~
• This communication board will be used in the
Middle School regular education Math
classroom, as well as in the Resource Room. I
have designed this communication board to be
used by a student with limited verbal
communication in the seventh grade. This
student also has limited movement with her
hands so the communication board pages will be
put into a photo album. The stiffer pages will be
easier for the student to turn the page.
• It can also be used with students who just have a
real difficult time coming up with the name of
the shape or drawing the shape given the name.
• This will be used to help the student be a part of
the class when we are going through the
geometry unit that discusses different types of
polygons and their characteristics.
• The student will be able to point to the word
when I give them the characteristics or show
them a picture of the polygon. (Polygon will refer
to all the different types of polygons on pages 1
and 2 as well as the specific triangles and
quadrilaterals listed on the other 4 pages.)
• The student will have the opportunity to point to
the picture given the name of the polygon or the
characteristics.
POLYGONS
TYPES OF POLYGONS
TRIANGLE
PENTAGON
HEXAGON
DECAGON
OCTAGON
QUADRILATERAL
Triangles
ISOCELES
SCALENE
EQUILATERAL
ACUTE
RIGHT
OBTUSE
QUADRILATERALS
TYPES OF QUADRILATERALS
SQUARE
TRAPEZOID
RHOMBUS
RECTANGLE
PARALLELOGRAM
Description of how to use
• I will use this with a student that struggles with verbalizing their
answers.
• The Communication Board will be used in our Geometry unit when
we are working on geometrical shapes and their characteristics.
• Below are examples of how this communication
board can be used.
• Teacher: “Which shape is a triangle?”
▫ Student will point to the picture of the triangle.
• Teacher: “Which shape is a hexagon?”
▫ Student will point to the picture of the hexagon.
• Teacher will go through all the shapes on the
page.
• We will then go on to page 2 of the communication board with the
teacher giving characteristics and the student pointing to the word.
• Teacher: “Which shape has five sides?”
▫ The student will point to the pentagon.
• Teacher: “Which shape has four sides?”
▫ The student will point to the quadrilateral.
• The teacher will go through all the shapes using
the characteristics of the number of sides in a
polygon.
• On page 3 the teacher and student will go through the
characteristics of different types of triangles with the teacher either
showing a picture or stating the specific characteristic and the
student pointing to the word of the correct triangle.
• Teacher: “Which triangle has only two sides of
equal length?”
▫ The student will point to the word Isosceles.
• Teacher: “Which triangle has one angle greater
than 90°?”
▫ The student will point to the word Obtuse.
• Page 4 the teacher and student will be working with the teacher
giving the name of the triangle and the student choosing the correct
picture.
• Teacher: “Which triangle is a Scalene Triangle?”
▫ The student will point to the Scalene triangle.
• Teacher: “Which triangle is and Equilateral
Triangle?”
▫ The student will point to the Equilateral triangle.
• Teacher: “Which triangle has all acute angles?”
▫ The student will point to the Equilateral triangle
which is also equiangular with all acute angles.
• On page 5 the teacher and students will work with different types of
quadrilaterals with the teacher asking about particular
characteristics or the name of the quadrilateral and the student
pointing to the correct picture.
• Teacher: “Which shape has all four sides equal and
has four right angles?”
▫ The student will point to the square.
• Teacher: “Which shape has only one pair of parallel
sides?”
▫ The student will point to the picture of the trapezoid.
• Teacher: “Which shape is the rhombus?”
▫ The student will point to the picture of the rhombus.
• On the last page, page 6, the teacher and students will go through
characteristics and pictures with the student pointing to the name of
the quadrilateral.
• Showing the student a picture of the rectangle,
Teacher: “What is the name of this
quadrilateral?”
▫ The student will point to the word rectangle.
• Teacher: “Which quadrilateral has 2 pairs of
parallel sides, but no right angles?”
▫ The student will point to the word parallelogram.
• The teacher and students will continue
throughout all the words.
Conclusion
• The teacher will be able to tell whether the
student understands all the characteristics of the
different types of polygons, triangles and
quadrilaterals the class is studying.
• The teacher will also know whether the student
can name the correct polygon given the picture.
• The student will have the satisfaction of being a
part of the class and the discussions that are
going on in the classroom.