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1. Maths CLIL
PROJECT ON ANGLES
Escola Laietània 4th Primary May 2013
Teacher: Gisela Miralles de la Asunción
2. INTRODUCTION
My project on Angles is designed to be carried out with fourth grade
students at Laietània School (Badalona), in a single session of 60
minutes.
It arises from my desiree of working on Angles in a fun, manipulative
and playful way. Some of my students are not very keen on Maths
because they find it too complex, abstract and boring, in some ways.
Although my experience on CLIL is very poor and I don’t feel confident
about it, my strong commitment to make my students enjoy that subject
makes me determine to move forward and go ahead.
My goal is to make the experience of learning Maths easy, motivating
and creative at the same time my students communicate in English.
3. LESSON PLAN
Title of the Lesson: Shape, space & measures
Unit of Study: Angles
Level and group: 4th
Primary
Date: 10th May 2013
Number of children: 24
Background Information:
Children already know:
-That angles are formed by two crossed lines.
-That angles are measure of turn, measured in degrees.
-Different types of angles.
-How to use a protractor.
4. Learning objectives:
Content:
- To identify angles in real life (in the classroom, in the street, at home, in things, etc…)
- To define types of angles: acute, right, obtuse, straight, reflex and whole angles.
- To compare different angles.
- To estimate and calculate the amount of degrees in an angle.
- To acquire new vocabulary.
- To create an artistic composition.
Language:
- Vocabulary:
Quarter turn, half turn, three-quarter turn, full turn, trurn clockwise and anti-clockwise, turn left and right,
straight line, acute angle, right angle, obtuse angle, straight angle, reflex angle, whole angle, more than, less
than, greater than, cardinal numbers up to 360, colours, shapes: triangle, square, rectangle, pentagon…,
points of the compass: north, south, east, west, prepositions: on the left, on the right, at the top, at the
bottom, in the middle, in the corner, in the background, in the foreground, through, between,…
- Structures:
Present simple tense. Third person singular: This angle looks like…
Verb to be: This is a…
There’s / There are: There’s a reflex angle in…
Comparatives: An angle less than 90º is acute.
Going to: We are going to draw…
Interrogatives: What, how many, which,…
5. Competencies involved:
-Mathematic.
-Communicative, linguistic and audiovisual.
-Knowledge and interaction with the physical world.
-Artistic and cultural.
-Learning to learn.
-Autonomy and personal initiative.
Assessment:
- Whole session observation.
- Development of the activities.
- Angles quiz
Lesson development:
To introduce the session I draw the word “Angles” in the middle of the blackboard. We do
brainstorming in order to know how much students remember about angles from last year. I direct the
brainstorming to get all the vocabulary needed for the session. I group those vocabulary in semantic
fields.
When the vocabulary is clear, I tell them about the contents we are going to work and the activities we
are going to do.
To start with the activities, I propose three short, dynamic, manipulative ones, which imply
understanding the meaning of information, applying knowledge and analysing it.
To continue the session, students do two more relaxed activities which imply rearranging ideas.
To finish the session and evaluate learning, students take a final angle quiz.
During the whole session I walk around, asking questions, checking if students understand the
activities and allowing them to use their L1 if necessary. As soon as we finish each activity, we report
on their results and summarize.
6. Activity title
Brainstorming
Physically turnings
Matching angles
with turns and
labelling angles
Playing on angles
Looking for angles
in real life
Artisitic composition
Angles quiz
Time
10’
5’
10’
10’
10’
10’
5’
Description
I write the word “Angles” on the blackboard and we do
a brainstorming.
I remaind them that angles are measure of turn.
I ask the children to stand behind their chairs and to
rehearse physically turning a certain amount of degrees
(eg “turn 180 degrees anti-clockwise”, “turn 90 degrees
to the right”).
In groups of four, I give each group an envelope
containing angle cards. I tell them they have two
minutes to match the cards to the correct angle.
I recap on the terms acute, right, , straight, reflex,
obtuse and whole angle.
I give the groups those cards and explain that they
have two more minutes to group the angles into these
new categories. After,we discuss their results.
I ask the children to get into pairs. I give them two
stripes of cardboard and a split pin to make angle
strips.I ask them to test each other – one can show an
angle while their partner estimates the degrees and
says if it’s obtuse, right, acute and so on. Then they can
check their answers using a protractor.
In groups of four, I give the students some pictures and
they have to identify some angles.
I ask them to write sentences (eg “there’s an acute
angle at the top of the picture …”. “I can see…”, “I
think…”, “I find…”. After, they read what they have
written.
In pairs, I ask the students to create an artistic angle
composition. After, they report about their drawings.
In groups of four, I ask the students to complete a 10
question Quiz on angles. After, we share the results.
Interaction
T-Ss
T-Ss
Ss-Ss
S-S
Ss-Ss
S-S
Ss-Ss
Skills
L-W-S-R-I
L-I
L-R-S-I
L-S-I
L-R-W-S-I
L-R-W-S-I
L-R-W-S-I
Materials
Blackboard, chalk
Set of angle cards showing the
following – 45º, 90º, 130º,
180º, 270º, 360º, less than,
quarter turn, straight line,
between, three-quarter turn,
full turn, acute, right, obtuse,
straight, reflex, whole angle.
Stripes of cardboard, split pin,
protractor.
Picture cards, cardboard, felt-
tips.
Cardboard, ruler, square,
triangle, crayons.
Worksheet, pencil.
7. Bloom's Taxonomy:
Creating
Evaluating
Analising
Applying
Understanding
Remembering
ICT resources
http://www.bbc.co.uk/bitesize/ks2/maths/
Personal notes/reminders/homework/other considerations:
During the whole session there are some posters displayed on different walls to provide language
support.
As homework, I can ask the children to look around their houses for different angles and then draw
and label them and estimate their measure in degrees (eg they could draw the angle of the corner of
their bedrooms’ window, label it as a right angle and estimate its measure at 90º).
13.
When I first started my lesson plan I was in doubt as to whether a project on
angles would be an appropriate topic for my 9-year-old students. Now, after
carrying the project out, I must say that the experience has been incredibly
worth it.
Last week, I was proud to congratulate my pupils on their excellent work. They
showed great interest and they were positive, participative, active, and
respectful during the whole session.
Apart from learning new vocabulary and structures related to Maths, they made
a big effort to communicate in English, which is something hard for many of my
students, in the English lessons.
They used little L1, just when it was necessary and they also used the provided
language support I displayed on the walls to help them do the activities.
Although I tried to be on schedule, we didn’t have time to finish all the
activities in just one session.
My only objection was not having another teacher in the classroom with me,
while implementing the project, in order to better reach students’ needs.
I think it’s something important to be taken into account when planning CLIL.
Despite this, I am absolutely satisfied with the performance results achieved
and I’m looking forward to developing and implementing CLIL next year.
REFLECTIONS
