Geometry Vocab Ray

[Jannet Nevels]

TheISA Programme Location Core Vocabulary provides a minimum set of classes and properties for describing any place in terms of its name, address or geometry. The vocabulary is specifically designed to aid the publication of data that is interoperable with EU INSPIRE Directive. It is closely integrated with the Business and Person Core Vocabularies of the EU ISA Programme, now available in W3C space as, respectively, the Registered Organization vocabulary and ISA Person Core Vocabulary.

This is a new version by the Locations and Addresses Community Group. Comments and queries should be sent to that group via public...@w3.org. Terms defined here may be deprecated by that or future groups but will not disappear or their definitions change other than to provide clarification of an existing definition.

The ISA Programme Location Core Vocabulary was developed by the EU ISA Programme Core Vocabularies Working Group (Location Task Force). This is the namespace document, generated from the associated RDF schema. Full documentation is provided in the Core Vocabularies Specification document itself. This includes background information, use cases, the conceptual model and full definitions for all terms used.

A geographic name is a proper noun applied to a spatial object. Taking the example used in the relevant INSPIRE data specification (page 18), the following are all valid geographic names for the Greek capital:

These geometry vocabulary cards were creating using the CCSS. All geometry words covered in the standards are included in these matching cards. There is a picture, word and definition card for each one.

Learning a new language is a multi-layered process that involves several areas of knowledge. Yes, you usually start with basic vocabulary and grammar rules, but as you progress in your Spanish skills, these areas start becoming more diverse and varied.

Although that is true, in reality you still need a point of reference to work with both math and music in your own language. Musical notes, math symbols, and all the terminology surrounding these beautiful universal languages still need to have names in every different language spoken by people.

I made up a quick set of cards with names of the shapes we had talked about with the vocabulary term on the front and a diagram on the back. After a brain break, we cleared the boards and went through the cards, seeing how many he could re-create based on the names/vocab terms.

RighStart does a fantastic job of building their lessons around hands-on activities and scaffolding lessons to build a strong foundation in fundamental math concepts. I believe that introducing the provided manipulatives in a fun, playful way (with a bit of challenge built in) will help students build connections and make sense of math in a powerful way.

Here is a link to my (updated) set of free vocab cards as a sample of the full product. It is an 18 page pdf file with a complete set of vocab terms with diagrams broken up by category, and a corresponding set of terms without diagrams for older kids to use. Free Vocab Cards: Geoboard Geometry vocab cards

I have a double major in Math and English and a Master's in Teaching. I taught high school math for 6 years and currently homeschool my two boys. I am learning how to help my children learn in authentic, joyful, resource-rich ways. I am creating and sharing activity-based learning resources for math (primarily -- but you'll see a bit of every subject eventually here).

It is nearly impossible for students to learn all the geometry vocabulary terms they need to know during your geometry unit. Ideally, work on vocabulary throughout your entire school year to build a foundation. Already in the thick of your unit? No worries, just jump in now and continue your weekly routine through the end of the year.

Introduce a new word each week. When you have gone through all of the words students need to learn for your grade level, rotate through them again. Post the word with an illustration and a definition each week.

The next day, give another student a 35 card with the same vocabulary term and ask them to label something else in the room. You could have students label things in other parts of the school as well. Your students will suddenly be looking everywhere for objects that illustrate your geometry vocabulary term of the week, so that they are ready if you choose them the next morning.

Geometric art is so much fun to create and helps students think about and apply key geometry vocabulary. Here is a simple activity that makes a perfect math station. All you need is paper, rulers, dice and markers, crayons or colored pencils.

Students can roll the dice as many times as they like to build their art piece. I recommend around 10 rolls. When they are finished they can color in the piece to complete it. These geometry art creations make a great bulletin board display after they are finished!

Give them a list at the start of the day using rooms they will visit that day in their regular schedule. I.e. Find an obtuse angle in the cafeteria, find a pentagon in the library, find parallel lines on the playground, find perpendicular lines in the hallway.

Bonus points if an administrator is walking by and overhearing your students talk about where they saw perpendicular lines. It could instead be a math journal activity where students draw a picture when they are back in your classroom of the object that illustrates the word.

Students can ask more questions to narrow down the choices and then start guessing objects in the classroom that have parallel lines. Suddenly your students are seeing parallel lines everywhere. Play this game with any terms you need to practice. Here are some ideas:

Locations can be described in three principal ways: by using a place name, a geometry or an address. The specific context will determine which method of describing a location is most appropriate. The Core Location Vocabulary provides structure for all three.

ISO 19112 defines a location as "an identifiable geographic place." With this in mind, "Eiffel Tower", "Madrid" and "California" are all locations and this is a common way of representing locations in public sector data, i.e. simply by using a recognised name. Such identifiers are common although they can be highly ambiguous as many places share the same or similar names.

No cardinality constraints are placed on any property of the Location, Address or Geometry classes in order to maximise flexibility. A single address may be defined in different ways, a geometry may be defined using different coordinate reference systems and a single place may have no recognised name or multiple names. The Core Location Vocabulary makes a minimum number of assumptions about what data will be encoded. However, it clearly makes no sense to define any of the location classes without any properties or to provide multiple instances of the same property with conflicting values.

A changelog describing the (major) changes to the previous version (1.0.0) of the Core Location Vocabulary and the new version that is being proposed in this specification (2.0.0), can be found here. UML representation (non-normative) The UML representation from which this Core Vocabulary has been build is available here.

A reusable RDF representation (in turtle) for this Core Vocabulary is retrievable here.

This RDF file contains only the terminology for which the URI is minted in the Core Vocabularies domain Terms that are mapped on an existing URI (hence reused from other vocabularies) are not included.

Introduction: Dr. Archer is reviewing vocabulary terms taught in the previous lesson: circle, diameter, radius, degree, and chord. Students are responding to review questions by writing answers on slates and displaying their answers.

4. Explaining responses. Students had to explain their answers to their partners. The act of teaching a concept to a partner deepens understanding of the term for both partners. Also, because the students had an opportunity to think about their answers and rehearse their answers, when called on they had better developed, accurate responses.

5. Asked information during review. When reviewing information, the teacher should ASK for information rather than reteaching information. Many teachers, including Dr. Archer, have a tendency to reteach rather than request information during review. On the concepts of radius, diameter, degrees, and chord, Dr. Archer asked questions to verify understanding of concepts.

6. Use of examples and non-examples. To really understand a concept, you must be able to discern between examples and non-examples. Dr. Archer checked understanding by having students identify and generate examples and non-examples.

7. Use of critical attributes. When reviewing circle and chord, Dr. Archer showed students how to use the critical attributes of a definition to determine if an exemplar was an example (all attributes are present) or a non-example (one or more attributes are missing).

8. Monitoring responses. Dr. Archer carefully monitored all of the responses of the students and provided immediate feedback on responses. When students were writing responses and sharing with partners, Dr. Archer circulated around the room examining responses and providing feedback (corrections, praise, encouragement).

For the most part, Dr. Archer asked students for information during the review. However, in a few cases she retaught information before requesting responses. As a result, the students did not have to think and retrieve the information cognitively. Also, Dr. Archer can not be certain of concept mastery.

Mathematics is a universal language that goes beyond any linguistic or cultural barrier. However, if you are planning to visit, study, or work in a Spanish-speaking country, knowing some Spanish math vocabulary will be of great help to you.

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