Running Head: MATH VOCABULARY AND STOP MOTION PHOTOGRAPHY
Math Vocabulary and Stop Motion Photography
Sara L. Jung
University of Alaska Southeast
Author Note
The author is a Masters in Math Education Candidate in the School of Education at the
University of Alaska Southeast.
Email: sara_jung@lksd.org

MATH VOCABULARY AND STOP MOTION PHOTOGRAPHY 2
Math Vocabulary and Stop Motion Photography
Abstract
Students in the 4 th
grade classroom at ZJ Williams Memorial School in Napaskiak,
Alaska explore math vocabulary terms pertaining to geometry through the use of Total
Physical Response (TPR), playing an online matching and memory game on a Quia website, and creating a stop motion photography video. TPR is defined as using physical body motions to demonstrate the meaning of words, similar to using sign language. For example, students may ball up their fist to demonstrate a period or decimal.
Rationale for the project
Since I am not teaching in a classroom this year, I asked our 4 th
grade teacher,
Julia Sipary, if I could teach and work in her classroom. We met beforehand to discuss possible topics for this project and eventually settled on a project in Math. She expressed that a number of her students were struggling with the vocabulary in a particular unit pertaining to geometry. Together we reviewed the list of vocabulary words and she pointed out 10 words that the majority of the students needed some extra practice.
I chose to use both the Quia online game and stop motion photography because I felt like both of these would serve a dual purpose in reviewing the terms and a hands-on project for the students. I have used variations of Memory or Concentration in my class before, and when students are not proficient in the content, they tend to say, “Yes you are right” when in fact they are matching the wrong terms. Playing the online Quia game provides immediate feedback to students in letting them know whether or not the two matches are correct. Furthermore, any activity on the SmartBoard is exciting for our students. By creating a stop motion photography video, I felt that this would give all

MATH VOCABULARY AND STOP MOTION PHOTOGRAPHY 3 students and equal opportunity to participate with a limited number of resources. Also, because many of our students are proficient in using digital cameras, I thought this would be an interesting project for my students to learn another use for the digital camera.
The Design and Implementation of the Project
Objectives
Students will explore and develop an understanding of ten math vocabulary words: concentric circles, congruent, convex, equilateral triangle, inscribed square, interior, concave, parallel line segments, parallel lines, and parallelogram.
Students will explore an online matching and memory game on the Quia website using the SmartBoard.
Students will illustrate and define math vocabulary words using stop motion photography.
Procedures
Day One

Introduce math vocabulary using flash cards and Total Physical Response
(TPR). As we discuss the meaning of each word, illustrate each word on a separate flash card.

Review as necessary using TPR while displaying the written word and the illustration to match each movement.

Assessment: teacher observation while doing TPR.

Introduce the flash card game (See Appendix A for flash cards). Pair up students and give a set of word cards to one student, and the illustrations to the other student. After all cards are cut out, the word card student lays out all

MATH VOCABULARY AND STOP MOTION PHOTOGRAPHY 4 cards on the table face up. The partner displays an illustration and the partner must find the matching word. After all words have been used, students trade positions. May be modified to play memory.

Assessment: teacher observation. Students who demonstrate proficiency may move onto the SmartBoard activity.

Using the SmartBoard, load the Quia website that contains the matching and concentration games to reinforce the math vocabulary. Students are to take turns finding matches since there is only one SmartBoard. Cooperating teacher will monitor students to ensure students are following instructions.

During the last 10-15 minutes, allow all students to participate in the
SmartBoard activity.
Day Two

Review vocabulary words using TPR as a whole class activity.

Flash card game but this time students must tell their partner what the word means. Partner may help if other student gets stuck by giving clues, but not giving the answer. Must demonstrate this before students play independently.

Assessment: teacher observation. Students demonstrating proficiency will be partnered up and will play the online Quia game using student computers.
Allow about 15 minutes of computer time playing Quia game.

Introduce the stop motion photography lesson by viewing some sample videos on YouTube. Explain how students will be partnered up to illustrate and define one vocabulary word. If equipment is available, set up two tripods and cameras so two groups may complete their stop motion photography project at

MATH VOCABULARY AND STOP MOTION PHOTOGRAPHY 5 the same time. The remaining students will be given a word search that contains all the vocabulary words studied and students will also be paired to work on the computer playing the Quia game.

Set up a tripod with a digital camera and focus on a piece of paper. Using markers, students name each vocabulary word, illustrate, and then write the definition. Students work in pairs and take turns writing and taking pictures.
Students will rotate through the aforementioned groups to complete the stop motion photography lesson.
Day Three

Review all terms using TPR. Those students demonstrating proficiency may move onto flash card game, and then play Quia game on SmartBoard.

Finish stop motion photography. Students will rotate through this station until all students have participated. Meanwhile students will continue to work in pairs playing the flash card game and the Quia game online.

Assessment: Quiz on vocabulary terms. See Appendix B for quiz.

Import all pictures onto the computer and connect to the SmartBoard.

Using iMovie, assemble all pictures into a stop motion video using input from students. Class will decide how long each slide should be displayed and which music should be played in the background.

Upload video to YouTube.
Reflection
The students in my cooperating class did a wonderful job! I think using the TPR method combined with the technology really helped to solidify the meaning of the

MATH VOCABULARY AND STOP MOTION PHOTOGRAPHY 6 geometry terms for many of the students. The online game provided a fun review for students by offering a transition from matching illustration and word to matching definition and word.
We did run into a few glitches because we could only locate one tripod and I had to use my own personal camera because the school’s cameras were not to be found until after the project was completed. But we adjusted. Using only one camera also slowed us down. In fact, two groups stayed after school to complete the project because we ran out of time. However, both groups were more than happy to stay and complete the project.
By this time, they had been watching the other groups and already knew what to do.
As the students were completing the assessment quiz, I had the students rotate through the stop motion photography station. Then when students had completed the quiz, they were allowed to play the Quia game and finish the word search puzzle. Having the students rotate through the stations really allowed me to formatively assess the students’ knowledge on the geometry terms. I was able to encourage the pairs to converse about what they were going to write and draw, and when one student became confused, the other pair was able to help him/her. What was really neat about this process is that some of the students were able to instruct each other in Yup’ik, since some of the students’ English skills are still emerging. This way I knew that the student speaking in Yup’ik really had a firm grasp on the geometric terms, and the other student felt less anxiety when he/she became stuck.
Because we ran out of time due to limited resources, the class was not able to illustrate and define all terms. Students were also not able to compile all the pictures into a video. Instead, I finished the remaining terms and compiled them in iMovie. At the

MATH VOCABULARY AND STOP MOTION PHOTOGRAPHY end of the week, I had travel plans and was not able to complete this project with my cooperating class. The students were able to create the slides for the video, and I have taken the liberty to complete the rest of the slides. The link to the completed video can be found in the References section. Pending available time, I will offer any student who wishes to take time after school to complete this project upon my return to the village.
If I were to do this project again, I would contact our district technology department to locate additional tripods and camera equipment so that we are not huddled all around one camera. That would be the only change I make.
7

MATH VOCABULARY AND STOP MOTION PHOTOGRAPHY 8
References
Isaacs, A., Leslie, D. A., Beer, D. A., McCall, R. M., Moran, C. G., Dairyko, M. E.,
Winningham, N., & McCarty, A. (2008). Everyday mathematics . (3rd ed., Vol. 1).
Chicago: Wright Group/McGraw-Hill.
Jung, S. (2012). Geometry . Retrieved from http://www.quia.com/jg/2474416.html
Jung, S. (Producer). (2012). Geometry words . [Web Video]. Retrieved from http://youtu.be/lN0t8RGjL_w
Snowgie17. (Artist). (2007). Stop motion whiteboard video . [Web Video]. Retrieved from http://www.youtube.com/watch?v=3GPg8djk5nY&feature=related