💯ASL Level 4, Activity 3-Number Game (Face-to-Face)
Description:
Students will review numbers and math terminology in American Sign Language. Students will work to understand different ways to sign numbers in different contexts. Working in teams, students will play a game with a fast-paced review.
Products: Use of number-related signs
Practices: Fast-paced review of signs in teams
Perspectives: Number-related signs are important to master for day-to-day conversation
Standards
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 – Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions
- Standard 1.3 – Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics
- Standard 5.2 – Students show evidence of becoming lifelong learners by using American Sign Language for personal enjoyment and enrichment
Idaho Content Standards for World Languages:
- COMM 1: Interact with others in the target language and gain meaning from interactions in the target language
- COME 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can recognize signs surrounding math terminology.
- I can respond to basic math questions using numbers.
- I can comprehend and react when presented with a sign.
Materials Needed
- Google Slides
- Video
- Vocabulary Cards
- Flyswatters
Warm-Up
Materials Needed for Warm-Up
- Start with 5-minute conversations about whatever they want
- “NOW DAY START TIME 5 MINUTE CONVERSATION DISCUSS TOPIC WHATEVER”
- Watch Video.
- Discuss and practice signing different numbers.
- Addresses/Phone Numbers/Etc.
- “NOW NUMBER SIGN PRACTICE”
Main Activity
Materials Needed for Main Activity
- Google Slides
- Review of Signs
- Vocabulary Cards
- Flyswatters
Number Flyswatter
- Review signs in a list (on the slideshow)
- “START NUMBER SIGN REVIEW”
- Divide students into teams
- “1 HALF GROUP TEAM A 1 HALF GROUP TEAM B”
- Spread the cards out in front of the students (tape them to desks so they don’t go flying.)
- Sign a random item from the list
- “ME SIGN 1 THING”
- One person from each team will watch the lab instructor sign, using the flyswatter touch the card with the correct vocab word
- “1 PERSON EACH TEAM FLYSWATTER USE TOUCH CARD WITH SIGN WORD”
- If they hit the correct card, that team will get a point. If not, then they won’t get a point.
- “RIGHT 1 POINT WRONG NONE”
- The two students will pass the fly swatters on to the next pair of students, and the game will go on.
- “NEW STUDENT CONTINUE GAME”
- When the game is over see which team has more points
- “GAME FINISH TEAM A TEAM B POINTS MORE WHICH? TEAM WIN”
WRAP-UP
- Do we feel comfortable with the “can-do” statements?
- “CAN-DO LIST COMFORTABLE?”
- Any other questions? (new signs, confused about content in class, etc)?
- “QUESTIONS? YOU IN CLASS CONTENT UNDERSTAND?”
Deaf Culture
Communication of numbers is crucial in any community, especially at the bank or the store. Unfortunately, Deaf people are used to writing things out, especially numbers in various settings. This is due to the hearing community’s lack of knowledge of sign language.
End of Lab:
- Sign or show Can-Do statements once more and have students evaluate their confidence
- (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future labs!
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can recognize signs surrounding math terminology.
- I can respond to basic math questions using numbers.
- I can comprehend and react when presented with a sign.
