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# Design for Learning Instructor: Ms.

Vines Grade Level/ Cooperating Teacher: 5th Grade/ Cook Lesson Title: Quadrilaterals 11.3 Date: March 6, 2014 Curriculum Area: Math Estimated Time: 60 minutes Standards Connection: CCRS Standard [CC.5.G.4]: Classify two-dimensional figures into categories based on their properties. Learning Objective(s): The students will classify and compare properties of quadrilaterals with 72% accuracy. Evaluation of Learning Objective(s): The students will be evaluated based on their homework in the math workbook. Students who receive a score of 8 out of 11 will be considered competent in the skill. They will be required to classify the quadrilateral in as many ways as possible. They will also be expected to answer word problems and demonstrate a basic-knowledge of quadrilaterals. Kid Friendly Objective: Today, we are going to learn to classify and compare quadrilaterals then we will complete some practice problems. Engagement:

Today we are going to learn to classify and compare quadrilaterals then we will complete some practice problems, but first, you need to know makes a shape a quadrilateral. A quadrilateral is a polygon with four sides. It does not matter what a polygon looks like, if it has four sides, it is always considered a quadrilateral. To explain this further, we are going to listen to this song about quadrilaterals. Teacher plays Namin Quads Rap: http://youtu.be/IO8S9TVyRo. That was just a short introduction to the different types of quadrilaterals there are. Today we are going to learn about the types of Quadrilaterals and then we will classify them.
Learning Design: I. Teaching:

II. Opportunity for Practice:

Now, I want you to turn your workbooks to page 223 and 224 and do the odd problems. When you finish, I have the answers written in my book, you may come to check them. Students begin working independently while the teacher goes from student to student checking their progress. The teacher will answer questions as the students have them and assist when needed.
Assessment:

III.

Your homework for tonight is to do the even numbers on your workbook pages. Make sure you know how to do all of this since it is new, tricky material.
Closure:

IV.

Content and Resources: Go Math! Textbook Chapter 11: Geometry and Volume Go Math! Workbook Chapter 11: Geometry and Volume YouTube: Namin Quads - http://youtu.be/IO-8S9TVyRo Namin Quads Lyrics Pencils Plans for Individual Learners and Differentiation Strategies: H Students will create and classify polygons using tangrams. L Students will complete practice problems with teachers help and guidance, and will play a quadrilateral identification game. Reflection: I feel good about the way that I taught this lesson. Mrs. Clay observed me teaching and felt that it went well also. I made sure to know the content very well, which can be a struggle with math, and I worked to plan everything in a way that was scaffolded and clear to the students. I followed the core text to teach and tried to create a logical flow for the students. Overall, I felt the lesson was effective. The kids were well-behaved and worked hard. My pitfall was getting confused about the difference between a rhombus and a square. This confusion caused confusion in my students. I did not give the information correctly the first time and caused panic in the classroom when I tried to correct myself. It was difficult to get the students back on track, but eventually I got them squared away and they were able to work on their practice work while I helped individuals that were still struggling. Tomorrow, I will clarify the difference between a rhombus and a square and make the connection clear to the students. It was a great lesson. I knew the content and I was well-prepared, but I will work to clarify and explain things better to the students tomorrow. Data Analysis: I was pleased with the knowledge the students demonstrated on their assessments. Data indicates that only one student will need to be retaught the material. I feel that the students have a basic understanding of the content, and will work harder during our review to correct the misconceptions the students had about the material.
14 12 10 8 6 4 2 0 11.3 11 10/11 9/11 8/11 7/11 6/11 5/11 4/11 3/11 2/11