Hackett 2011

Teacher Candidate: Alyssa Manning Unit Topic: 3 Grade Math, Geometry

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Essential Question(s): Why is it important to be able to describe shapes? Why is it important to be able to describe how things are similar and different? Lesson Number: 3 Approximate Time: 30-45 Minutes Objectives
(Label Blooms)

State Standards
(performance indicators, key ideas, strands, etc.)

Acceptable Evidence and Type of Assessment

Reason with shapes and their attributes. 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

ISTE NETS for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. c. use models and simulations to explore complex systems and issues.

1. The students will be able to identify different polygons. (Knowledge) 2. The students will be able to construct 3 sided polygons using an interactive geoboard, and compare their shapes with their neighbors based on the attributes of 3 sided polygons. (Analysis & Synthesis) 3. The students will be able to construct 4 sided polygons using an interactive geoboard, and compare their shapes with their neighbors based on the attributes of 4 sided polygons. (Analysis & Synthesis) 4. The students will apply knowledge of classifying attributes of polygons, triangles, and quadrilaterals while using new technology: interactive geoboard. 5. The students will use the interactive geoboard to model and simulate triangles and quadrilaterals to compare and classify.

AE Objective #1: Flashback Worksheet: Nonagon song video. (Formative) AE Objectives #2 3: Geoboard dot worksheets with drawings, labels, and comparison of attributes. (Formative)

AE Objectives #4 5: Geoboard dot worksheets with drawings, labels, and comparison of attributes. (Formative)

Teacher Candidate: Alyssa Manning Unit Title: Geometry Subject: Math

Hackett 2011 Date: December 14th, 2011 Grade Level: 3rd

Essential Question(s): Why is it important to be able to describe shapes? Why is it important to be able to
describe how things are similar and different?

Lesson Title/Number State Standards and Performance Indicators

Interactive Geoboards / Lesson #3 Reason with shapes and their attributes. 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. ISTE NETS for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. c. use models and simulations to explore complex systems and issues.

Lesson Objectives
(Blooms Taxonomy)

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. The students will be able to identify different polygons. (Knowledge) 2. The students will be able to construct 3 sided polygons using an interactive geoboard, and compare their shapes with their neighbors based on the attributes of 3 sided polygons. (Analysis & Synthesis) 3. The students will be able to construct 4 sided polygons using an interactive geoboard, and compare their shapes with their neighbors based on the attributes of 4 sided polygons. (Analysis & Synthesis) 4. The students will apply knowledge of classifying attributes of polygons, triangles, and quadrilaterals while using new technology: interactive geoboard. 5. The students will use the interactive geoboard to model and simulate triangles and quadrilaterals to compare and classify. -----------------------------------------------------------------------------------

Hackett 2011 1. Evidence that students have achieved objective #1: Flashback Worksheet: Nonagon song video. 2. Evidence that students have achieved objectives #2-5: Geoboard dot worksheets with drawings, labels, and comparison of attributes. Flashback: Students will be given a worksheet with 7 different polygon characters on it. The Students will watch the YouTube video of the song Nonagon by They Might Be Giants, and label the polygon characters with the proper names. There is a bonus on the worksheet: a 7 sided polygon (a heptagon) is not named in the video but is pictured. Students who get the bonus polygon correct get a bonus 5 points added onto a homework grade. ____________________________________________________ 1. The teacher will start the lesson with the daily Flashback. (CFU Routine & Content) 2. The students will complete the daily Flashback and turn it in at the end of the lesson. 3. The teacher will review with the class the attributes used to classify polygons, triangles, and quadrilaterals. (CFU Content) 4. The teacher will call on several students to provide different attributes that are used to classify polygons, triangles, and quadrilaterals. (CFU Content) 5. The teacher will introduce the concept of a geoboard to the class and provide the link for students to access an interactive geoboard. 6. The students will access the interactive geoboard via the link provided by the teacher. (Technology Integration) 7. The teacher will handout geoboard dot worksheets and briefly go over the instructions for use of the interactive geoboard and the tasks on the worksheets. 8. The teacher will check for understanding of the worksheet tasks by questioning the students about how they can describe similarities and differences between the shapes each task demands them to construct on the interactive geoboard using the attributes of polygons, triangles, and quadrilaterals. (CFU Content) 9. The students will recall and provide the attributes that can be used to describe similarities and differences between the shapes each task demands them to construct on the interactive geoboard. 10. The teacher will instruct the students to work in pairs and complete the tasks on the worksheets. (RBIS Cooperative Learning) 11. The students will work in pairs and complete the tasks on the worksheets. 12. The teacher will observe the students working and provide assistance and prompts when needed. (CFU Routine)

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

Hackett 2011 13. The teacher will call the class to attention after all the students have completed the worksheet tasks. 14. The teacher will ask the class for volunteers to share one set of compared constructed shapes, and the drawings, labels, and attributes they listed. (CFU Content) 15. The teacher will request the students to hand in their completed Flashback worksheet and geoboard dot worksheets to be graded.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

1. The teacher will start the lesson with the daily Flashback. (Routine & Content) 2. The teacher will review with the class the attributes used to classify polygons, triangles, and quadrilaterals. (Content) 3. The teacher will call on several students to provide different attributes that are used to classify polygons, triangles, and quadrilaterals. (Content) 4. The teacher will check for understanding of the worksheet tasks by questioning the students about how they can describe similarities and differences between the shapes each task demands them to construct on the interactive geoboard using the attributes of polygons, triangles, and quadrilaterals. (Content) 5. The teacher will observe the students working and provide assistance and prompts when needed. (Routine) 6. The teacher will ask the class for volunteers to share one set of compared constructed shapes, and the drawings, labels, and attributes they listed. (Content)

Flashback Worksheet: Nonagon song video. (Formative) Assessment Type and purpose
(sometimes called evaluation)

Geoboard dot worksheets with drawings, labels, and comparison of attributes. (Formative)

Closure

The teacher will ask the class for volunteers to share one set of compared constructed shapes, and the drawings, labels, and attributes they listed. The teacher will request the students to hand in their completed Flashback worksheet and geoboard dot worksheets to be graded.

Hackett 2011 Accommodations and/or Interactions with Support Staff Computers, One for each student Resources/Materials Link for YouTube Video: http://www.youtube.com/watch?v=x5ohtlewREI Flashback worksheet, Nonagon song Link for Interactive Geoboard: http://www.mathplayground.com/geoboard.html Interactive geoboard dot worksheets 30-45 Minutes Time Required