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## Subject: Mathematics Date and Time of Lesson: 3/26/2013-10:00

Learning Objective: Students will recognize and name trapezoids, parallelograms, and hexagons, put shapes together to make new shapes, and identify the number of sides and vertices in each shape during their investigation. Alignment with Standards: SC State Standards: 2-4.3: Predict the results of combining and subdividing polygons and circles. Common Core: 2.G.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Developmental Appropriateness: The students should be making the transition from identifying shapes based on sight to identifying shapes by its properties: sides and vertices. In this lesson, children will focus on the properties of plane shapes and on various ways of moving them. Students will have the aid of pattern blocks during this lesson and the benefit of guided practice Assessment(s) of the Objectives:
As an informal pre-assessment a whole-group discussion will be facilitated to review previously learned material and to introduce concepts of new material. Another informal assessment during the lesson would be the group discussion. The teacher will walk around the room to check for the small groups understanding. A formal post-assessment would be the guided practice and independent worksheet that goes along with the material presented.

Accommodations: For early finishers during small group work, new challenges will be presented when working with the pattern blocks. Slower paced learners will be partners with faster paced learners. For ESOL students, model thinking aloud to help them verbalize what they are thinking. For example, I will look at my pattern blocks to see which shapes go together to make a hexagon. Materials: Students will need worksheet (from student booklet), Smart/white board, pencil, and
pattern blocks for each pair of students. Use of Technology: The student workbooks utilize computer animations to help visualize the material. This helps the students to really see the concept after they have explored the material.

Procedures: 1. (Engage) Review the previous days material by asking questions to recall information, such as, If you were to take a square pyramid, what shapes could you trace with that shape? The students should answer with square and triangle. 2. You have learned that you can make plane shapes by tracing the flat surfaces or faces of solid shapes. Today you will learn how to make new shapes using combinations of plane shapes. To make a real world connection, an example of a mosaic picture would help the students to see that the picture is made up of smaller shapes. Do you see any shapes within

the picture? What shapes are being used? (NCTM 4) 3. Distribute the pattern blocks to pairs. The partners were pre-selected based on ability and behavior. I want you to use four of your shapes to make a new shape. What does it look like? Allow time for students to work. Then ask for volunteers to describe their shapes. Ask questions such as, How many sides does your shape have? How many vertices? (NCTM 1, 2, 3, 5) 4. Draw a trapezoid on the board. This plane shape is called a trapezoid. How many sides does this shape have? [4] How many vertices does this shape have? [4] 5. Draw another trapezoid underneath the other so that it makes a hexagon. I made a hexagon with two trapezoids. How many sides does this shape have? [6] How many vertices does this shape have? [6] 6. Write the word parallelogram on the board. Can anyone tell me the root word of this shape? [parallel] What does parallel mean? So what do you think this shape m ight look like? Draw a parallelogram on the board. Point out the pairs of parallel lines. Also, the parallelogram and the trapezoid both have 4 sides and vertices, but do they look the same? (NCTM 4) 7. In your groups, I want you to use 1 triangle, 1 trapezoid and 1 parallelogram pattern blocks to create a shape. The students should create a hexagon. 8. On your guided practice paper, you see an outline of a rectangle and a parallelogram. I want you to use 2 pattern blocks to make the shapes. Trace the shapes you use and write them in the space below. Remember that when you make a shape using pattern blocks, the new shape will always have the same number of sides as it has vertices. (NCTM 1, 3, 5) 9. If students are struggling with counting the sides and vertices, have them use crayons to mark each side and circle each vertex as they count them. 10. Now I want you all to work on the independent practice. You will need to use the pattern blocks to make the shape and to trace the shapes you used. (NCTM 1, 2, 5) References:
Foresman, S., & Wesley, A. (2010). 11-3. In Envision math teacher's edition (Vol. 11). Glenview, IL: Pearson Education.