Lesson Plan - Week # 2

Name: Katelynne Burns Cooperating Teacher Initials:___________ Subject: Math ate Turne! In: "#"$ ate Taught: "#"$ %bjecti&e's(: Stu!ents )ill create pol*gons using spaghetti noo!les+ !e,ine pol*gons using ,lashcar!s+ an! then classi,* !i,,erent pol*gons along )ith &ertices#si!es pro&ing their master* le&el o, the subjectT./S:
0"""-"1- 2athematics+ 3ra!e 2(b) Knowledge and skills. (2.7) Geometry and spatial reasoning. The student uses attributes to identi y two! and three!dimensional geometri" igures. The student "ompares and "ontrasts two! and three!dimensional geometri" igures or both. The student is e#pe"ted to$ (%) des"ribe attributes (the number o &erti"es' a"es' edges' sides) o two! and three!dimensional geometri" igures su"h as "ir"les' polygons' spheres' "ones' "ylinders' prisms' and pyramids' et".(

4444444444444444444444444444444444444444444444444444444444444444444444444444444 2aterials: Spaghetti Pol*gon ,lashcar!s Pol*gon )orksheet Scissors r* erase boar!s Pencils Pri&ac* ,ol!ers Teaching Proce!ure:
"- 2oti&ation: )*ho likes spaghetti+, *ho likes to play with spaghetti+ *ell - lo&e spaghetti. - bet you ha&en.t made polygons with spaghetti, /es' that.s right - said spaghetti polygons. *ell today you will get to try something new and break pie"es o spaghetti to make di erent polygons, -.m so e#"ited or this a"ti&ity but -.m pretty hungry so - may end up eating all your o"tagons and he#agons.0
2- Prior Learning: )*e ha&e been o"using on polygons or 1uite some time so we all know what they are. *e "an name all sorts o polygons so this a"ti&ity will be so easy or e&eryone.0 5- Statement o, %bjecti&e: )Today we will be making polygons as groups with spaghetti' making polygon lash"ards' and working on an indi&idual assignment. /ou all are polygon e#perts so this lesson will be a lot o un,0 1- Purpose 'statement#6uestion(: )*hy do we need to learn about polygons+ *hat kinds o things in li e take

the shape as polygons+ *hat i there was no su"h thing as shapes+ 2ow would that work+ 3an you think o anything in e&eryday li e that is an o"tagon+ *hat about a pentagon+ /ou will learn more and more about shapes as you get older and you will reali4e how important they are,0

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7- Instructional steps: (in"lude sample higher le&el 1s' modeling' guided pra"ti"e' independent pra"ti"e' et".)

3ui!e!: a- 5tudents will be broken up in to groups o 6 and they will be gi&en 78 noodles and a dry erase board. b. 9a"h student in the group will be assigned a :ob (Builder' re"order' oreman). ". The tea"her will tell the students to build a shape with 6' ;' <' =' >' 78' et". sides. d. 5tudents will re"ogni4e the shapes and tell the tea"her what type o polygon they ha&e made. e. ?emonstrate a line segment to the students and ha&e them "onne"t noodles to orm an angle. . -ntrodu"e right angles and that a s1uare has ; at @8 degrees. g. ?emonstrate that a rhombus has smaller angles. h. 5tudents will throw away all spaghetti and then go ba"k to their area.

i. Aass out lash"ards or students to "ut out and write the polygon names on the ba"k. :. 5tudents will pra"ti"e with ea"h other to re&iew or the up"oming assignment. k. 5end students ba"k to their desks a ter 78 to 7< minutes.
In!epen!ent: Pass out 89ll about :igures; paper out to stu!ents an! pass out pri&ac* ,ol!ers- Stu!ents )ill ,ill out )orkshett in!epen!entl* an! turn it in )hen ,inishe!-

Closure:
<e&ie): )Today we were able to get hands on with polygons. ?oes anyone ha&e any 1uestions about what we did today+ ?id you learn anything new about polygons that you didn.t know be ore+ Aolygons are &ery important to know be"ause we see them and use them e&ery single day.0 :uture Learning: )*e will "ontinue to learn about polygons' &erti"es' sides' shapes' and geometry, -n uture grades you will start to do number math along with these shapes. There are so many "ool things that you "an do with shapes,0

Lesson .=tension an!#or 2o!i,ications: Stu!ent )ill ha&e his specialist )ith him an! he )ill be in a group )ith stu!ents )ho are able to help him- >e !oes not nee! to make the ,lash car!s an! )ill recei&e ai! !uring the in!epen!ent practice- Stu!ents ahea! ma* )rite !e,initions on the ,lashcar! to a!! rigor-

9ssessment o, Learning: The assessment )ill be the in!i&i!ual )orksheet that )ill be taken up as a gra!e- Stu!ents )ill nee! to pass the acti&it* to pro&e the* are rea!* ,or the 6ui? on :ri!a*Sel, .&aluations on the @ack
(*hat went well with this lesson+ *hat did not go well+ *hat "ould be done di erently in the uture+)