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Molly Craig ED243 21 March 2014 ED243 Lesson Plan 2 Lesson Title: Geometry Curriculum Area (s): Mathematics Grade

Level: Grade 3 (can be adapted to others) Estimated Time Required: 30-40 minutes Instructional Groupings: Groups of 4 Standards:  MA.3.4.1 2000 Identify quadrilaterals as four-sided shapes.  MA.3.4.2 2000 Identify right angles in shapes and objects and decide whether other angles are greater or less than a right angle.  CCSS.Math.Content.3.G.A.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. Materials:  Long strands of string (enough for the number of groups of 4) Overview:  The purpose of this lesson is to teach quadrilaterals and right angles using movement and spatial sense. Steps in the Lesson: 1. Introduction: I will start by asking the class about rectangles, squares, and rhombi. a. How many sides do they have? (4) 2. Then I will explain that these are all called quadrilaterals because they all have four sides. 3. Mystery shape: I will draw an irregular quadrilateral on the board and ask them if this is a quadrilateral. If they say no, I will allow them to think it is not until proven it is. (Emotional Hook) 4. I will split the class up into groups of four by counting off. a. Each group will be given a string. b. Tie the ends of the string together to make a large loop. c. Each person in the group holds onto part of the string. 5. Ask the groups to make a square with the string. a. How far apart are you from the people to your left and right? (equal distance) 6. Make a rectangle. a. What did you change to move into a rectangle? b. Why did you do this? c. What’s the difference between a square and rectangle?

7. Make a rhombus. a. Now, what is different? What did you change? b. How is this different from the square? Rectangle? 8. One person let go of the string. a. What is the shape now? (triangle) b. Is this a quadrilateral? Why or why not? 9. Make a square again. a. What kind of angles are you each making at the point you’re holding the string? b. Are they all the same? c. These are right angles, which are ninety degree angles. 10. Make a rhombus. a. How are the angles different than before? b. Are they bigger or smaller? Discuss. 11. Make a brand new shape that you haven’t seen before and name it. 12. In your groups, make a sequence of shapes (three in a row) without letting go of the string. One of them must be your newly named shape. We will come back together as a class for performances. When showing the class, each student can identify the angle at their point for each shape shown (right angle, bigger, or smaller). a. For example, make a square, discuss the angles. Transform the square into the next chosen shape, discuss the angles. Transform into third shape, discuss the angles. 13. The groups will perform and discuss the types of shapes and angles. 14. I will go back to the question on the board. a. Was your made up shape a quadrilateral? Why or why not? b. If they understand that it is, I will tell them they discovered irregular quadrilaterals. c. If not, the discussion will continue as we work through learning geometry. Students with IEPs:  Bo has an emotional disability of severe depression.  Mike has ADHD.  Kody has a SLD focused on math. What will I differentiate? Content, Process and/or Product – Who needs this differentiation?  Bo will enjoy this lesson because it’s very interactive and exciting. Everyone has an equal chance to participate so no one will feel left out. The social and kinesthetic aspects will allow him to enjoy time with his classmates and not think about what is depressing him. The learning isn’t pressured either. When I say this, I mean that the students will all learn from each other throughout. The teamwork aspect will take pressure off of each student individually. All of these things will benefit Bo and his emotional disability. If at any point he needs to take a break and be by himself, that option can be made available for him. He could then draw the different shapes and observe his classmates to learn.  Mike will love this lesson because it’s hand-on and very interactive. Being able to move around and socialize with his classmates will keep his attention. He won’t be bored or feel the need to get up and move if he’s engaged kinesthetically and socially.  I’d like to know more about Kody and his learning strengths and learning styles. If he doesn’t benefit from the typical lecture, worksheet, and workbook-based math learning, then I think he would benefit from this lesson. This lesson is beneficial because it allows the students to see geometry and shapes spatially instead of on paper. This adds a new dimension, making the learning more retrievable for certain students. Since Kody has a learning disability when it

comes to math, I think allowing Kody to see math from a different perspective might help him. This lesson also allows him to learn from his classmates and doesn’t put pressure on him individually, which will help him gain confidence. Why will I differentiate?  I will differentiate because Bo, Mike, and Kody have different needs that need to be met to support their ability to learn the lesson. This lesson differentiates for each of these students because it meets the needs of auditory, visual, and kinesthetic learners. It also helps students learn from their peers. The social aspect benefits students who don’t feel confident in a specific subject. Bo needs extra help socially and emotionally, Mike needs lessons that involve movement and interaction, and Kody needs extra help with math. This lesson meets their needs. How will I differentiate?  The lesson is differentiated for interest, learning preferences, and learning environment because it’s friendly to all different types of learners and their interests. Maybe some students would prefer using a paper and a pencil and only listening to their teacher teach them about geometry. For those students, I think it would benefit them to learn about math from a hands-on and spatial perspective. I would use assistive technology based on the students’ needs in the classroom. If a student has a hard time with fine motor skills, the string can be attached to something larger that they can hold. They would be able to move it where they would like that way.

As a result of this lesson/unit students will… What is the goal?  Understand
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Learning the geometry of regular and irregular quadrilaterals, as well as right angles. Regular quadrilateral, irregular quadrilateral, right angle, square, rectangle, rhombus Understanding the shapes enough to create them and discuss the angles during the performance section at the end.

Know
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Do (Skills)

Pre‐Assessment:  My pre-assessment is included in the introduction portion where I ask my students to discuss with me types of quadrilaterals and what right angles are. I will also be able to assess their knowledge about irregular quadrilaterals. This will allow me to see where my students are in this aspect of math. Post‐Assessment:  I will be able to assess their learning throughout the lesson by listening to their answers to my questions, as well as seeing the shapes they are making with the string. I will also do most of my post-assessment during the performance phase at the end of the lesson. I will gain a greater understanding of what my students learned at this stage. We will also have an ending discussion about irregular quadrilaterals so I can see if they made progress in that aspect. Additional Resources:  Idea from Dr. Hochman, professor of ED204