3 views

Uploaded by api-406741116

© All Rights Reserved

- Math Tools Pp
- Mathematics
- Landscape Architecture
- paper scroll art
- ROPPE
- module xxx- tablet technology
- somie describing shapes
- MiniMP1_PointShape
- small group activity final draft- math
- 5 lessons math
- parent newsletter - first grade mathematics mp 4 part 1
- lesson plan 3
- online instructions
- kindergarten learning activities
- math - hessa alhooti
- math 11-29
- math lesson plan
- addmath-2k17
- lo planning math and manipulatives
- 6 1 a visualprincipleselements by javier prieto

You are on page 1of 5

Grade Level: 2-3 Subject/ Topic: Shape Sorts - Polygons (Triangle → Hexagon)

Approx. time spent planning this lesson:

*The template will expand as text is added.*

Main Focus/Essential Questions: Shape Sorts - Quadrilaterals and Triangles

Brief Context: Students will be reviewing about shapes and their different attributes. Students have

already been learning how to recognize shapes and where they see shapes in their daily life. Students

are able to define certain vocabulary--sides, faces, angles. Students will learn also learn the names:

quadrilateral, pentagon, and hexagon. They will explore through the characteristics of these shapes and

find out how triangles can create these shapes.

Prerequisite Knowledge/Skills: What is a shape, what does it look like, what is a side, angle, face, how

to draw shapes with 3, 4, 5, 6 sides.

Lesson Objectives/Learning Targets Aligned Assessments

Consider formative & summative tools

1. Review the shapes they learned about in the 1. Asking students to draw the different

previous lesson shapes with certain sides/angles

2. Create other shapes (quadrilaterals, 2. Asking students to explain how one shape

pentagons, hexagons) using triangles. can have different shapes in them.

3. Recognize that one shape can have different 3. Observing students as they work together

shapes in them. to make different shapes using triangles.

4. Learn vocabulary words: quadrilateral, 4. Giving students the opportunity to find the

pentagon, hexagon. characteristics of the shapes they learned

5. Explore through the different characteristics (quadrilateral, pentagon, hexagon).

of the shapes. 5. Giving students a summative assessment,

where they have to sort shapes according to

their own categories and identify shape

names.

Standards Addressed in Lesson: (Include full standard.)

CCSS.MATH.CONTENT.2.G.A.1

Recognize and draw shapes having specified attributes, such as a given number of angles or

a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and

cubes.

Instructional Resources: Field Experience Guide

Consideration of Learners:

How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement,

Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual

accommodations you will make in response to needs or interests of students.

● Can recognize and name, and (start to) describe the characteristics (number of sides, points,

angles, etc.) of a circle, square, and triangle in any size or orientation (See CC standard)

● Can (or start to) compare and sort shapes into specific categories, based on similar

characteristics (See CC standard)--we are asking students to sort shapes into groups and begin

looking and what attributes shapes have.

● Is aware of causes and consequences of various emotions and behaviors (personally and to

others)--we are encouraging students to help each other if they are struggling, or if they cannot

figure out how to solve a problem.

● Is able to communicate/express needs, wants, ideas in a healthy way --we will have students

take turns verbally expressing their ideas.

● Values friendships and can work cooperatively with others--we will have students working

together to solve problems

CLASSROOM MANAGEMENT: Note specific strategies you intend to use to keep students engaged,

redirect off task students, and facilitate procedures/transitions within your lesson.

We are engaging the students through questions and group work. If one student gets off task we will

point out how we like how the other student is participating and listening. If the student constantly gets

off tasks and struggles to pay attention, we will have little breaks where student can get up and move

around--hopefully this will help the student focus when needed.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the

learning.

Students will be working in our designated area for the whole time.

DOMAIN 3: INSTRUCTION

BEFORE: Motivation/Opening/Intro: [Think creatively about how to recruit learning.]

● Students will be given a white board/marker and asked to draw a series of shapes with different

sides/angles. The teacher will provide these instructions and questions:

○ “Draw a shape with three sides”

■ Ask: Explain the shape. How did you draw your angles? What is this angle

called? What are these shapes with this kind of angle called? What is this shape

called? Where can you see this shape? Are there different ways you can draw

this shape?

■ Student answer: “This is a triangle, which has 3 sides. This angles point out, they

are small/big, less than 90 degree/greater than 90 degrees. This angle is an

obtuse/acute angle. This is a convex shape. You can see this shape in mountains,

pizza, the instrument triangle, etc. Yes, you can draw triangles in different ways.

○ “Draw a shape with four sides”

■ Ask: Explain the shape. How did you draw your angles? What is this angle

called? What are these shapes with this kind of angle called? What is this shape

called? Where can you see this shape? Are there different ways you can draw

this shape?

■ Student answer: “This is a square/diamond, which has 4 sides. The angles point

out/in, they are small/big, less than 90 degree/greater than 90 degrees. This

angle is an obtuse/acute angle. This is a convex/concave shape. You can see this

shape in windows, board games, pictures, etc. Yes, you can draw this shape in

different ways.

○ “Draw a shape with five sides”

■ Ask: Explain the shape. How did you draw your angles? What is this angle

called? What are these shapes with this kind of angle called? What is this shape

called? Where can you see this shape? Are there different ways you can draw

this shape?

■ Student answer: “The angles point out/in, they are small/big, less than 90

degree/greater than 90 degrees. This angle is an obtuse/acute angle. This is a

convex/concave shape. You can see this shape in houses, road signs, soccer

balls, etc. Yes, you can draw this shape in different ways.”

○ “Draw a shape with six sides”

■ Ask: Explain the shape. How did you draw your angles? What is this angle

called? What are these shapes with this kind of angle called? What is this shape

called? Where can you see this shape? Are there different ways you can draw

this shape?

■ Student answer: “The angles point out/in, they are small/big, less than 90

degree/greater than 90 degrees. This angle is an obtuse/acute angle. This is a

convex/concave shape. You can see this shape in stop signs, clocks, etc. Yes, you

can draw this shape in different ways.

● Introduce the problem:

○ How can we use triangles to make other shapes?

DURING:Development: [It may help to number your steps with corresponding times.]

● Students are working together with triangles to create a quadrilateral

○ Teacher: “I am going to give you two triangles. I want you to try to make a four-sided

shape with these triangles. You need to work together and involve everyone. If you get

stuck, first ask each other, then you may ask the teachers for guidance.”

○ Students: Working together to figure out how to make a quadrilateral with two

triangles.

○ After completing activity:

■ Teacher: “How did you make the shape?” “How many sides does it have?” “Can

you find any more triangles?” “What name could we give this shape?” (Students

might say square) Challenge students to think about other shapes that do not

have equal sides but also have four sides.

■ Teacher: “What if I tell you that quad means four. Could that help us in naming

four-sided shapes?” Let students guess a bit as how they can incorporate the

word quad into the name, then tell them we call these shapes quadrilaterals.

● Students are given triangles and asked to make a pentagon.

○ Teacher: “I am going to give you a few more triangles, and now we need to make a

shape with five sides.”

○ “I am going to lay out the shapes in front of you, but before you begin, I want each of

you to think silently for a minute of some ways you could make a shape with five sides.”

○ Give students a minute to think, then allow them to work together to make the shape”

Provide guidelines if students are stuck.

○ After completing activity:

■ Teacher: “How did you make the shape?” “How many sides does it have?”

“Could you find anymore triangles?” “What name could we give this shape?”

■ Teacher: “What if I tell you that penta means means. Could that help us in

naming four-sided shapes?” Let students guess a bit as how they can

incorporate the word penta into the name. Then introduce the name pentagon.

● Students are given a number of triangles and asked to make a shape with six sides.The teacher

will provide these instructions and questions.

○ Instruction: “Work as a group to figure out how you can make a shape with 6 sides,

using these triangles.

○ Ask: “What could we name this shape? Are there more than one way to make this shape

using triangles?

■ Student answer: “Hexagon” (or they may not know). Yes, there are more than

one way to make this shape using triangles.

○ If necessary: use the whiteboard to write down the word “hexa”. Ask students, “based

on the shape you made, what could “hexa” mean? Student answer: “6 sides”

AFTER: Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an

assignment or independent practice.)

● Triangle, Quadrilateral, Pentagon, Hexagon are on whiteboard

● Students are listing characteristics of each shape that differentiates it from the other

○ “Someone tell me the number of sides _____ has”

○ “Tell me the number of angles ____ has”

● Give students assessment: they will come up with their own way to sort the shapes. They will

have cutouts of different shapes and will be given a box with two categories. Students will glue

the shapes in their respective box.

○ They will identify quadrilaterals, pentagons, and hexagons

- Math Tools PpUploaded byLim Siew Mei
- MathematicsUploaded bychiew gin siong
- Landscape ArchitectureUploaded bybobby
- paper scroll artUploaded byapi-242481603
- ROPPEUploaded byNejur Andrei
- module xxx- tablet technologyUploaded byapi-449378706
- somie describing shapesUploaded byapi-299550577
- MiniMP1_PointShapeUploaded byJose Mari Cipriano
- small group activity final draft- mathUploaded byapi-224171673
- 5 lessons mathUploaded byapi-242823585
- parent newsletter - first grade mathematics mp 4 part 1Uploaded byapi-312682425
- lesson plan 3Uploaded byapi-370683519
- online instructionsUploaded byapi-252737757
- kindergarten learning activitiesUploaded byapi-385827001
- math - hessa alhootiUploaded byapi-382172511
- math 11-29Uploaded byapi-316572553
- math lesson planUploaded byapi-336708344
- addmath-2k17Uploaded byW.y. Jee
- lo planning math and manipulativesUploaded byapi-270064896
- 6 1 a visualprincipleselements by javier prietoUploaded byapi-268997163
- Lesson Plan Template3.docxUploaded byFatima Obaid
- template for lesson planUploaded byapi-351008170
- ued495 gillette anna content knowledge in the interdisciplinary curriculum artifact 1Uploaded byapi-337948091
- edu 461 trull tws 2Uploaded byapi-177258160
- TOA QuestionsUploaded byMarc Ervin Tabirao
- 2017 Jan Grade 3 AUploaded bySamir Seksaria
- wc-ece math cloak lessonUploaded byapi-246210596
- 1 St QuarterUploaded byEnna Marquez
- geometric thinking kindergartenUploaded byapi-310498223

- lesson plan 347 sp14 step 3 1Uploaded byapi-406741116
- lesson plan 1 3Uploaded byapi-406741116
- lesson plan 2 1Uploaded byapi-406741116
- lesson plan 1Uploaded byapi-406741116
- lesson plan 5 4Uploaded byapi-406741116
- lesson plan 4 3Uploaded byapi-406741116
- lesson plan 3 6Uploaded byapi-406741116
- lesson plan 2 4Uploaded byapi-406741116
- lesson plan 1 4Uploaded byapi-406741116
- lesson plan 9 1Uploaded byapi-406741116
- lesson plan 8 1Uploaded byapi-406741116
- lesson plan 7Uploaded byapi-406741116
- lesson plan 6 1Uploaded byapi-406741116
- lesson plan 5 3Uploaded byapi-406741116
- lesson plan 4 2Uploaded byapi-406741116
- lesson plan 3 5Uploaded byapi-406741116
- lesson plan 2 3Uploaded byapi-406741116
- lesson plan 1 3Uploaded byapi-406741116
- 5Uploaded byapi-406741116
- 1Uploaded byapi-406741116

- TETRA Communications for Public SafetyUploaded byDwi Aryanta
- Cs507 Water Fall vs. IncrementalUploaded byrabirabi
- andre sessions resumeUploaded byapi-450230763
- Tracing the Foundations of the Best Interests of the ChildUploaded byLegalDoomUT
- Civ 1 - Case Digest - Human Relations (Long)Uploaded byRhose Azcelle Magaoay
- Outdoor Advertisement PresentationUploaded byAtul Jain
- A Research Methodology Project on Final)Uploaded bytom george
- What Every Engineer Should Know About Cyber Security and Digital ForensicsUploaded byJoh Jee
- 161811-2161907-IEUploaded byChavda jayesh laljibhai
- CBUploaded byhsethi2711
- anUploaded byCourier Journal
- Future Group InternshipUploaded byRiyas Hassan T H
- sagong tasiUploaded byIkhlasmurni Ahmad
- DM B2 Adam Ciongoli Fdr- Emails Between Ciongoli and Zelikow 225Uploaded by9/11 Document Archive
- Career Style ReportUploaded byPeopleKeys
- NIGERIAN FRAUDUploaded byDexter
- Grade 1-Semi-Detailed Lesson PlanUploaded bybogtik
- 1 Lesson Plan 3rd Grade-InspectieUploaded byElla
- 446. Adam Street Club; Rewired State, at Cabinet OfficeUploaded byJohn Adam St Gang: Crown Control
- Presentation Heinz KetchupUploaded byUbaid Hassan
- discussion topic 5 r3Uploaded byapi-414035660
- Civil Law Q&A - SalitreroUploaded byEloisa Salitrero
- Seyla Benhabib, Fred Dalmayr (Eds.)-The Communicative Ethics Controversy-The MIT Press (1995)Uploaded byRicardo Reiter
- Cases - Defences – MistakeUploaded byHairulanuar Suli
- Urban Design in IndiaUploaded byadwitiya1
- Boys’ Descriptions of Their Experiences in Choral MusicUploaded byNana LoVe
- Erstsemester Info 18 MSETITTI WS-PDFUploaded byJerry Li
- Channel 4 Identity Style GuideUploaded byThomas Grant
- Continental Rift: Bridging Transatlantic Differences on Economic Policy Toward ChinaUploaded byGerman Marshall Fund of the United States
- Water Usage in Recirculating Aquaculture/Aquaponic SystemsUploaded byFood and Water Watch