LESSON PLAN

Teacher: Dana Pablo, Melynda San Luis, Jenny Maluwelmeng, Vaughn Baisa
Grade Level: 3rd GRADE

Subject Math- Geometry: Understanding Shapes in Different Categories

Date/Timeline December 10-January 20

SLO
X Motivated Lifelong Learners
X Effective Communicators
X Successful Individuals
Learning Goals/Objectives(GDOE& Common Core State Standards)
GDOE:
3.8.1 Identify, describe, and draw triangles, quadrilaterals, pentagons, and other polygons.
4.8.4 Classify triangles (e.g., equilateral, isosceles, scalene) and identify their attributes.
4.8.5 Classify quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid) and identify their
attributes.

CCSS:

3.G.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.

I Can Statements

I can place shapes into categories based on their attributes.

Proficiency Scale for Collaborative Discussion

Score 4.0 More Complex Learning Goal – The student will be able to decompose and compose shapes
into 3 smaller shapes and label them.
Score 3.0 TARGET LEARNING GOAL – The student will be able to identify quadrilaterals and reason
about the attributes.
Score 2.0 Simpler Learning goal - The student will be able to name a shape and identify its attributes.

Score 1.0 With help, Partial success at score 2.0 content but not at score 3.0 content.
 Instructional Strategies/Lesson Activity

Whole Class: Direct Math Instruction, Collaborative Discussion (Reinforcing effort and
providing recognition), and Cooperative Learning
Focused Learning: Multiplication Strategies
1. Anticipatory Set: Mirror teaching and review. Demonstrate and reinforce identifying different factors and
using them in groups, arrays, and repeated addition sentences. Students will repeat and teach peers on key
concepts.
2. Post (As Needed): I Can statements
3. Direct Math Instructions, Math Vocabulary Words with Collaborative Discussion: On the chalkboard write
down key concepts and notes.
Students will take notes in their notebooks with practice samples.
4. Direct Math Instructions with Collaborative Discussions: Teacher will give examples on the board.
Students will work with the teacher on a few giving feedback as to how to solve the problem. Student will then
be given more practice problems to solve individually and then with peers.
5. Direct Math Instructions with Collaborative Discussion for student seat work: Teacher determines the
practice needed and will scaffold based on what the majority of the students need. Work on board and
worksheets will be based on prerequisite skills needed, on target work, and a higher-leveled problem.
7. Instruction Closure and Student Remotivation: Can anyone tell me what we learned today? Go over I
Can statements and encourage student to take home and practice.
8. Remove I CAN Statements

Instructional Strategies/Lesson Activity

Small Group: Direct Math Instruction, Math Accuracy, Cooperative Learning, with
Collaborative Discussion and Feedback

Focused RtI Learning: Improving Math Skill(s): Accuracy

Adding and subtracting with and without regrouping.
Teacher will use drills, manipulatives, small groups, and math centers to monitor progress
Assessment and Monitoring
Formal/informal assessments
Tests/Quizzes
Notes/Participation
Student produced work samples
Adaptation for Unique Student Needs
Manipulatives (base ten blocks, counters) multiplication tables
Assignment and Guided Practice
Board work, worksheets, interactive notebooks
Resources and Materials
Textbooks if available (texts to be shared among Grade – less than 2 class sets available)
Online resources
Teacher made work