Teacher ___Miss Jasinski_______________________________________

Topic _Geometry______ Grade _____5______________

★ This is where differentiation, ELL, Auditory, and Visual needs, is directly included
Next Generation Learning Standard; Big Understandings
Check the crosswalk between the Common Core Standards (given on module) and the Next Generation State
Standards.
List the Next Generation Learning Standard here. Also, indicate any additional big understandings you feel the
students should take away from the lesson.

NY-5.G.3. Understand that attributes belonging to a category of two-dimensional figures also

belong to all subcategories.

★ I can classify two-dimensional figures based on their properties.

Mathematical Practice Standards

Which of the eight mathematical practice standards are reinforced in this lesson? Explain.

Model with mathematics: Students will be able to correlate what they are learning to everyday life. They will take
the geometric shapes they learn and know in this lesson and relate them to what they see every day and the objects
around them. Students will be able to draw conclusions and reflect on what they learned. Students will be told that
this helps them know how to model which they can use in real-life scenarios and situations

Use appropriate tools strategically: Students are using their pencils, and paper in this lesson to solve problems
and share their ideas. They detect possible errors by strategically using estimation and other mathematical
knowledge to figure out the geometrical shapes, and their attributions and make visual, and physical
connections.

Student Performance Tasks; Assessments

Describe the activities, worksheets, etc. the students will do to show you they are reaching the standard(s) and
understanding(s) listed above.

● Table discussions: This is beneficial because as a class we can discuss prior knowledge and also introduce
new knowledge. Class discussion helps students lead the discussion while ensuring full understanding and
asking and answering questions as the teacher asks. The teacher can help guide the discussion and it’s
easier to get a sense of where the students are at and how they are feeling about the lesson being taught.
When the teacher leads this discussion this helps ensure every student is engaged and participating, sharing
their ideas

● Unpacking Vocabulary: helps prepare students for important terms that are crucial to the lesson. This is also
beneficial because these vocabulary terms can be looked back on during the lesson if students need
guidance.
● Overview Activity: This is a fun and engaging quick activity that students will do in their table groups to help
prepare them for what will be done in the stations. This also helps students collaborate and apply their
thinking while also letting the teacher assess their understanding while walking around.

● Real Life Connections: these are crucial to a lesson and in this lesson, they are a main topic. This helps
students become more engaged in the lesson because they can relate to the lesson and use their prior
knowledge to contribute to the conversation.

● 3 Station Worksheets: these worksheets incorporate drawing, creativity, and matching which are fun and
engaging ways to get students to understand the topic. This is an informal way of assessing students'
understanding because during the station work the teacher will be walking around listening for conversation
and seeing students work After the station work, the students can apply their learning and thinking by
completing a class discussion and exit ticket. Station 1; teacher station, sheet is differentiated into three
possible levels: lower, middle, and higher.

● Exit Ticket: helps assess students’ knowledge. This ticket ties in the whole lesson as well as prior and new
knowledge. The exit ticket is mixed with mathematical questions along with questions such as “I need more
help with” which all help gain an understanding of where the student is at.

● Whole Class discussion: this helps the whole lesson together while also preparing them for the exit ticket
This splits up the students work since they are finishing up with stations, and it gives them a break to lead a
class discussion. This helps the teacher informally assess students’ understanding of the lesson and gain
ideas on what to do better, the same, and to change.

● Thumbs up thumbs down: A quick way for the teacher to assess the student’s informally. If the teacher sees
students put a thumbs down she can ask them why, or further explain directions to gain students
understanding. In this lesson, thumbs up and thumbs down are to assess what’s being asked of the students,
so it’s asked after directions for activities, and learning targets are explained

● Turn and Talk: a turn and talk is a quick way to get the conversation going and share ideas. Every student is
participating in this and can ask and help their peers answer questions. This is an easy and informal way of
assessing student engagement and understanding of the lesson. This breaks up the teacher’s talking and
allows students to talk during the whole group discussion.

● Stations: each station has a worksheet and a blank space to do work whether it’s on the worksheet or the
whiteboards. This helps students collaborate and stay engaged because they are up and walking around the
room

● Extra Work for finished students: this work is given out to students who completed the exit ticket and are
waiting for the wrap-up of the lesson. The extra work consists of a fun and engaging way to get students
involved but not something that they won’t want to do. It’s a blank sheet of paper and asks students to try to
list as many items in the class that are made up of geometrical shapes.
★ This is for all students regardless of level. For ELL students there will and can be directions written in
their home language for them to understand.
 Materials
What materials are needed for the lesson, as described in the module?
★ All of these station worksheets can be given to ELL students in their home language if needed.

● Station 1 differentiated worksheets: Teacher station

- Middle-level sheet: students have to come up with the left side (ex: I have three sides and three right
angles”

● Higher-level student sheet: More complex shapes and have to come up with the rules to follow them.
- Lower-level student sheet: They have to match the rule/ attribute to each shape that follows.
● Station Worksheet 2
● Station Sheet 3
 ★ This is differentiated for students with different levels because they can use shapes and objects they
are familiar with and comfortable with.

● Activity cards( on student’s desks at the beginning of the lesson)

★ A version with the shape names is available for lower-level students and other students in need

●
● Pencil

● Personal Whiteboard

● Scissors
● Random Grouping Generator: Random Group
GeneratorClassTools.nethttps://www.classtools.net › random-group-generator

● Station Timer Classroom Timers - Fun TimersOnline

Stopwatchhttps://www.online-stopwatch.com › classroom-timers

● Colored Paper

● Exit ticket

Classroom Environment
How should the classroom be arranged? Describe in detail or draw a diagram.
 ★ This is a model of our classroom RCW 218.
In pink is where each station and group will be located for this lesson, there will be a station worksheet with pencils,
and the materials needed for each station are already there

PHASE 1: BEFORE
Include the parts of the lesson that do the following:
· Activate prior knowledge
· Be sure the problem is understood
· Establish clear Expectations

Add/modify anything you think is needed, particularly critical questioning and math talk!
● Before students come in, project the Lesson 3: Emma Jasinski on the smart board projector

● “Hi Friends once everyone is seated we will begin today’s math lesson, you'll notice there are sorting shape
cards in the middle of your desk, please do not write or touch them because we will need them later on for
the activity”

● Once everyone is all settled in, ask if any of your students want to read today's topic: “does anyone want to
read today's topic? Can someone raise their hand and read today's Learning Target?”

- Call on a student to read slide 1

● “Great thank you, now I will pick sticks for the student to write the learning target on the whiteboard”

- Have a student pick out of the class sticks( with their name on it) to erase the old learning target and write the
new “I can” statement on to the white board next to the smartboard? ( this will make the learning target visible
throughout the lesson. Ask the students to read the learning target together

- Pick out of the class sticks, and read students’ names on the stick
- Ask students if they would like to write on the board
- Help the student with spelling the word, and then the teacher will read the “I can” statement out to the
class, to ensure student understanding
- “Thank you _____ for writing our learning target for the day”
● Ask students if they know the two vocabulary words: Attribute and Angle
- Wait for ideas and then move to slide 3
- Go over slide 3 and write the two vocabulary words on the front whiteboard (this is visible for the
whole class and will stay on the board through the whole lesson, for students to reference if needed)

● Explain the lesson outline to the students and ask for volunteers to read the lesson outline.
- Ask “Who wants to read lesson outline 1?
- Repeat and ask for different volunteers to read: 2? 3? 4? And 5?
★ If no one volunteers, pick out of the class sticks (this helps start conversation and engagements, and ensures
all students’ ideas and thoughts are involved)
- “Thank you for your help”

● Now, explain how “ we will be focusing on geometrical shapes and identifying their attributes.” Tell students
that we will also be thinking about shapes in our everyday lives. We will be completing a quick activity within
our table groups and then moving to stations. We then will finish with an exit ticket and a quick whole group
discussion
- Check for students' understanding, ask students “Give me a thumbs up or thumbs down, if you
understand what we will be doing for today's lesson.”
- Let everyone give a thumbs up or thumbs down, if someone has a thumb down ask the student why
they feel that way.
 - Ask students to do a think, pair, share, to share the plan for the lesson today as they understand it.”
listen to their thoughts and let the students who want to share their thinking

● Explain expectations: “I expect everyone to work together and ask for help if you need it, don't be afraid to
ask your group as with myself.”

● Move to the next slide 4 and say “What are the attributes of these geometric shapes?

- Wait for students to raise their hands. If no one raises their hands, help them and say “Think Look at
the sides, corners, angles, curved or straight lines” Talk with your table for one minute and figure out
the attributes and angles for each shape.

- After the students discuss, tell them that they can quickly draw out the given shapes that are on slide
4, on a piece of paper to help them figure out the angles. Provide this option to all students

★ For students in need of this, possibly with auditory or visual needs, there will be a printed-out copy with the
geometric shapes on it. Some may also prefer to physically draw it out.
★ ELL students may prefer to draw them or take a copy, which will help them understand and follow along for
each shape. Vocabulary can be translated into home language if needed

- Wait till the room gets quiet or when students sound like they aren't on task. Students should provide
a signal such as a hand up and flip over their paper when done. Ask students for their thoughts or if
they drew it out.

● Go to the next slide (5) and show them the filled-out version and the answers. Go over each shape attribute

- Ask students to do a think pair share before asking for any volunteers to come up to the smart board
and write their thoughts or ideas for any geometric shape. ( this helps student engagement and
understanding)

★ There will be a filled-out sheet with these answers for students who may need or want it as a reference. Ask
students if they would like one, if no one wants one then tell students “They will be left at the side table if
anyone wants to grab one at any time through the lesson.” (some students may be too shy to get one so this
is a good option)

- Check for students’ understanding and ask, if they have any questions before we move on. Wait 30
seconds before moving on just in case a thought or question comes up

● Now we're going to move on to a quick activity called the Sorting Game!
- “These are the cards that are on your desk” You will be working within your table to sort these
geometric shapes based on their attributes.
- Tell students that “each student needs at least one card”
★ This helps ensure that all students are involved and sharing their thoughts in this activity
 - Before we start: While you are working through these cards, think and after discuss:

- Think: Why is it important to learn about different shapes and their attributes.
- Discuss: How shapes are used in everyday life? Where do you see them?

- “You will have 5 minutes to sort these cards, after the 5 minutes I will do a time check.” Walk around while
they are working and listen for ideas being shared and also see if students are staying on task as well as
guide them back on task if needed.

★ Altered versions of this sheet will be available, a filled-out sheet with the shape’s names is available for
lower-level students who need this reference to make applications.

- “Remember everyone takes turns and be respectful of ideas”.

- The teacher puts on a timer on the front board for all students to see(from the online timer clock)
- After 5 minutes do a time check, if everyone is done ask “How was this activity? How did you sort the cards?”
- Listen to group thoughts, and say “Nice job everyone, please gather the cards and put them in the middle of
your tables and eyes on the board”

● Move onto slide 7 and pick a stick for the student to read the slide. This reads “ Engagement: Look around
our classroom, Identify shapes you see. Talk with your groups then wait to share with the class.”

★ Reread these directions (helps students with auditory needs as well as all students)

- Wait for student ideas and responses, for instance, if a student says rectangle, ask what object is a
rectangle” This could be the teacher’s desk”.

● Move on to the next slide 8, and show students that shapes are in our everyday life such as road signs,
buildings, sports balls, games, and other objects.

Deepen their thinking and ask questions such as:

- Where do we see shapes in everyday life?
- What other things do you see that are shapes?
- Why is knowing the shapes of street signs important?
- Why are sports balls given their shape? Why do we use circles for tires as opposed to squares

Make sure students understand the importance of shapes in their lives and that “they are more than just shapes,
there are reasons and uses for them being that way”
- You can explain how for street signs: All signs have different shapes and colors for different meanings.
- Ask for examples

● Move on to the next slide and tell students that it's time to start the main activity of the day!
 PHASE 2: DURING
Include the parts of the lesson that do the following:
· Let go!
· Notice students’ mathematical thinking
· Provide appropriate support
· Provide worthwhile extensions

Add/modify anything you think is needed, particularly critical questioning and math talk!

- “Tell students that there are 3 stations with 6 members in them, every station has a different
worksheet, and worksheets, directions, and materials are at all stations

Review the learning target for the lesson before moving into stations, ask a student to reread the learning target.
★ Remind students that we will be modeling with math by using geometric shapes and relating it to
everyday lives. Remind them that we are also using appropriate tools strategically. Ask students what
tools we are using in this lesson.
- Have student share their ideas
-
Tell students the station directions for each station:

- Tell students that in station 1, they will be working with the teacher, and for the other two stations they
are working with each other. Tell students that when the timer goes off they should bring their
worksheets/ work with them to the next station.

- “Groups will be made and shown”

-
- Tell students that each station will have about 8 minutes, however, there will be a time check midway
through each station rotation. Remind them to bring a pencil and the station sheets, as well as other
materials, will be at their stations already.
- Show students the group list
● “Let's get into our groups! Remember everyone has to have a turn and apply their thinking. I will be
walking around for help.”
- Have students get into their groups and walk to their station, help students if there's confusion or if
multiple groups are at one station
● See how far along the students are at each station. Midway through do a time check. Each station will have
around 8 minutes. At 6 minutes ask students how much more time they need,

★ The questions on the Station Sheets ( For ELL students, a version in their home language will be available):
★ Station 1 has 3 differentiated sheets for lower level students, middle and higher level

Station 1, Shape Matching Activity: Teacher station

match shape cut-outs to your corresponding attributes. 3-level station sheets.

Station 2, Drawing Activity:

In pairs, take turns describing a shape while your partner tries to draw it accurately. For example, each student has
to guess the shape based on its attributes (ex: "I have 4 sides and all sides are equal. What shape am I?"). The
students have to do this till the timer goes off. Students should at least get 3 done each Model this station to your
students if needed before sending the students off to work
Station 3: Creating Activity
Think of an object (in your community, home, or anything else) and recreate it only using shapes. Share with your
groups what shapes you used, and have them guess what shape you made! Use the materials at this given station.

● Once everyone is finishing up or at their seats say “Good job guys, let’s come back to our seats!”
● Move onto slide 10, and read the discussion questions:

● “Now let's tackle the discussion questions! Does someone want to read discussion question number 1?”
➔ (discussion questions)
1. Were there different ideas or ways your peers answered the problem?
2. What are the similarities you've found?
3.. How are shapes used in our lives?
4. What was your favorite part of today’s lesson? station?

- Pick a student who raises their hand and if no one raises their hand pick out of the student class
sticks.
- Students will read question 1: Were there different ideas or ways your peers answered the problems.”
( the problems in the station worksheet)

★ Wait time is important so, wait a few minutes for students to think and choose someone to answer the
question
- Ask for another student to read question 2: What are similarities you found? If no one raises their hand, you
as the teacher can read the question out loud and ask “Are there any similarities you see? Take some time to
think and look around with your eyes at your seats.”
- Have them answer this question with their ideas and thoughts and then ask them to all read the 3rd question
in their head and take a minute to think. ( Question 3: What was the purpose of having you work in random
groups? etc..
- Ask a table of your choice to share their thoughts, and then ask if other students agree or have different
thoughts.

PHASE 3: AFTER
Include the parts of the lesson that do the following:
· Promote a mathematical community of learners
· Listen actively without evaluation
· Summarize main ideas
· Identify future problems

Add/modify anything you think is needed, particularly critical questioning and math talk!
 “I hope you guys enjoyed today's stations, now before we move on can someone tell me how what we learned
today goes along with our learning a target?”

- Wait for students to answer and if students seem confused, reread the “I can statement.” and tell them to
talk within their groups. Then choose a table of your choice and ask “What did your group think?”

Ask if anyone else has the same or different ideas. Then say “Good job everyone, we just have one more thing to
do and then we'll be done for the day!”

● I have a quick exit ticket for you to fill out, this helps me help you so do your best!”

● The exit ticket will also be posted on the board, so students can see the questions if they don’t hear the
verbal directions
- Pick up the exit tickets at the desk, and hand them out to students
- Let students work on their exit ticket, while they are working say “As you are finishing up, please
put your exit tickets in the turn in a bin on my front desk.”
-
● If a student is finished early, tell them” to take out a blank sheet of paper from your notebooks or from our
materials bin, and make a list of items made up of a shape or shapes you see all around the class, count
up how many you found and how many sides there are in each of the shapes.
( these verbal directions will also be up on the board for all students to see)

★ This is beneficial for both lower and higher level students because all students can do this, however
higher level students can challenge themselves and look for harder shapes and objects made up of
shapes, while lower level students can look for simple shapes that they are familiar with.

- Do this independently and if another student at your desk is done as well quietly talk about your
answers, and talk about how this activity relates to their everyday lives.

● “Great Job guys! I know there was a lot of information in this lesson but I am so proud of you all! If any
questions come up please come to me and I will help you.”

Reflect and Refine

What are your overall impressions of this lesson? Does it reinforce what we have been discussing in class? What
are some other ideas you have for teaching these concepts and practices?