1.2K views

Uploaded by alyssamanning

Attribution Non-Commercial (BY-NC)

- 2013-sticks-handout
- formian model.pdf
- Elements & Principles of Design
- Theory of Design Form
- Technology Integration Plan-Zook
- Class-1 Maths Test Paper
- pmse2btest
- inside a house that is haunted
- math lesson-shapes
- Shapes and Symmetry Lessonplan
- First Grade Math May 2014
- lesson
- technology enhanced blended learning lesson plan
- rectangular arrays lesson plan
- math lesson april 25th
- geometry 4 16-4 20
- 5 4areaofirregularshapesday131317
- lesson plan
- lessonplan week13-math
- animation.pdf

You are on page 1of 6

Teacher Candidate: Alyssa Manning Unit Topic: Geometry: Reasoning with Shapes Essential Question(s): Why is it important to be able to describe shapes? Why is it important to be able to describe how things are similar and different? Lesson Number: 4 Approximate Time: 30 Minutes - 45 Minutes Objectives

(Label Blooms)

State Standards

(Performance indicators, key ideas, strands, etc.)

Geometry 3.G Reason with shapes and their attributes. 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. Reading Standards for Literature K5 Integration of Knowledge and Ideas 7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

1. Students will construct the images from the story, Grandfather Tangs Story, by Ann Tompert using their tangrams. (Synthesis) 2. Students will recognize and describe the shapes that make up a tangram. (Knowledge)

Objective #1-2: Observation during activity (Informal Formative) and student completion of Grandfather Tangs Story Worksheets. (Formative)

3. Students will discuss in a group setting how the use of tangrams helped in telling the story, Grandfather Tangs Story. (Analysis)

Teacher Candidate: Alyssa Manning Unit Title: Geometry: Reasoning with Shapes Subject: Math

Essential Question(s): Why is it important to be able to describe shapes? Why is it important to be able to describe how things are similar and different? Lesson Title/Number Grandfather Tangs Story / Lesson # 4

Geometry 3.G State Standards and Reason with shapes and their attributes. Performance Indicators 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. Reading Standards for Literature K5 Integration of Knowledge and Ideas 7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Lesson Objectives

(Blooms Taxonomy)

1. Students will construct the images from the story, Grandfather Tangs Story, by Ann Tompert using their tangrams. (Synthesis) 2. Students will recognize and describe the shapes that make up a tangram. (Knowledge) 3. Students will discuss in a group setting how the use of tangrams helped in telling the story, Grandfather Tangs Story. (Analysis)

---------------------Acceptable Evidence

*Could be collected for accountability/auditing purposes.

---------------------------------------------------------------------------------------Objective #1-2: Observation during activity (Informal Formative) and student completion of Grandfather Tangs Story Worksheets. (Formative) Objective #3: Think-Pair-Share (Formative)

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Hackett 2011 Prior Knowledge Tap: Teacher will ask students to look at their tangrams and to name the quadrilaterals and discuss the quadrilaterals attributes that define them as such.

_______________ Procedure

Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

________________________________________________________ 1. The teacher will ask the students to come up to the desk and pick up: a Grandfather Tangs Story Think-Pair-Share paper, one sheet of white paper, and one zip lock baggie containing a tangram puzzle. And to then take a seat on the carpet. 2. The students will gather their materials and take a seat on the carpet. 3. The teacher will instruct the students to place their white sheet of paper on the carpet in front of them and to quietly open their zip lock baggies and to spread the contents out onto their white sheet of paper. 4. The students will quietly open their zip lock baggies and spread the contents out onto their white sheet of paper. 5. The teacher will ask the students as a group if any of the shapes are familiar looking, calling on at least two students for answers. (CFU Content) 6. The teacher will hold up a parallelogram and ask the students if it is a quadrilateral, letting the class answer as a group. (CFU Content) 7. The teacher will ask the students as a group how they know it is a quadrilateral, calling on at least two students for answers. (CFU Content) 8. The teacher will ask if there is another name for the parallelogram besides quadrilateral, calling on at least two students for answers. (CFU Content) 9. The teacher will ask how the students know it is a parallelogram and ask what attributes a parallelogram has, calling on at least two students for answers. (CFU Content) 10. The teacher will hold up a triangle and ask if it is a quadrilateral, letting the class answer as a group. (CFU Content) 11. The teacher will hold up a square and ask if it is a quadrilateral, letting the class answer as a group. (CFU Content) 12. The teacher will ask the students how they know it is a quadrilateral, calling on at least two students for answers. (CFU Content) 13. The teacher will ask if there is another name for a square, calling on at least two students for answers. (CFU Content) 14. The teacher will ask how the students know it is a square and what attributes a square has, calling on at least two students for

Hackett 2011 answers. (CFU Content) 15. The teacher will ask if there are any other names for a square besides a quadrilateral and a square, calling on at least two students for answers. (CFU Content) 16. The teacher will introduce the 7 specific shapes the students have as a tangram puzzle. 17. The teacher will inform the students of their task of making characters and animal shapes using their tangrams while listening to a story. 18. The teacher will ask the students to be thinking of the question, How shapes can be used to help tell a story, during the read aloud. 19. The teacher will ask the students to repeat back what the students need to do during the read aloud, calling on at least two students. (CFU - Directions) 20. The teacher will read the story, Grandfather Tangs Story, by Ann Tompert. (LM Auditory) 21. The teacher will provide larger images of the tangram pictures from the story for the students to see during the read aloud. (LM Visual) 22. The teacher will provide prompts to students for synthesis of tangram pictures from the story during the read aloud. 23. The students will listen to the story, look at the pictures, and synthesize the tangram pictures from the story. (LM Visual, Auditory, Tactile/Kinesthetic) 24. The teacher will visually monitor the student construction of the tangram pictures from the story while doing the read aloud. 25. The teacher will ask the students to put their tangram puzzles away and to pull out and answer the question How can shapes help tell a story in the Think portion of their T-P-S paper. 26. The teacher will then ask the students to pair up and fill out the Pair section of their T-P-S paper. (RBIS Cooperative Learning) 27. The teacher will then ask the students to share with the class what they discussed in pairs. 28. The teacher will go over with the class the homework sheet, Grandfather Tangs Story tangram worksheet. 29. The teacher will ask at least two students to repeat back the directions and expectations for the homework sheet. (CFU Directions) 30. The teacher will have students drop off the T-P-S papers in the homework basket and pick up the homework sheet. 1. The teacher will ask the students as a group if any of the shapes are familiar looking, calling on at least two students for answers. (CFU Content) 2. The teacher will hold up a parallelogram and ask the students if it is a quadrilateral, letting the class answer as a group. (CFU Content) 3. The teacher will ask the students as a group how they know it is a

Hackett 2011 quadrilateral, calling on at least two students for answers. (CFU Content) 4. The teacher will ask if there is another name for the parallelogram besides quadrilateral, calling on at least two students for answers. (CFU Content) 5. The teacher will ask how the students know it is a parallelogram and ask what attributes a parallelogram has, calling on at least two students for answers. (CFU Content) 6. The teacher will hold up a triangle and ask if it is a quadrilateral, letting the class answer as a group. (CFU Content) 7. The teacher will hold up a square and ask if it is a quadrilateral, letting the class answer as a group. (CFU Content) 8. The teacher will ask the students how they know it is a quadrilateral, calling on at least two students for answers. (CFU Content) 9. The teacher will ask if there is another name for a square, calling on at least two students for answers. (CFU Content) 10. The teacher will ask how the students know it is a square and what attributes a square has, calling on at least two students for answers. (CFU Content) 11. The teacher will ask if there are any other names for a square besides a quadrilateral and a square, calling on at least two students for answers. (CFU Content) 12. The teacher will ask the students to repeat back what the students need to do during the read aloud, calling on at least two students. (CFU - Directions) 13. The teacher will ask at least two students to repeat back the directions and expectations for the homework sheet. (CFU Directions) Formative: Grandfather Tangs Story Think-Pair-Share Worksheet Formative: Grandfather Tangs Story Tangram Worksheet

(sometimes called evaluation)

Closure

The teacher will close the lesson by having the students take part in a Think-Pair-Share activity discussing how shapes can help tell a story. The teacher will also go over and assign the homework.

Hackett 2011 Accommodations and/or Interactions with Support Staff Grandfather Tangs Story, by Ann Tompert Resources/Materials Tangram Puzzles for each student White sheet of paper for each student Grandfather Tangs Story Think-Pair-Share Worksheet Grandfather Tangs Story Tangram Worksheet 30 minutes 45 minutes Time Required

- 2013-sticks-handoutUploaded byapi-263448107
- formian model.pdfUploaded bySugumarRavi
- Elements & Principles of DesignUploaded byikameong
- Theory of Design FormUploaded bySrishti Srivastava
- Technology Integration Plan-ZookUploaded bykw8321
- Class-1 Maths Test PaperUploaded byshadab
- pmse2btestUploaded byChristopher James
- inside a house that is hauntedUploaded byapi-242481603
- math lesson-shapesUploaded byapi-206093485
- Shapes and Symmetry LessonplanUploaded byanilbajnath
- First Grade Math May 2014Uploaded bydestiny_eastep
- lessonUploaded byapi-283869645
- technology enhanced blended learning lesson planUploaded byapi-385784198
- rectangular arrays lesson planUploaded byapi-273218293
- math lesson april 25thUploaded byapi-457218566
- geometry 4 16-4 20Uploaded byapi-403448804
- 5 4areaofirregularshapesday131317Uploaded byapi-238770527
- lesson planUploaded byapi-312641906
- lessonplan week13-mathUploaded byapi-336792837
- animation.pdfUploaded byKEN
- intro shapes lesson planUploaded byapi-448118853
- shapes review lesson planUploaded byapi-358295394
- 3d_shapesUploaded byJonathan Salvador Humpa
- waynethiebaudcakes4thUploaded byapi-286714265
- shapes2Uploaded byapi-355875049
- secondwhiteindividualUploaded byapi-288353355
- holder-writingpiecedomain3Uploaded byapi-431746699
- lesson3 2Uploaded byapi-205969604
- 1522068966718 Download NCERT Revised Syllabus of Math Class 1 to 5Uploaded byAmit Bajaj
- W6 Fractions Maths PPC Senior Planning_4 LessonsUploaded byeronlee

- Monarch Butterfly MigrationUploaded byalyssamanning
- Summative Assessment Lesson PlanUploaded byalyssamanning
- Interactive Technology Geometry Lesson PlanUploaded byalyssamanning
- Classifying QuadrilateralsUploaded byalyssamanning
- Triangles Lesson PlanUploaded byalyssamanning
- 3rd Grade Geometry Unit PlanUploaded byalyssamanning
- Kindergarten Lesson Plan 5Uploaded byalyssamanning
- Kindergarten Lesson Plan 4Uploaded byalyssamanning
- Kindergarten Lesson Plan 3Uploaded byalyssamanning
- Kindergarten Lesson Plan 2Uploaded byalyssamanning
- Kindergarten Lesson Plan 1Uploaded byalyssamanning
- Grandfather Tang Lesson PlanUploaded byalyssamanning
- Classifying QuadrilateralsUploaded byalyssamanning
- UntitledUploaded byalyssamanning
- Philosophy for BeathamUploaded byalyssamanning

- AthmaramanTrafficUploaded byGuan Hao
- Chapter 9 problemsUploaded byJohn Santeiu
- Predicting Cancer using Machine Learning AlgorithmsUploaded byIJRASETPublications
- IMC_PIDUploaded bybmaulana52
- Present ValueUploaded bynabielanico
- Syllabus of nanoscience and technologyUploaded bykakoli_bhatt90
- Mtap 75 QuestionsUploaded byJessica Joy Subillaga
- Converging Delta SequencesUploaded byTom Sing
- More ExercisesUploaded byAnas Shatnawi
- Air Flow BenchUploaded byEdy Wibowo
- Software Engineering.docxUploaded byOmer Ali
- Physics 71 Syllabus MidyearUploaded byTed Kim Michael Pagdonsolan
- Zengobi Curio 6 User ManualUploaded bydoglord
- C Programming OverviewUploaded byAnupam Banerjee
- 06560479Uploaded byparimalaseenivasan
- The Topocentric System of HousesUploaded byAnonymous C2HRww2MMt
- Discrete MathematicsUploaded byHari Aakash
- AWS90 Emag Ch03 Keeper AnalysisUploaded bynosiv
- Algorithmic AestheticsUploaded byMediaPunk
- Estimation Shrinkage LimitUploaded byAnonymous lMTMFfmPl
- Stld Lession Plan 2-1Uploaded byappuamreddy
- Analysis of the Vertical JumpUploaded byhenny nak ipa
- my october 11 2017 psat nmsqt score report student score reportsUploaded byapi-460287015
- Design Periods & Population ForecastUploaded byPratik Rao
- MemSQL-ColumnstoreUploaded byKshitiz Chauhan
- BayesUploaded byRao Saifullah
- Applied Computational Fluid DynamicsUploaded bytriantosd
- 09.1-Noise-SVUploaded byTina Chen
- [PMP] - Project and Program Risk Management -- A guide to Managing Project Risk and Opportunities [Wideman]{PMI}Uploaded byLamine Bouras
- digital question bank finalUploaded byapi-297153951