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# Hackett 2011

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.)

## Acceptable Evidence and Type of Assessment

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)

## Objective #3: Grandfather Tangs Story Think-Pair-Share (Formative)

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

## Hackett 2011 Date: December, 14th, 2011 Grade Level: 3rd

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)

## Bell Ringer and Prior Knowledge Tap

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