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Students:24 Lesson Title: Lesson 3- The Greedy Triangle Date Submitted Date for Implementation 3/7/13

Cooperating Teacher Carinne Daley Lesson Area Geometry School Site Fay Grade Levels 3rd Description of Group Group Size 24 Goal CA- 2.1- Identify, describe, and classify polygons CA- 2.3- Identify attributes of quadrilaterals CC- 3G 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. Objective Given a story The Greedy Triangle students will identify and classify them as triangles, quadrilaterals, pentagons, and hexagons as measured by the book page they create with those shapes. Language Objective Given sentence frames and vocabulary, students will create a book page in writing about polygons using math vocabulary as measured by teacher observation and the book page created. Formative Assessment I will observe the students during the reading discussion and as they work on their page of the story to check for academic language and correct identification of polygons. Summative Assessment Each student will create a book page about an assigned polygon, and they will name the shape, draw a picture, write at least 2 attributes, and a real world example. Materials/preparation The Greedy Triangle book Paper and markers for all the students to create a book page Cards with names of shapes (triangle, quadrilateral, parallelogram, square, rectangle, pentagon, hexagon, octagon) Greedy Triangle Recording Sheet Empty bag to hold cards The Lesson Introduction I will start by reviewing the words in our geometry dictionary. The students will repeat each word and I will ask students to give an attribute of each. Then I will tell them that we are going to read a story about geometry and it is called The Greedy Triangle. It is about a triangle who was not happy with his life and always wanted more. I will tell them to listen and look for different polygons in the story. (5 min) Procedure 1. I will show the students the recording sheet and explain that as I am reading they will needs to listen for what polygon is coming next. We will stop for each new polygon and record its name, number of angles, number of sides, and their own real world example. (5 min) 2. I will read aloud the story under the doc cam and then have a discussion. I will stop before each new polygon to have the students predict what it will be. Then we will see if they are right and record the information about that new polygon on our recording sheet under the doc cam. I will allow the students to partner talk to come up with a real world example of the new polygon shapes. (10 min) 3. After completing the story, I will then explain that it is now their turn to make a class geometry book. They will each make a page in the book by drawing a shape, telling 2 things about it, and a real world example of that shape like the ones used in the Greedy Triangle. (5 min)

4. I will model by showing that each student will pull a shape name from the bag, and that is their assigned shape. Then I will pull a shape (a decagon which is not one of their choices so that they cant copy my page) and show them that I must draw that shape, list 2 things about it like how many sides and angles, or what type of lines or angles it has. Then I will give a real world example like a starfish for a decagon. I will give sentence frames This is a _____. It has ____ sides/angles or It has _____ lines, or It has ______ kind of angles. An example of ______ is a _______. I will post the directions including the sentence frames on the board so that the students can refer to them while working to make sure that they have all the elements required. (5 min) 5. I will explain the rubric to them. 4= includes the picture, at least 2 attributes, and a real world example and all items are correct, 3= missing one required item, or one item is incorrect, 2= missing 2 required items, or 2 items are incorrect, 1= missing 3 or more required items, or 3 or more things are incorrect. We will look at the model page I created and grade it as a class to make sure that they understand the rubric. (5 min) 6. I will tell them that if they have all the elements required, and there is additional time then they may color the page however they want. I will also explain that if they know more than two things about the shape, or several examples then they may share all that they know so that some students will have the challenge that they need. 7. I will walk around to observe as the students are working. They will work alone so that I can assess their own knowledge, but the polygon chart will be up, and they can refer to their geometry journals. (15 min) Closure I will have the students come to the rug with their completed pages, and ask for some examples to share. We will discuss those examples as a class to see if we agree or disagree with the information and why. I will ask the students if they can think of any other real world examples of geometry, and remind them to keep looking for polygons, lines, and angles in their life. (5 min) Modifications I will read aloud and show pictures to give real world examples of polygons to help them understand the shape. I will have a graphic organizer to record the shapes with their sides and angles from the book. I will model making the page so that students can see the structure and get ideas. I will also leave up our geometry words so that the ELLs can have access to the math vocabulary and pictures to identify the shapes. I will use sentence frames to help them make their page This is a _____. It has ____ sides/angles or It has _____ sets of ______ lines, or It has ______ kind of angles. An example of ______ is a _______. I will also ask students that need a challenge to write not just two things, but as much as they know about the shape.