Grade: 3 rd grade Estimated time for lesson/activity: 55 minutes Lesson type: Full class discussion
Overview and Context
Overview of lesson:
Students will explore quadrangles and their properties of through discussion, drawings, and manipulation of materials (straws and pipe cleaners). In the end, students will display what they learned through a quick assessment of how to create their own quadrangles using the proper tools and techniques learned through the lesson. Context of lesson: This is the fifth lesson of Unit 6 (Geometry), which was started two weeks before. The lesson before it is on Triangles, and the following lesson is about Polygons. We had to go out of order in class, so this lesson will be taught after the Turns and Rotations lesson. Sources: - Everyday Math - Different Quadrangles worksheets by Phil Huyck
Learning Goals
Learning Goals List the learning goal(s) you have for your students. Use measurable behaviors that can be linked to the assessments.
Connection to Standards State the content expectations from the Michigan GLCE(s), Common Core State Standards, other national standards, or the standard(s) from your local curriculum that you address in your lesson. Connection to Activities Students will be able to name and replicate the features of different types of quadrangles. CCSS.Math.Content.3.G.A.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. Students will name and discuss the components of quadrangles. Students will also create their own quadrangles with straws and pipe cleaners. Students will then draw their own quadrangles, being sure to include all of the features of quadrangles that they have learned about.
Attending to the Learners: First Pass Anticipating student ideas: Explain what you think will be students prior knowledge about the content, including the alternative ideas or challenges you anticipate students might face and how you plan to work with each of these challenges during the discussion. Also explain your ideas about how students are likely to respond to the tasks in the discussion and how you might use these likely responses to Students will have been exposed to different types of quadrangles through their time in kindergarten, first, and second grade. At the beginning of the lesson, I will have the students research what a quadrangle is, as they may not be familiar with the term. When the students have to sketch their own quadrangles, they may not follow the expectations laid out for them in our class (marking points and then using a straightedge to connect them). Students may also not comprehend why all eight names of quadrangles are possibilities, but instead copy based off of what they hear. Students may be confused based off of the terminology of different kinds of quadrangles (kite, rhombus, trapezoid, etc.). They may make incorrect shapes due to lack of understanding of the different rules of each type of quadrangle. Students may miss details because they do not realize how important the details are
focus students on the intended content.
(including making sides parallel or perpendicular). Students may have a difficult time naming quadrilaterals because they may not understand that the names must be done by going clockwise or counterclockwise around the points. Making the content accessible to all students: Describe how you will help ALL students engage productively in the lesson. This includes identifying assumptions made during the lesson about students prior experiences, knowledge, and capabilities; making the representations, explanations, and/or vocabulary accessible and meaningful to all students; and making connections to students personal, cultural, and social experiences during the lesson, if appropriate. The lesson begins by having students look up what they can find about quadrangles from their Student Reference Books. After looking through the books, we will make sure to summarize the information found, so as to clarify any misconceptions and fill in any missing information. During the lesson, I will make connections to what the students have been learning about in past lessons, and especially to what they learned during the very similar triangle lesson. I will be explicit about how these rules and techniques continue for quadrangles. I will keep the poster about quadrangle facts I use up so that the students can refer to them throughout the lesson. The students will be working with their regular math partners, which pairs a higher and lower achieving student together. This partnership is beneficial to both students, giving the higher achiever an opportunity to explain and solidify her or his ideas, and the lower achieving student an individualized explanation.
Assessments Type of Assessment: Learning-Goals Connection (what is the task, what do you hope to learn from it, how does it connect to your learning goals for the lesson) End-of-lesson-check Students will be drawing, labeling, and naming their own quadrangles, using the correct tools and techniques that they learned during the lesson.
Instructional Sequence Materials: - Bags of straws and pipe cleaners - Math journals - Student Reference Books - Different Quadrangles sheets - Rulers - End-of-lesson-check (15 copieshalf sheets) - Quadrangle facts poster - Counting Quadrangles worksheets (30 sheets)
Time Main components
Steps Describing What the Teacher and Students Will Do Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask. Notes and Reminders (including management considerations) 3 minutes
11:30- 11:33 Launch of lesson Students will begin the lesson at their desks.
Today, we are going to be talking about quadrangles. At third grade, you should have been exposed to a lot of quadrangles, but you may not know what that term means. Please take a couple of minutes to research what you can about quadrangles in your Student Reference Book. When we are done, we will gather at the rug to share what we have found.
Write directions on the board.
Research quadrangles in your Student Reference Book Make sure students dont consider themselves done. They can always reread the information or look up other, related terms.
Make sure the students all understand what is expected of them during this time, and that nobody seems to be lost (not having heard the directions).
Time Main components
Steps Describing What the Teacher and Students Will Do Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask. Notes and Reminders (including management considerations) 10 minutes
11:33- 11:43 Discussion and explanation of concept Please come to the rug with nothing but the knowledge you gained from researching quadrangles.
Quad means four. If youve ever heard of quadruple, that means four times.
Quadrilateral is another name for quadrangle. This nice thing about quadrangle is that it reminds us that there are four angles.
What are some things that you found out about quadrangles in your research?
Remind students that quadrangles are types of polygons, by going over what polygons are with the students.
Discuss what students found. Also discuss what students may have already known. - All quadrangles are 2-dimensional - All quadrangles have 4 vertices - All quadrangles have 4 sides - All quadrangles have 4 angles - All quadrangles have 8 names (4 clockwise, 4 counterclockwise) - There are many different types of quadrangles - Another name for quadrangle is quadrilateral
Use the premade poster to emphasize the points.
Remind students that they MUST use a straightedge when drawing line segments. Remind students that they should first draw the points, and then connect them with line segments. Make sure students know that to name a quadrangle you must go either clockwise or counterclockwise around the quadrangle. Never out of order!
Be sure to not take too long going over definitions or concepts. But also be sure that students are familiar with all of the different definitions.
Monitor the engagement of the students, and make sure that the majority of the class is not bored. Check in with students later who need more help. 5 minutes
11:48- 11:53 Explanation of concept In a minute I am going to dismiss you to grab the bags of straws and pipe cleaners for you to work with your regular math partners on creating quadrangles after lunch based on a sheet that Mr. Huyck has made on his own time. Before I do, we need to go over the different terms on the sheet.
Go over the definitions and ideas of different kinds of quadrangles (parallelogram, rectangle, rhombus, square, trapezoid, kite, and other quadrangles) using both the Different Quadrangles worksheet and the premade poster. Also go over the definitions of opposite and adjacent.
You will need to work with your regular math partner to make every kind of quadrangle on this sheet. Mr. Huyck and I will come around and check your triangles when you are done. When we check, you should have SEVEN different triangles. DO NOT take any of them apart when you are done. DO NOT draw on the sheets, Make sure to draw connections to different conventions for quadrangles and what they have previously learned about line segments, rays, lines, and triangles.
Remind students about clockwise and counterclockwise, and where they can look for help (or who they can ask).
Quickly remind students that squares are also rectangles and parallelograms. Do not spend too much time on
Time Main components
Steps Describing What the Teacher and Students Will Do Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask. Notes and Reminders (including management considerations) because Mr. Huycks class will use them again next year. Turn in the Different Quadrangles sheet and the bag of straws to my desk when Mr. Huyck or I have okayed you. this, as the students have already discussed in several previous lessons. 5 minutes
11:53- 11:55 Conclusion of full class time After you are done creating your seven different quadrilaterals with your regular math partner, please work together to complete the rest of page 136 in your math journal. Do not do part 3, because we are replacing that with the Different Quadrangles sheet.
Once you and your partner have both finished page 136 together, please complete the half sheet Create your own quadrangle on your own. Please do your best, because this is to see what you learned today about quadrangles. When you are done with the Create your own quadrangle sheet, please turn that in to the purple basket.
Once you have finished the Create your own quadrangle sheet, complete page 137 of your math journal on your own. If you finish early, please take a look at the Counting Quadrangles worksheet. It is trickier than you think, so look carefully! When you are done with that, please work on any unfinished Math Boxes. If you are all caught up, you may play math games. Make sure the explanations are explicit, because they may seem complicated and are a lot to comprehend.
Make sure the students take the Create your own quadrangle assessment seriously by reminding students that assessments are how their teachers can get to know and understand if the class and students need more help or are ready to move on to other material. 32 minutes
12:48- 1:20 Work time Write the directions on the board.
Directions: - Create your seven different quadrangles with your regular math partner -> have it checked! - Finish p. 136 with your regular math partner - Complete the Create your own quadrangle sheet -> Purple Basket - Complete p. 137 ON YOUR OWN - Counting Quadrangles worksheet -> Purple Basket - Unfinished Math Boxes - Math games
Monitor class during this time, helping where necessary. Prioritize students that you noticed were struggling during the discussion time.
Monitor all of the students, and make sure you give input to as many as possible (within reason).
EXPLORE QUADRANGLES INSTEAD OF COUNTING TRIANGLES
Reflection on Planning Learning goal for self: State at least one learning goal that you have for yourself, with regard to your teaching. In other words, what are you For this lesson, I would like to stick to the time constraints that I have laid out for myself as best as possible. It is important that the students are at their individual work time when they come back from lunch, so it is crucial that I try to stay in the bounds provided. This also means that I need to be concise and accurate with my explanations that I give throughout the lesson.
working on to improve your teaching practice?
Preparing to teach this lesson:
I talked with my Mentor Teacher about how he has previously taught the lesson. I looked through all of the materials provided to me, and thought through the priority of materials and order in which they should be presented. I looked back at a similar lesson I had taught the previous week, and designed my new lesson based off of what worked well and what didnt work as well as I wanted it to. I practiced my plans, making sure the vocabulary made sense. I printed the materials.
Mathematics: Quadrangles Follow-Up
Teacher name: Veronica M. Long Grade: 3 rd grade Estimated time for lesson/activity: 10 minutes Lesson type: Small group follow-up
Overview and Context
Overview: Provide a short description (2-3 sentences) of the lesson/activity. Be sure to include a description of the mathematical task.
This is a follow-up to the previous lesson on quadrangles. I noticed a specific area that most of the mistakes from the assessment occurred, and will address that in todays lesson (naming quadrangles). Estimated time for lesson/activity: 10 minutes Context of lesson: Clarification on the days previous lesson about quadrangles. Through the original assessment, it was noted that several students still did not correctly name the quadrangles that they drew. This follow-up offers a more individualized reminder of how to name quadrangles. Sources: List the source(s) you used in the creation of your lesson plane.g., Everyday Math
- Lesson A student assessment - Lesson A performace record Grade level and school: 3 rd grade, Martin Luther King Jr. Elementary School
Learning Goals Learning Goals List the learning goal(s) you have for your students. Use measurable behaviors that can be linked to the assessments.
Connection to Standards State the content expectations from the Michigan GLCE(s), Common Core State Standards, other national standards, or the standard(s) from your local curriculum that you address in your lesson. Connection to Activities Students will be able to correctly name quadrangles. CCSS.Math.Content.3.G.A.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. Students will go through correctly name triangles with their teacher. They will go over the rules of why it is this way one more time, and will be able to ask questions as necessary.
Attending to the Learners: First Pass Anticipating student ideas: Explain what you think will be students prior knowledge about the content, including the alternative The students involved in this lesson will all have been present during the previous lesson on quadrangles. This mini-lesson is trying to clear up the misconceptions of the previous day, and so will start from a well-grasped area of the lesson: the actual creating of the triangle. Students may still be
ideas or challenges you anticipate students might face and how you plan to work with each of these challenges during the discussion. Also explain your ideas about how students are likely to respond to the tasks in the discussion and how you might use these likely responses to focus students on the intended content.
confused about why naming is clockwise and counterclockwise, and so it is important to focus on the reasoning of why we name quadrangles this way. We will use the whiteboard to visually show where the eight names for each quadrangle come from. Students may also question why we cant name quadrangles (or other shapes) using lowercase letters because there isnt a reason not to beyond the fact that it isnt correct to do so. It will need to be emphasized that students should learn the rules correctly. It would be useful to connect naming different shapes and points to the names of proper nouns (something the students have been learning about a lot recently). Making the content accessible to all students: Describe how you will help ALL students engage productively in the lesson. This includes identifying assumptions made during the lesson about students prior experiences, knowledge, and capabilities; making the representations, explanations, and/or vocabulary accessible and meaningful to all students; and making connections to students personal, cultural, and social experiences during the lesson, if appropriate. This lesson is a smaller group of students, which will make it easier to engage every single student. Because there are eight names for quadrangles and eight students, we will have each student provide one name for an example quadrangle. We will make sure to use the white board to help the students out. With this being a smaller group, it will also be easier for students to ask questions and have them be answered by a teacher.
Assessments Type of Assessment: Learning-Goals Connection (what is the task, what do you hope to learn from it, how does it connect to your learning goals for the lesson) End-of-activity-check Students will identify correct and incorrect given names for quadrilaterals. Students will also provide all of the names for a given quadrilateral.
Instructional Sequence Materials: - Mini whiteboard and markers - 8 assessments
Time Main components
Steps Describing What the Teacher and Students Will Do Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask. Notes and Reminders (including management considerations) 2 minutes Introduction to the lesson I will call the eight students that were beginning or developing stages for naming quadrangles to the rug or table (depending on what is being used).
Yesterday, we learned about quadrangles. I noticed while checking your assessment that some of you need a little more help naming quadrangles. Im going to pass back your assessment, and Id like you to take a minute to look back and see what you need to work on. You should feel really good about where you are at right now! You just need a little more help.
Pass back the assessments. Make sure none of the students are embarrassed that they were called over so that they could be helped out.
Make sure the passing back of the assessments is an individual thing.
Time Main components
Steps Describing What the Teacher and Students Will Do Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask. Notes and Reminders (including management considerations) 3 minutes Launch What I noticed is that we need to clarify how quadrangles are named once more. We talked about how we have to go clockwise or counterclockwise around the shape to name it. There are eight students here, so we are going to have each of you name one of the names.
Go around and clarify why you cant go out of order for naming quadrangles.
Use the whiteboard to show how naming quadrangles works. Rotate the shape, to illustrate that the points stay in the same order. Go slowly enough so that all of the students can understand the content. Be open to questions and clarifications.
Suggest strategies for keeping track of what names you have aleady done if necessary. 1 minute Clarification of concept One other thing I want to make sure everyone here knows is that we have to use only uppercase letters to name any kind of shape. There is no mixing uppercase and lowercase, in fact, theres no lowercase at all!
Remind students that you cannot repeat letter names when naming a quadrangle (or any other shape). Make sure this does not seem like a debatable issue.
Draw connections to proper nouns that they have been learning about in their other studies. 1 minute Emphasis of concept The last thing I want to emphasize is that you have to check before you submit anything. Make sure you look back in the directions to see if youve done everything you need to. Make sure all of your answers make sense. This will help you in every subject, not just math. Make sure no student seems singled out in this section. 1 minute Wrap-up Does anyone have any last questions?
Take answers
Today we reminded ourselves of what we learned yesterday. Its important that we feel comfortable with these concepts as we move on further in Unit 6. Make sure you have been open to questions throughout. Prompt for questions if you think students may still have them. 3 minutes Assessment Now, Im going to give you another short assessment based off of our discussion today. Please do your best, think about what we reminded ourselves of today, and check! Dont let the students take too long to do the assessment.
Reflection on Planning Learning goal for self: State at least one learning goal that you have for yourself, with regard to your teaching. In other words, what are you working on to improve your teaching practice?
My goal is to become more comfortable with providing a brief follow-up to previously learned concepts. I have not had much exposure with doing this, and so I hope to gain confidence through this lesson to continue following-up with students in the future when they need a little more help. I am hoping to provide concise explanations that get straight to the point of confusion for the students. Preparing to teach this lesson:
For this lesson, I looked through the assessments from lesson A to see how the class did overall. I made a performance record, and through that, I could see the trend of some students needing more help with naming quadrangles. I looked at what specifically was more difficult for some students, and thought about how to approach
these issues. I practiced what I decided on, and talked about the ideas with my Mentor Teacher.