Student Teacher: Melissa Quidor

School: Oak Tree Elementary School

Date: Monday 3/14
Period/Time: 3rd 10:41-11:25
Grade: 2nd
Subject/Topic/Activity: Math Geometry

Standards:
-

CCSS.MATH.CONTENT.2.G.A.1 - Recognize and draw shapes having specified

attributes, such as a given number of angles or a given number of equal faces.1 Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.

Objectives:
- Students will be able to identify the plane shapes that form the flat
surfaces of solid figures.
Materials:
-

Pencils

Student worksheets

Math Team materials (Math Facts tub, At Your Seat tub, Teacher Time
materials, Hands-on Exploration tub)

Geometric shapes

White Board paper with sheet protector and markers

Procedures:
-

Anticipatory Set:
o I will gather students on the front carpet and place the geometric
shapes on the white board ledge. I will ask students to turn and
talk about something they learned about the shapes yesterday. I
will have a few students share.

Mentor:
o I will have students go get a clip board, dry erase marker and
sock. I will give each student a white board sheet.
o I will the present each of the geometric shapes to the students
one at a time and have them draw on their white board what the
flat surface looks like.

Guided Practice:
o I will pass out the worksheet for the day. Students will complete
the corresponding worksheet, with teacher assistance on a
needed basis.

Independent Practice: Students will independently work in their Math

Teams on a variety of math skills.
o Math Facts Students at this center will work on their math facts
using a variety of different activities such as flashcards in order
to review and foster these skills.
o At Your Seat Students at this center will work at their seats on
their choice of provided math games that will allow them to
practice skills they have been previously working on in their
mathematics learning such as money, coordinate grids, etc.
o Teacher Time Students at this center will work with me on skills
I have noticed they need more work on. Today, I will be working
with the Purple Math Team.

Today we will go over the vocabulary we have discussed

during the whole group lesson yesterday.

Then I will break students in to pairs. One student will

choose a shape and then the other student will (with their
eyes closed) feel the shape and try to determine what
shape it is based on the flat surfaces, vertices, etc.
Students will then switch and take turns guessing the
shapes.

o Hands-On Exploration Students at this center will work on an

activity that allows them to practice a math skill in a real life way.

Closing: Once students have had time to work independently in their Math
Teams, I will transition them to clean up and move back to their seats. The I
will ask for a volunteer from each Math Team to give the class a brief
description of what they did that day in their teams.
Assessment:
-

Class Discussion

Worksheet answers

Monitoring of independent work

Management Issues and Transitions:

-

I will transition students to and from their seats/carpet using their table numbers.

I will say, Freeze and give me 5 when I need the students to stop what they are doing
and listen to me for further instruction.

I will use a Turn and Talk attention grabber to allow for students to talk to each other and
then get their attention back.

I will alert student when they have 5 minutes left of independent work time.

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Accommodation of Individual Differences and Needs of the Learners

-

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Students with special learning needs will be given preferential seating on the carpet
during direct instruction.

Students with special learning needs to be supported by being pulled into small strategy
groups

Student Teacher: Melissa Quidor

School: Oak Tree Elementary School
Date: Tuesday 3/15
Period/Time: 3rd 10:41-11:25
Grade: 2nd
Subject/Topic/Activity: Math Geometry

Standards:
-

CCSS.MATH.CONTENT.2.G.A.1 - Recognize and draw shapes having specified

attributes, such as a given number of angles or a given number of equal faces.1 Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.

Objectives:
- Students will be able to recognize and name trapezoids, parallelograms,
and hexagons, put shapes together and make new shapes, and identify
the number of sides and vertices in each shape.
Materials:
-

Pencils

Student worksheets

Math Team materials (Math Facts tub, At Your Seat tub, Teacher Time
materials, Hands-on Exploration tub)

Geometric shapes

White Board paper with sheet protector and markers

Procedures:
-

Anticipatory Set:
o I will gather students on the front carpet. I will draw a trapezoid
and a hexagon on the board. We will talk about what these
shapes are called and how many sides and vertices they have.

Mentor:
o I will have large shapes cut out of construction paper in the
shape of triangles, squares, hexagons, trapezoids, and
parallelograms. We will talk as a class how we can use these
shapes to make new shapes and will practice doing this together.
We will count how many sides and vertices our newly created
shapes have.

Guided Practice:
o I will pass out the worksheet for the day. Students will work with
pattern blocks to complete the front of the work mat with a
partner.
o Students will complete the corresponding worksheet, with
teacher assistance on a needed basis.

Independent Practice: Students will independently work in their Math

Teams on a variety of math skills.
o Math Facts Students at this center will work on their math facts
using a variety of different activities such as flashcards in order
to review and foster these skills.
o At Your Seat Students at this center will work at their seats on
their choice of provided math games that will allow them to
practice skills they have been previously working on in their
mathematics learning such as money, coordinate grids, etc.
o Teacher Time Students at this center will work with me on skills
I have noticed they need more work on. Today, I will be working
with the Red Math Team.

During this small group time, I will be working with

students on creating new shapes out of existing shapes.

Students will get pattern blocks and work to put them

together to create new shapes.

o Hands-On Exploration Students at this center will work on an

activity that allows them to practice a math skill in a real life way.
Closing: Once students have had time to work independently in their Math
Teams, I will transition them to clean up and move back to their seats. The I
will ask for a volunteer from each Math Team to give the class a brief
description of what they did that day in their teams.
Assessment:
-

Class Discussion

Worksheet answers

Monitoring of independent work

Management Issues and Transitions:

-

I will transition students to and from their seats/carpet using their table numbers.

I will say, Freeze and give me 5 when I need the students to stop what they are doing
and listen to me for further instruction.

I will use a Turn and Talk attention grabber to allow for students to talk to each other and
then get their attention back.

I will alert student when they have 5 minutes left of independent work time.

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Accommodation of Individual Differences and Needs of the Learners

-

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Students with special learning needs will be given preferential seating on the carpet
during direct instruction.

Students with special learning needs to be supported by being pulled into small strategy
groups

Student Teacher: Melissa Quidor

School: Oak Tree Elementary School
Date: Wednesday 3/16
Period/Time: 3rd 10:41-11:25
Grade: 2nd
Subject/Topic/Activity: Math Geometry

Standards:
-

CCSS.MATH.CONTENT.2.G.A.1 - Recognize and draw shapes having specified

attributes, such as a given number of angles or a given number of equal faces.1 Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.

Objectives:
- Students will be able to cut shapes apart to make new shapes.
Materials:
-

Pencils

Student worksheets

Math Team materials (Math Facts tub, At Your Seat tub, Teacher Time
materials, Hands-on Exploration tub)

Geometric shapes

Procedures:
-

Anticipatory Set:
o I will gather students on the front carpet. I will write on the
board, New shapes can be formed when shapes are cut apart. I
will have students turn and talk to a partner about how they
think this could happen. Some student volunteers will share.

Mentor:
o I will draw some basic shapes on the board such as a square,
hexagon, trapezoid, etc. we will discuss as a class how we could
draw lines through these shapes in order to form new shapes
within it.
o I will model how we can draw lines differently in a square to
break it into different smaller shapes.

Guided Practice:
o I will have students get white boards, markers, and erasers. I will
then give students shapes to draw on their white boards and give
them a number of lines to draw through them in order to make
smaller shapes. Student volunteers will come to the front board
to show how they made new shapes.
o I will pass out the worksheet for the day. Students will complete
the corresponding worksheet, with teacher assistance on a
needed basis.

Independent Practice: Students will independently work in their Math

Teams on a variety of math skills.
o Math Facts Students at this center will work on their math facts
using a variety of different activities such as flashcards in order
to review and foster these skills.

o At Your Seat Students at this center will work at their seats on

their choice of provided math games that will allow them to
practice skills they have been previously working on in their
mathematics learning such as money, coordinate grids, etc.
o Teacher Time Students at this center will work with me on skills
I have noticed they need more work on. Today, I will be working
with the Yellow Math Team.

During this small group time, I will be working with

students on being able to cut shapes into smaller shapes.
Students will be working with pattern blocks to determine
what other shapes they can form from bigger shapes.

o Hands-On Exploration Students at this center will work on an

activity that allows them to practice a math skill in a real life way.
Closing: Once students have had time to work independently in their Math
Teams, I will transition them to clean up and move back to their seats. The I
will ask for a volunteer from each Math Team to give the class a brief
description of what they did that day in their teams.
Assessment:
-

Class Discussion

Worksheet answers

Monitoring of independent work

Management Issues and Transitions:

-

I will transition students to and from their seats/carpet using their table numbers.

I will say, Freeze and give me 5 when I need the students to stop what they are doing
and listen to me for further instruction.

I will use a Turn and Talk attention grabber to allow for students to talk to each other and
then get their attention back.

I will alert student when they have 5 minutes left of independent work time.

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Accommodation of Individual Differences and Needs of the Learners

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Students with special learning needs will be given preferential seating on the carpet
during direct instruction.

Students with special learning needs to be supported by being pulled into small strategy
groups

Student Teacher: Melissa Quidor

School: Oak Tree Elementary School
Date: Thursday 3/17
Period/Time: 3rd 10:41-11:25
Grade: 2nd
Subject/Topic/Activity: Math Geometry

Standards:
-

CCSS.MATH.CONTENT.2.G.A.1 - Recognize and draw shapes having specified

attributes, such as a given number of angles or a given number of equal faces.1 Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.

Objectives:

- Students will identify and create figures that are the same size and the
same shape.
Materials:
-

Pencils

Student worksheets

Math Team materials (Math Facts tub, At Your Seat tub, Teacher Time
materials, Hands-on Exploration tub)

Geometric shapes

Procedures:
-

Anticipatory Set:
o I will gather students on the front carpet. I will write the word
congruent on the white board. I will have students turn and talk
to a partner about what they think the word means. We will
share out ideas and I will define the word.

Mentor:
o I will have a geoboard and rubber bands. I will create two shapes
on the geoboard and we will discuss if they are congruent or not.
We will practice various times to determine if we are creating
congruent shapes or not.

Guided Practice:
o I will break students in to pairs and they will each get their own
geogoard. They will take turns creating shapes on the geogoard
and then the other partner will make a congruent shape.
o I will pass out the worksheet for the day. Students will complete
the corresponding worksheet, with teacher assistance on a
needed basis.

Independent Practice: Students will independently work in their Math

Teams on a variety of math skills.
o Math Facts Students at this center will work on their math facts
using a variety of different activities such as flashcards in order
to review and foster these skills.

o At Your Seat Students at this center will work at their seats on

their choice of provided math games that will allow them to
practice skills they have been previously working on in their
mathematics learning such as money, coordinate grids, etc.
o Teacher Time Students at this center will work with me on skills
I have noticed they need more work on. Today, I will be working
with the Blue Math Team.

During this small group time, I will be working with

students with geoboards and making congruent shapes.

We will review what congruent means and then students

will make shapes that are congruent and not congruent on
their geoboards and explain to me what makes them
congruent or not.

o Hands-On Exploration Students at this center will work on an

activity that allows them to practice a math skill in a real life way.
Closing: Once students have had time to work independently in their Math
Teams, I will transition them to clean up and move back to their seats. The I
will ask for a volunteer from each Math Team to give the class a brief
description of what they did that day in their teams.
Assessment:
-

Class Discussion

Worksheet answers

Monitoring of independent work

Management Issues and Transitions:

-

I will transition students to and from their seats/carpet using their table numbers.

I will say, Freeze and give me 5 when I need the students to stop what they are doing
and listen to me for further instruction.

I will use a Turn and Talk attention grabber to allow for students to talk to each other and
then get their attention back.

I will alert student when they have 5 minutes left of independent work time.

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Accommodation of Individual Differences and Needs of the Learners

-

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Students with special learning needs will be given preferential seating on the carpet
during direct instruction.

Students with special learning needs to be supported by being pulled into small strategy
groups

Student Teacher: Melissa Quidor

School: Oak Tree Elementary School
Date: Friday 3/18
Period/Time: 3rd 10:41-11:25
Grade: 2nd
Subject/Topic/Activity: Math Geometry

Standards:
-

CCSS.MATH.CONTENT.2.G.A.1 - Recognize and draw shapes having specified

attributes, such as a given number of angles or a given number of equal faces.1 Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.

Objectives:
- Students will be able to recognize and apply translations, reflections,
and rotations to geometric shapes.
Materials:
-

Pencils

Student worksheets

Math Team materials (Math Facts tub, At Your Seat tub, Teacher Time
materials, Hands-on Exploration tub)

Geometric shapes

Procedures:
-

Anticipatory Set/ Mentor:

o I will gather students on the front carpet. I will write the words
translation, reflection, and rotation on the board. We will talk as
a class about these words. I will have students Mirror with
Words to define the different words.
o I will have draw an example on the board of each of these
movements.

Guided Practice:
o I will have students go get a white board, marker and eraser. We
will practice drawing shapes and drawing the various movements
on the white boards.
o I will pass out the worksheet for the day. Students will complete
the corresponding worksheet, with teacher assistance on a
needed basis.

Independent Practice: Students will independently work in their Math

Teams on a variety of math skills.

o Math Facts Students at this center will work on their math facts
using a variety of different activities such as flashcards in order
to review and foster these skills.
o At Your Seat Students at this center will work at their seats on
their choice of provided math games that will allow them to
practice skills they have been previously working on in their
mathematics learning such as money, coordinate grids, etc.
o Teacher Time Students at this center will work with me on skills
I have noticed they need more work on. Today, I will be working
with the Purple Math Team.

During this small group time, I will be working with

students with geoboards and making congruent shapes.

We will review what congruent means and then students

will make shapes that are congruent and not congruent on
their geoboards and explain to me what makes them
congruent or not.

o Hands-On Exploration Students at this center will work on an

activity that allows them to practice a math skill in a real life way.
Closing: Once students have had time to work independently in their Math
Teams, I will transition them to clean up and move back to their seats. The I
will ask for a volunteer from each Math Team to give the class a brief
description of what they did that day in their teams.
Assessment:
-

Class Discussion

Worksheet answers

Monitoring of independent work

Management Issues and Transitions:

-

I will transition students to and from their seats/carpet using their table numbers.

I will say, Freeze and give me 5 when I need the students to stop what they are doing
and listen to me for further instruction.

I will use a Turn and Talk attention grabber to allow for students to talk to each other and
then get their attention back.

I will alert student when they have 5 minutes left of independent work time.

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Accommodation of Individual Differences and Needs of the Learners

-

Students will be grouped in to Math Teams for independent work depending on the
results of their preassessment.

Students with special learning needs will be given preferential seating on the carpet
during direct instruction.

Students with special learning needs to be supported by being pulled into small strategy
groups