Sara Casiano

USF Final Intern

CT: Ms. Pizzuto

Math Lesson
4/6/16 @ 12:20
Room 328
Lesson Content

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able
to do after this lesson?
Include the ABCDs of
objectives: action, behavior,

MAFS.5.MD.3.3
Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.

How can you identify, describe, and classify 3D figures?

Given a solid figure, students will be able to identify it, describe it, and classify the
3D shape by its vertices, bases, and lateral faces.

Sara Casiano
USF Final Intern
CT: Ms. Pizzuto

Math Lesson
4/6/16 @ 12:20
Room 328

condition, and degree of

mastery, i.e., "C: Given a
sentence written in the past
or present tense, A: the
student B: will be able to rewrite the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)
Rationale
Address some the following
questions:
Why are you teaching
this objective?
Where does this
lesson fit within a larger
plan?
Why are you teaching
it this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will

I am teaching this objective because knowing about different 3D shapes and their
attributes will help them understand volume in a deeper manner which is a
necessary skill. This lesson is one small portion (the introduction) of an entire unit
that focuses on volume and that volume is measured with cubic units.

Sara Casiano
USF Final Intern
CT: Ms. Pizzuto
you know students have
mastered your
objectives?
Address the following:
What formative evidence
will you use to document
student learning during this
lesson?
What summative evidence
will you collect, either during
this lesson or in upcoming
lessons?

Math Lesson
4/6/16 @ 12:20
Room 328
Formative: Self check 3 questions (attached). I will go around and check if these are
correct to see if they are ready for the summative assessment or need to be part of
the reteach group.

Summative: Stations activity with worksheet (attached).

What Content Knowledge

is necessary for a teacher The teacher needs to know about polygons, polyhedrons, and non-polyhedrons in
order to teach this lesson. The teacher should also know, what lateral faces,
to teach this material?
vertices, and bases are.

What background
knowledge is necessary
for a student to
successfully meet these
objectives?
How will you ensure
students have this previous
knowledge?
Who are your learners?

The students need to understand what polygons are in order to be able to classify
what is a polyhedron and a non-polyhedron. They should also have some knowledge
of the faces and vertices on shapes. They are ready for this content because they
will be refreshed on it in the days prior in a way that leads up to this lesson. My
students are fifth grade girls in the ages of 10 and 11. One student receives ESE
support, three are in the AGP, and I have no English language learners.

Sara Casiano
USF Final Intern
CT: Ms. Pizzuto

Math Lesson
4/6/16 @ 12:20
Room 328

What do you know about

them?
What do you know about
their readiness for this
content?
What misconceptions
might students have
about this content?

They might not understand why cylinders are non-polyhedrons because they do not
see that its not entirely made up of polygons. To address this I will try to scaffold
their thinking by asking them what a polygon is and ask them to identify all the
polygons that make up the cylinder. They will then see that it is not made up of
polygons, therefore not meeting the requirements needed to be classified as a
polyhedron.

Lesson Implementation
Teaching Methods
(What teaching method(s)
will you use during this
lesson? Examples include
guided release, 5 Es, direct
instruction, lecture,
demonstration, partner
word, etc.)

Direct instruction, discussion, and partner work.

Sara Casiano
USF Final Intern
CT: Ms. Pizzuto
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson?
Be thorough. Act as if you
needed a substitute to carry
out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students

Math Lesson
4/6/16 @ 12:20
Room 328
Time

Who is
responsibl
e (Teacher
or
Students)?

1. Ask the Essential Question and have the

students answer the question in their notebook.
2. Have the students share ideas of EQ as a class,
and discuss it.
3. Put the students into groups of 3 or 4. The
groups will be picked at random by pulling sticks with
their names on them.
4. Each group will get a box with shapes. Every box
will have the same shapes.
5. The groups will describe shapes in box (10
minutes) in a chart they create. Student discretion
what the chart looks like and includes.
6. Ask students to sort shapes based off their
descriptions.
7. Have a class discussion of their sort. How did
your group sort the shapes? Why?
8. Discuss polyhedrons and how they are made up
of polygons, split into two groups by random selection
through pulling sticks: pyramids, and prisms.
9. Show a few different polyhedrons and ask which
is a pyramid.
10.Show triangular prism and pyramid. Discuss
which falls in which category and why.
11.HOT- cylinder and sphere- Discuss which
category of polyhedron do these fit into? Why?
12.Discuss non-polyhedrons
13.Self check. Questions 1-3 Pg 459. Go around and
check their answers.
14.If they mastered it, they will move on to the
summative activity where I will have stations set up
for them to complete a worksheet (attached).

Sara Casiano
USF Final Intern
CT: Ms. Pizzuto
learning?
What model of coteaching are you using?

What will you do if

Math Lesson
4/6/16 @ 12:20
Room 328
15.Each station will have one 3D shape labeled with
a letter. They are to find the letter on their worksheet,
and fill it out.
16.The worksheet will ask about the base shape, #
of edges, # of faces including base, #of vertices, and
the name of the figure.
17.Any students that complete it early will get an
enrichment crossword puzzle (attached).
a student struggles with the content?
If a student struggles they will be pulled for a reteach group. Where they will look at
the 3D shapes together. Separate the shapes into two piles, prisms and pyramids.
They will look at one pile at a time, and really try to get them to see what all of
those shapes have in common. Then they will try to see how the piles differ.
Scaffolding them to really notice the different attributes for each category. They will
then have non-hedrons introduced, and they will go over how they do not have the
attributes necessary in order to be polyhedrons. Then they will do questions 7-9 on
page 459 to see if they gained a better understanding of the concept.

What will you do if

a student masters the content quickly?

If a student masters the content quickly they will be able to move on to the
summative assessment (attached).

Sara Casiano
USF Final Intern
CT: Ms. Pizzuto
Meeting your students
needs as people and as
learners

Math Lesson
4/6/16 @ 12:20
Room 328
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This connects to their interests because they use 3D objects when they play video
games such as Minecraft, which they love playing. They need to understand these
shapes in order to build things.
If applicable, how does this lesson connect to/reflect the local community?
This reflects the local community because this will lead them into understanding
volume, and finding volume is an important life skill. They will need to understand
volume even as they grow old enough to want to cook or bake for themselves
and/or their parents.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
They will receive an enrichment crossword puzzle that goes over the different
vocabulary from this lesson (attached).

How will you differentiate instruction for students who need additional
language support?
I do not have students that require language support, but if I did, I would make
cards with the shape, name, and attributes in their home language and English so

Sara Casiano
USF Final Intern
CT: Ms. Pizzuto

Math Lesson
4/6/16 @ 12:20
Room 328
that they will understand the content better and learn the vocabulary.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you
use? Why did you choose
these materials? Include any
resources you used. This can
also include people!)

I will be checking with my ESE student, C.J., ensuring she is on track and making
sure she does not fall behind at any point. If she masters the content, she will
receive extra time to complete the summative assessment and formative
assessment.

7 boxes of shapes
White board
Markers
Elmo
Exit ticket
Enrichment Worksheet