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: 2 Approximate Time: 30-45 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.

1. Students will identify and label trapezoids, parallelograms, rectangles, squares, and rhombi on a worksheet. (Knowledge) 2. Students will construct trapezoids, parallelograms, rectangles, squares, and rhombi using colored Popsicle sticks cut to certain lengths, then record the shaped created onto a worksheet. (Analysis & Application) 3. Students will compare and contrast special quadrilaterals by length of sides, parallel sides, and the sizes of their angles. (Analysis)

AE Objective #1: Quadrilateral labeling worksheet. (Formative) AE Objective #2: Construction of quadrilaterals using colored popsicle sticks and recorded student drawings of quadrilaterals. (Informal Formative) AE Objective #3: Quadrilaterals compare and contrast worksheet & Just the Right Quadrilateral worksheet. (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 Quadrilaterals! / Lesson # 2

Geometry 3.G State Standards and Reason with shapes and their attributes. Performance 1. Understand that shapes in different categories (e.g., rhombuses, Indicators 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.

Lesson Objectives
(Blooms Taxonomy)

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Students will identify and label trapezoids, parallelograms, rectangles, squares, and rhombi on a worksheet. (Knowledge) 2. Students will construct trapezoids, parallelograms, rectangles, squares, and rhombi using colored Popsicle sticks cut to certain lengths, then record the shaped created onto a worksheet. (Analysis & Application) 3. Students will compare and contrast special quadrilaterals they have constructed and drawn by length of sides, parallel sides, and the sizes of their angles. (Analysis) ----------------------------------------------------------------------------------AE Objective #1: Quadrilateral labeling worksheet. (Formative) AE Objective #2: Construction of quadrilaterals using colored popsicle sticks and recorded student drawings of quadrilaterals. (Informal Formative) AE Objective #3: Quadrilaterals compare and contrast worksheet & Just the Right Quadrilateral worksheet. (Formative)

Hackett 2011 Flashback! Triangle Challenge Worksheet Bell Ringer and Prior Knowledge Tap
This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

_______________

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

________________________________________________________ 1. The teacher will hand out the Flashback! Triangle Challenge worksheet. (CFU Content) 2. The students will complete the Flashback! worksheet independently. 3. The teacher will hand out the lessons guided notes on quadrilaterals while students are working on their Flashback! worksheet. 4. The teacher will go over the different types of and characteristics of quadrilaterals as found on the guided notes worksheet. 5. The teacher will have the class as a whole work together to complete the guided notes, calling on students for answers. (RBIS Summarizing & Note Taking) 6. The students will provide responses to the questions on the guided notes worksheet and write down the correct answers. 7. The teacher will show the class on the Smartboard the Quadrilateral Family Tree image and discuss it with the class. This image will be left up during the lesson for student reference. (LM Visual) 8. The teacher will have students come up and hand in their Flashback! Triangle Challenge worksheet and pick up a Quadrilateral Compare & Contrast worksheet and a ziplock bag of popsicle sticks. 9. The teacher will model for the students how to use popsicle sticks to construct different quadrilaterals. 10. The teacher will go over the directions for the Quadrilateral Compare & Contrast worksheet, asking several students to repeat back the directions for the activity. (CFU Directions) 11. The students will construct the quadrilaterals listed on the worksheet, draw them onto the worksheet, and then in pairs they will compare and contrast the shapes. (LM Tactile/Kinesthetic, RBIS Cooperative Learning) 12. The teacher will hand out Exit Slips while students are working. (CFU Content) 13. The teacher will call attention to the class and go over the directions for the homework for the lesson, calling on several students to repeat back the directions. (CFU Directions) 14. The teacher will instruct the students to turn in their Exit Slips and Quadrilateral Compare & Contrast worksheets, and to pick up

Hackett 2011 their homework worksheet, Just the Right Quadrilateral. (RBIS Homework & Practice)

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

1. The teacher will hand out the Flashback! Triangle Challenge worksheet. (CFU Content) 2. The teacher will go over the directions for the Quadrilateral Compare & Contrast worksheet, asking several students to repeat back the directions for the activity. (CFU Directions) 3. The teacher will hand out Exit Slips while students are working. (CFU Content) 4. The teacher will call attention to the class and go over the directions for the homework for the lesson, calling on several students to repeat back the directions. (CFU Directions)

Assessment Type and purpose

(sometimes called evaluation)

Flashback! Triangle Challenge (Formative) Quadrilateral labeling worksheet (Formative) Quadrilaterals compare and contrast worksheet (Formative) Just the Right Quadrilateral worksheet (Formative)

Closure

The teacher will end the class by having the students fill out their Exit Slips and reviewing the directions for the homework, the Just the Right Quadrilateral worksheet.

Accommodations and/or Interactions with Support Staff

Hackett 2011 Flashback! Triangles Challenge Worksheet Resources/Materials Quadrilateral Guided Notes Worksheet Colored Popsicle Sticks of Premeasured Lengths Quadrilateral Compare and Contrast Worksheet Just the Right Quadrilateral Worksheet Exit Slip 30-45 Minutes Time Required