Lesson Plan Format

Name: Pam Miller Big Idea/Essential Question/Lesson Focus: 2D and 3D shapes Subject: Math Grade/Students Involved: 2 Date Written: 10/1/13 Date Taught: 10/2/13 Time Needed for Lesson: 45-60 min. Academic Standards: MN Math Standards: 2.3.1.1: Describe, compare, and classify two- and three-dimensional figures according to number and shape of faces, and the number of sides, edges, and vertices (corners). Learning Objectives: A. Content: Students will be able to complete a table to how many small polygons fit into larger polygons. B. Academic Language Needs: I can use prepositions such as in, next to, beside, to compare how small polygons fit into large polygons. Previous Learning: practice filling large shapes with pattern blocks, names of the Pattern Block shapes (triangle, hexagon, rhombus, trapezoid) Assessment Tools: A. Formal: Worksheets of ways to fill an irregular polygon to assess understanding of polygons. B. Informal: Observations during work time and discussions to assess students understanding of relationship between polygons. Provisions for Individual Differences: Challenge posed in part one for gifted students. Resources and Materials Needed: Me: pattern blocks, table of polygons (see attached), The Greedy Triangle by Marilyn Burns, Students: Pattern blocks (in trays, one for each table), Ways to Fill worksheets, pencils, colored pencils or crayons Instructional Strategies and Learning Tasks Introduction 1. Read The Greedy Triangle to students. Remind them that we have been learning about 3D shapes and now were moving to 2D shapes for a lesson. 2. Remind students that the 1st graders have been working to fill in the addition chart and that today we will be doing something similar, but with polygons. (Ask if

students remember what that word means). Instruction Part One 3. Work with the class to fill in the table. a. Display the table.* b. Read and explain the axes. c. Cover up the entire table except for the triangle/rhombus intersection. d. Ask students how many triangles will fit into the rhombus. Have students show with fingers. If disagreement, write down all numbers and encourage students to share and discuss ideas. Once a consensus has been reached, show with pattern blocks. e. Repeat steps c and d until the whole table has been filled in. f. Explain the challenge: find all the ways to fill the hexagon. (4 more ways, simple) *If any student notices that we are not using all of the pattern blocks, ask students why they think that might be. Have square and small rhombus on hand to show that they do not fit easily into the other shapes. 4. Tell students that they will have the opportunity to use this table to fill a polygon. Part Two 5. Show the worksheet. Explain that they need to fill the shape using 1, 2, 3, and, 4 types of blocks; tell students they need to trace and color the shapes they use and write what they used on the side of the worksheet. 6. Pass out worksheets and dismiss students to tables. 7. During work time, collect at least one example for each type of fill. Closure 8. Gather students at the front of the room and show at least on example for each fill. 9. Tell students that in the next lesson we will be learning something similar with 3D shapes.

Triangle Rhombus Trapezoid Hexagon Triangle

Rhombus

Trapezoid

Hexagon