Mathematics Lesson Plan

TEACHER Cheryl Lee Subject(s): Mathematics Time #rame: $ hour Content Gra e(s): ! Stran (s) Geometry an S"atial Sense

%ame o& the Rich Per&ormance Tas': (Cubes Are E)ery*here+,

Big Idea: 3-D shapes are not an abstract concept; they can be found in the real world around us CURRICULUM EXPECTATIONS Overall Expectation Identify two-dimensional shapes and three-dimensional figures and sort and classify them by their geometric properties Speci ic Expectation! Students will: identify and describe various polygons (i.e. triangles !uadrilaterals pentagons he"agons heptagons octagons# and sort and classify them by their geometric properties (i.e. number of sides of number of vertices# using concrete materials and pictorial representations (e.g. $I put all the figures with five or more vertices in one group and all the figures with fewer than five vertices in another group.%# identify and describe various three-dimensional figures (i.e. cubes prisms pyramids# and sort and classify them by their geometric properties (i.e. number and shape of faces# using concrete materials (e.g. $I separated the figures that have s!uare aces from the ones that don&t.%# 'nowledge and (nderstanding ) (nderstanding of mathematical concepts *ommunication ) +"pression and organi,ation of ideas and mathematical thin-ing (e.g. clarity of e"pression logical organi,ation# using oral visual and written forms (e.g. pictorial graphic dynamic numeric algebraic forms; concrete materials# .pplication ) .pplication of -nowledge and s-ills in familiar conte"ts .pplication ) /a-ing connections within and between various conte"ts (e.g. connections between concepts representations and forms within mathematics; connections involving use of prior -nowledge and e"perience; connections between mathematics other disciplines and the real world#

Prior -no*le .e

0hroughout the year the 1rade 2 students will have access to wooden shape bloc-s that they can inspect and play with during the introduction to 2-D shapes. 0he following activity ta-es place after students have an understanding of 2-D shapes and is meant to segue into 3-D shapes while giving students an opportunity to ma-e real-world connections. Students should be familiar with the following 'ey 3ocabulary prior to this activity: sides vertices corners definition and names of various 2-D polygons (i.e. s!uare he"agon ...#
Accommo ations

Some students may need the following in the main activity: Increase time or quiet space Mini-lesson (review what we&ve learned so far individually with the teacher# Extension (have students thin- of other defining !uestions they can as- to identify a cube aside from the ones given on the handout#
Mo i&ications

+S4 student(s# may not understand certain terminology (names of shapes# to play the warm-up activity. In this case have the student(s# partner up with an e"isting classmate and observe 56 play a modified version with the student(s# in which there are only simple shapes (circle s!uare ...# and in which names of shapes are called out instead of as-ing !uestions.
Materials re/uire :

7ictures of a variety of 2-D shapes in different conte"ts (real world abstract ...# on Smartboard *ut-out image of a 2-D shape enclosed in an envelope (8 per student# File: Shapes.doc 9andout . (8 per student# pencil File: Cubes Handout.doc +"amine student wor- on handout to assess if students have successfully applied mathematical -nowledge 5bserve student pairs to gauge how well they :ustify why a certain ob:ect is or is not a cube 9ave !tudents self-assess using a ;thumbs up or down& during the sharing circle

Assessment Tool(s):

Proced"re o Ta!#: $ETTIN$ STARTE% & part ' & (e ore & ) *Section A+, ') -in"te! *Section B+ Section A: (sing a Smartboard show pictures of a variety of shapes (circles triangles he"agons<# interspersed with pictures of real life ob:ects as well (bas-etball pylon<# and have students ;popcorn& the names of the shapes. =hen loo-ing at the harder shapes as- how students -now this (ie: it is an octagon because it has !ertices or corners"

Section B: 7repare envelopes enough for each student. In each envelope enclose a picture of a shape (circle triangle<#. 9ave students loo- at what&s inside but -eep it a secret to themselves> +"plain the activity (? minutes#: =e&re going to try and guess each other&s shapes. =e&re going to move around the room and asclassmates 5@+ !uestion about their shape. Aour classmate will answer it and then you can guess what it is. In the end you show the person your shape. .s a class discuss possible !uestions to as-: #on$t %ust as& '(re )ou a circle*+ ,hat$s not -un. /hat questions can )ou as& to guess 0hat shape the) ha!e* (i.e.1 Ho0 man) !ertices do )ou ha!e* (re )ou round* #o )ou ha!e 2 corners*" /odel this activity with a volunteer before letting them engage in the activity themselves .OR/IN$ ON IT & part 0 & d"ring & 12 -in"te! .rrange students in pairs. Show a wooden cube to the class. .s-: 9ow is this ob:ect different from this (2-d model of a s!uare#. =rite down ideas on chart paper as a class (i.e. flat vs ;fat& more than one s!uare ...# .fter brainstorming distribute the handouts and model the first !uestion as a class. Divide into partners: try to find or thin- of ) cubed ob:ects in the room or anywhere else you&ve seen it in real life and fill out the 3ando"t together RE4LECTIN$ AN% CONNECTIN$ & part 1 & a ter & '2 -in"te! Borm a sharing circle using a tal-ing piece. .s- the following !uestions: $=hat was one thing you&ve learned in these activitiesC% $9ow would you change the first game to ma-e it easier for classmates to guess your shapeC%
Teacher %otes:

(se helpful feedbac- to give students a clear understanding of the learning they are being as-ed to demonstrate (i.e.1 'I li&e ho0 )ou chose an ob%ect 0ith 3 square sides. /hat else ma&es this ob%ect a cube*+ 'I li&e ho0 this ob%ect has a square side1 but 0hat else does this need to be a cube*+" /odel handouts and activity prior to giving students individual tas-s