Anda di halaman 1dari 3

# SMU

Name:

Colleen Farrisee

Unit/Lesson
Topic/Essential
Question(s):

Date Turned
In:

Sunday
2/1/15

Date
Taught:

Tuesday
2/3/15

## Geometry and measurement, 2D

shapes

Time Limit:

~ 1 hour and 30
minutes

OBJECTIVES
a) Content Objectives
LO: Students can put 2D shapes together to make new 2D shapes.
b) Language Objectives
Key Vocabulary
Students will be able to identify the names of the 2D shapes.
Circle, triangle, rectangle, squares, special rectangles, rhombus and hexagon
STATE STANDARDS
TEKS:
1.6 Geometry and measurement The student applies mathematical process standards
to analyze attributes of two-dimensional shapes and three-dimensional solids to develop
generalizations about their properties. The student is expected to:
B) distinguish between attributes that define a two-dimensional or three-dimensional
figure and attributes that do not define the shape.
C) creates two-dimensional figures, including circles, triangles, rectangles and squares,
as special rectangles , rhombuses, and hexagons.
F) compose two-dimensional shapes by joining two, three or four figures to produce a
target shape in more than one way if possible
G) partition two-dimensional figures into two and four fair shares or equal parts and
describe the parts using words
1.5 Algebraic reasoning The student applies mathematical process standards to identify
and apply number patterns within properties of numbers and operations in order to
describe relationships. The student is expected to:
F) determine the unknown whole number in an addition or subtraction equation when the
unknown may be any one of the three or four terms in the equation.
G) apply properties of operations to add and subtract two or three numbers
1.3 Number and operations The student applies mathematical process standards to
develop and use strategies for whole number addition and subtraction computations in
order to solve problems.

SMU
Lesson Plan Framework

Assessment
Students will be monitored while they are working on their independent practice to make
sure that they understand the concepts.
Students will be formally assessed through the DOLproving that they learned:
Students, using 2D shapes, will create at least one new 2D shape on a sticky note.
ELL Authentic Assessment ELL students will be allowed to have their native English
speaking partner help read the guided practice sheet. ELL students will be monitored
while working on the independent practice for informal assessments on their spelling of
English words, where applicable.
Materials
Texas Go Math! Volume 2, pages 525-527 (Guided practice)
Think Central 14.3 lesson opener (online)
Pattern/design example (attention grabber)

Procedures
A. Introduction/Motivation
Daily Math Routine (15-20 minutes)
Counting: forwards, backwards to and from 120 as well as by 2s and 5s.
o Counting games, such as a maze or math bingo.
o Frames and arrows paper and pencil practice
o Oral practice out loud as a whole group or in pairs.
o Daily math practice: 5 quick problems and concept progress
Introduce the main lesson (~5 minutes)
Students will be shown a pattern or design that I created or found in a piece of artwork.
The students will be asked to describe the shapes that are used in the pattern or design.
B. Lesson Activities Sequence and Procedures:
The students will be shown the digital lesson opener from Think Central (Go Digital) 14.3
The students will be encouraged to identify the shapes in the sandbox.
o What shapes did the children make in the sandbox?
o What new shapes did the children make by combining the other shapes?
o How is the new shape different from the shapes used to make it?
o How are the new shape and the shapes used to make it alike?
Demonstrate using the template to make the new shape under the projector for the
students.
Independent practice:
The students will complete workbook pages 525-527 for guided practice. If there are
students struggling with the practice, shapes will be on the table to help visualize the
problems. The students will draw what they see.
The workbook pages will be reviewed with the students underneath the projector if time
permits.

SMU
Lesson Plan Framework
C. Closure (~5 minutes)
The students will complete a DOL for their assessment to see how they are
understanding the material
The teacher will collect the DOLs to help determine where the lesson needs to begin the
following day and what students need further help.

Differentiation/Accommodations/Modifications
The students are paired one ELL and one native English speaker with similar a similar level in
mathematics. The pairs participate in math centers for 30 minutes (if time permits that day), giving
the teacher time to pull out small groups or individuals to work with on difficult concepts.
The centers for this week are: