Hackett 2011

Teacher Candidate: Alyssa Manning Essential Question(s): How do we classify quadrilaterals? Lesson Number: 1 Approximate Time: 30-40 minutes Objectives
(Label Blooms)

Unit Topic: Geometry

State Standards
(performance indicators, key ideas, strands, etc.)

Acceptable Evidence and Type of Assessment

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.

Knowledge Students will identify and label trapezoids, parallelograms, rectangles, squares, and rhombi on a worksheet. Analysis Students will construct trapezoids, parallelograms, rectangles, squares, and rhombi using colored popsicle sticks cut to certain lengths. Application Students will record shapes created out of popsicle sticks onto a blank worksheet. Analysis Students will compare and contrast special quadrilaterals they have constructed and drawn by length of sides, parallel sides, and the sizes of their angles.

Assessment will be through student completion of quadrilateral labeling worksheet. Assessment will be through student construction of quadrilaterals using colored popsicle sticks. Assessment will be through recorded student drawings of quadrilaterals. Assessment will be through student completion of quadrilateral compare and contrast worksheet.

Teacher Candidate: Alyssa Manning Lesson Plan Template Unit Title: The Shape Were In Subject: Geometry Essential Question(s): How do we classify quadrilaterals?

Hackett 2011 Date: November 2nd 2011

Grade Level: 3rd

Lesson Title/Number

Classifying Quadrilaterals

1. Understand that shapes in different categories (e.g., rhombuses, State Standards and rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger Performance category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and Indicators 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. 2. Students will construct trapezoids, parallelograms, rectangles, squares, and rhombi using colored popsicle sticks cut to certain lengths. 3. Students will record shapes created out of popsicle sticks onto a blank worksheet. 4. Students will compare and contrast special quadrilaterals they have constructed and drawn by length of sides, parallel sides, and the sizes of their angles.

Hackett 2011 ----------------------------------------------------------------------------------1. Assessment will be through student completion of quadrilateral labeling worksheet. 2. Assessment will be through student construction of quadrilaterals using colored popsicle sticks. 3. Assessment will be through recorded student drawings of quadrilaterals. 4. Assessment will be through student completion of quadrilateral compare and contrast worksheet. Bell Ringer: Students will be grouped into pairs and given a tangram puzzle. The students will be asked to construct the image provided by the teacher with the tangrams and then label each of the pieces of the puzzle to the best of their ability.

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 administer the Bell Ringer to the class, instructing them to work with their neighbor sitting next to them. 2. The teacher will go over the Bell Ringer with the class as a whole. 3. The teacher will do a direct instruction on the quadrilaterals called trapezoids, parallelograms, rectangles, squares, and rhombi. 4. The teacher will distribute quadrilateral labeling worksheet to students to complete independently. 5. The teacher will quickly review the quadrilateral labeling worksheet with the class as a whole. 6. The teacher will distribute colored popsicle sticks in premeasured lengths to student pairs. 7. The teacher will model how to construct a quadrilateral using the colored popsicle sticks. 8. The teacher will distribute quadrilateral compare and contrast worksheet to each student. 9. The teacher will instruct the students to work in pairs to construct one of each of the quadrilaterals discussed earlier and to draw the completed quadrilaterals on the compare and contrast worksheet. 10. The teacher will collect the quadrilateral compare and contrast worksheets. 11. The teacher will handout Just the Right Quadrilateral worksheet for homework. 12. The teacher will instruct students to complete a handprint exit slip. 1. The student will do the Bell Ringer with a neighbor. 2. The student will review the Bell Ringer with teacher. 3. The student will listen to the teachers direct instruction of specific quadrilaterals.

Hackett 2011 4. The student will complete quadrilateral labeling worksheet independently. 5. The student will review the labeling worksheet with the teacher. 6. The student will receive colored popsicle sticks in premeasured lengths. 7. The student will view the teacher modeling construction of a quadrilateral with the colored popsicle sticks. 8. The student will receive a quadrilateral compare and contrast worksheet. 9. The student will work with a neighbor to construct one of each quadrilaterals discussed by the teacher and then draw the completed quadrilaterals on the compare and contrast worksheet. 10. The student will hand in to the teacher the completed compare and contrast worksheet. 11. The student will receive the Just the Right Quadrilateral worksheet for homework. 12. The student will be instructed by teacher to complete a handprint exit slip by tracing their hands on a piece of paper and writing one thing they learned in each finger. Learning Modalities Accommodations Auditory Direct Instruction Group Review/Discussion Tactile/Kinesthetic Bell Ringer Tangram Puzzle Quadrilateral Popsicle Stick Construction & Drawing Visual Bell Ringer Tangram Puzzle Quadrilateral Labeling Worksheet Quadrilateral Compare and Contrast Worksheet Just the Right Quadrilateral Worksheet Bell Ringer/Prior Knowledge Activator Thumbs Up/Thumbs Down Effective Questioning Review of In Class Work Exit Ticket: Handprint

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

Hackett 2011

Assessment Type and purpose

(sometimes called evaluation)

Early Assessment Bell Ringer/Prior Knowledge Activator Checking for Understanding Thumbs Up/Thumbs Down Effective Questioning Formative Assessment Quadrilateral Labeling Worksheet Quadrilateral Compare and Contrast Worksheet Just the Right Quadrilateral Worksheet Closure will be the review of the Quadrilateral Compare and Contrast worksheet, the handing out of the Just the Right Quadrilateral worksheet for homework, and the Exit Ticket: Handprint activity.

Closure

Students with IEPs will be accommodated accordingly. Accommodations and/or Interactions with Support Staff

Tangram Puzzles Resources/Materials Quadrilateral Labeling Worksheet Colored Popsicle Sticks of Premeasured Lengths Quadrilateral Compare and Contrast Worksheet Just the Right Quadrilateral Worksheet 30-40 Minutes Time Required