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: 4 Approximate Time: 30 Minutes - 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. Reading Standards for Literature K5 Integration of Knowledge and Ideas 7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

1. Students will construct the images from the story, Grandfather Tangs Story, by Ann Tompert using their tangrams. (Synthesis) 2. Students will recognize and describe the shapes that make up a tangram. (Knowledge)

Objective #1-2: Observation during activity (Informal Formative) and student completion of Grandfather Tangs Story Worksheets. (Formative)

3. Students will discuss in a group setting how the use of tangrams helped in telling the story, Grandfather Tangs Story. (Analysis)

Objective #3: Grandfather Tangs Story Think-Pair-Share (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 Grandfather Tangs Story / Lesson # 4

Geometry 3.G State Standards and Reason with shapes and their attributes. Performance Indicators 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. Reading Standards for Literature K5 Integration of Knowledge and Ideas 7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Lesson Objectives
(Blooms Taxonomy)

1. Students will construct the images from the story, Grandfather Tangs Story, by Ann Tompert using their tangrams. (Synthesis) 2. Students will recognize and describe the shapes that make up a tangram. (Knowledge) 3. Students will discuss in a group setting how the use of tangrams helped in telling the story, Grandfather Tangs Story. (Analysis)

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

---------------------------------------------------------------------------------------Objective #1-2: Observation during activity (Informal Formative) and student completion of Grandfather Tangs Story Worksheets. (Formative) Objective #3: Think-Pair-Share (Formative)

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Hackett 2011 Prior Knowledge Tap: Teacher will ask students to look at their tangrams and to name the quadrilaterals and discuss the quadrilaterals attributes that define them as such.

_______________ 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 ask the students to come up to the desk and pick up: a Grandfather Tangs Story Think-Pair-Share paper, one sheet of white paper, and one zip lock baggie containing a tangram puzzle. And to then take a seat on the carpet. 2. The students will gather their materials and take a seat on the carpet. 3. The teacher will instruct the students to place their white sheet of paper on the carpet in front of them and to quietly open their zip lock baggies and to spread the contents out onto their white sheet of paper. 4. The students will quietly open their zip lock baggies and spread the contents out onto their white sheet of paper. 5. The teacher will ask the students as a group if any of the shapes are familiar looking, calling on at least two students for answers. (CFU Content) 6. The teacher will hold up a parallelogram and ask the students if it is a quadrilateral, letting the class answer as a group. (CFU Content) 7. The teacher will ask the students as a group how they know it is a quadrilateral, calling on at least two students for answers. (CFU Content) 8. The teacher will ask if there is another name for the parallelogram besides quadrilateral, calling on at least two students for answers. (CFU Content) 9. The teacher will ask how the students know it is a parallelogram and ask what attributes a parallelogram has, calling on at least two students for answers. (CFU Content) 10. The teacher will hold up a triangle and ask if it is a quadrilateral, letting the class answer as a group. (CFU Content) 11. The teacher will hold up a square and ask if it is a quadrilateral, letting the class answer as a group. (CFU Content) 12. The teacher will ask the students how they know it is a quadrilateral, calling on at least two students for answers. (CFU Content) 13. The teacher will ask if there is another name for a square, calling on at least two students for answers. (CFU Content) 14. The teacher will ask how the students know it is a square and what attributes a square has, calling on at least two students for

Hackett 2011 answers. (CFU Content) 15. The teacher will ask if there are any other names for a square besides a quadrilateral and a square, calling on at least two students for answers. (CFU Content) 16. The teacher will introduce the 7 specific shapes the students have as a tangram puzzle. 17. The teacher will inform the students of their task of making characters and animal shapes using their tangrams while listening to a story. 18. The teacher will ask the students to be thinking of the question, How shapes can be used to help tell a story, during the read aloud. 19. The teacher will ask the students to repeat back what the students need to do during the read aloud, calling on at least two students. (CFU - Directions) 20. The teacher will read the story, Grandfather Tangs Story, by Ann Tompert. (LM Auditory) 21. The teacher will provide larger images of the tangram pictures from the story for the students to see during the read aloud. (LM Visual) 22. The teacher will provide prompts to students for synthesis of tangram pictures from the story during the read aloud. 23. The students will listen to the story, look at the pictures, and synthesize the tangram pictures from the story. (LM Visual, Auditory, Tactile/Kinesthetic) 24. The teacher will visually monitor the student construction of the tangram pictures from the story while doing the read aloud. 25. The teacher will ask the students to put their tangram puzzles away and to pull out and answer the question How can shapes help tell a story in the Think portion of their T-P-S paper. 26. The teacher will then ask the students to pair up and fill out the Pair section of their T-P-S paper. (RBIS Cooperative Learning) 27. The teacher will then ask the students to share with the class what they discussed in pairs. 28. The teacher will go over with the class the homework sheet, Grandfather Tangs Story tangram worksheet. 29. The teacher will ask at least two students to repeat back the directions and expectations for the homework sheet. (CFU Directions) 30. The teacher will have students drop off the T-P-S papers in the homework basket and pick up the homework sheet. 1. The teacher will ask the students as a group if any of the shapes are familiar looking, calling on at least two students for answers. (CFU Content) 2. The teacher will hold up a parallelogram and ask the students if it is a quadrilateral, letting the class answer as a group. (CFU Content) 3. The teacher will ask the students as a group how they know it is a

Checks for Understanding Label: directions, procedures, routines,

and/or content (formative)

Hackett 2011 quadrilateral, calling on at least two students for answers. (CFU Content) 4. The teacher will ask if there is another name for the parallelogram besides quadrilateral, calling on at least two students for answers. (CFU Content) 5. The teacher will ask how the students know it is a parallelogram and ask what attributes a parallelogram has, calling on at least two students for answers. (CFU Content) 6. The teacher will hold up a triangle and ask if it is a quadrilateral, letting the class answer as a group. (CFU Content) 7. The teacher will hold up a square and ask if it is a quadrilateral, letting the class answer as a group. (CFU Content) 8. The teacher will ask the students how they know it is a quadrilateral, calling on at least two students for answers. (CFU Content) 9. The teacher will ask if there is another name for a square, calling on at least two students for answers. (CFU Content) 10. The teacher will ask how the students know it is a square and what attributes a square has, calling on at least two students for answers. (CFU Content) 11. The teacher will ask if there are any other names for a square besides a quadrilateral and a square, calling on at least two students for answers. (CFU Content) 12. The teacher will ask the students to repeat back what the students need to do during the read aloud, calling on at least two students. (CFU - Directions) 13. The teacher will ask at least two students to repeat back the directions and expectations for the homework sheet. (CFU Directions) Formative: Grandfather Tangs Story Think-Pair-Share Worksheet Formative: Grandfather Tangs Story Tangram Worksheet

Assessment Type and purpose

(sometimes called evaluation)

Closure

The teacher will close the lesson by having the students take part in a Think-Pair-Share activity discussing how shapes can help tell a story. The teacher will also go over and assign the homework.

Hackett 2011 Accommodations and/or Interactions with Support Staff Grandfather Tangs Story, by Ann Tompert Resources/Materials Tangram Puzzles for each student White sheet of paper for each student Grandfather Tangs Story Think-Pair-Share Worksheet Grandfather Tangs Story Tangram Worksheet 30 minutes 45 minutes Time Required