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Elementary Education Lesson Plan Template

M311/Block1/M101

Informational Phase
Heading All Fields are Required
Classroom Teachers Signature:
Required for field experience students prior to implementation
IUSB Professor Approval for lessons taught in field:
IUSB Candidates Name: Galina Protasenko
Subject: Math (Geometry)
Date Taught:
Grade Level: 3d Grade
Small / Large / Adapted Group
General classroom management strategies ( established rules and procedures):

Developmental Phase
Common Core Standards
for Language Arts and Math
and /or Indiana P-12
Academic Standards and
Indicators for Science or
Social Studies addressed by
this Lesson:
Instructional Objectives
which are Aligned with
Core/Academic Standards

3dGradeMath,3.G.1:Identifyanddescribethefollowing:cube,sphere,
prism,pyramid,cone,andcylinder.

1. Students will be able to determine the 3-D shape based on a


combination of properties given by the teacher.
2. Students will be able to break down the components of a 3-D
shape into its properties after a lesson from the teacher.
Assessment of Student Work (Attach your student-ready assessment tool or describe specifically how student
achievement of each objective will be measured and documented.)

Formative assessment
(informal and formal, occurring
before, during, and after
instruction to assess student
understanding and to inform
and adjust instruction ):

Summative assessment
(formal, occurring after
instruction of a unit or series of
lessons on a concept is
concluded; produces
documented data for analysis
on student mastery and
success of instructional
methods used):

Student Self-Assessment
(if applicable for this lesson):

1. As an informal formative assessment, students will play the


Shape Shooter game and the teacher will review their
scores after a given amount of time.
2. As an informal way to get them thinking, students will take
the poll about which shape they most often see during the
day.
1. Students will take the Shapes, Shapes, Shapes! quiz to test
their understanding of 6 different 3-D figures.

The self-assessment will be the games that the students


can play provided on my website. After they play, I will
ask them (in class) about how they did. This wont be

graded, so hopefully my students will be honest about


how difficult the games were for them.
Adaptations, Accommodations, Modifications (required):
1. In order to differentiate the instructions, I offered two
(Describe academic, behavioral, physical
tabs for more advanced learners that will go into more
adaptations implemented to develop
detail about 3-D shapes, and also a harder game where
differentiated instruction to meet individual
needs. Use students initials only to identify they can test their skills even more.
for whom the adaptation is intended.)
Rationale for teaching this lesson (required; answer briefly)
Beyond meeting the
It is important for students to learn these skills because shapes are
standards:
all around us, and in order for them to successfully communicate
1. Why is it important or
about geometry or objects seen in real life, students must be aware
useful for students to learn
of what properties make a specific shape.
these skills?
2. What skills or previous
I expect only that students realize/notice these shapes before this
learning does this lesson
lesson and can make the connections between real-life objects and
build on (background/prior
the geometric shapes discussed in class.
knowledge)?
3. In the future how will
Students will scaffold on this information by possibly pursuing a
students scaffold upon the
career in architecture, relating it to geometry and trigonometry, or
concepts or skills learned in possibly making connections to art and promoting creativity.
this lesson? (establishing a
basis for scaffolding)?
Resources Used (required):
Cite supporting http://www.sheppardsoftware.com/mathgames/earlymath/shapes_shoot.ht
research and
m
credits
attributed to
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/3d_shapes/play/
others and/or
ones self in
https://www.learner.org/interactives/geometry/3d_prisms.html
lesson
development
https://www.youtube.com/watch?v=EtXUhSM4ga0
and
implementatio
n (such as
collaboration
with other
professionals,
use of
Websites,
published
documents, or

books,
periodicals,
professional
journals)
Lesson Details
Materials needed (such as books, journals, visual aids, videos or other media, worksheets, record sheets,
overhead transparencies, computer resources, equipment, tools, manipulatives, others):

For the
teacher
candidate:
For the
students:
A materials
management
plan (Describe
your plan for
setting up,
distributing,
cleaning up
materials,
establishing
guidelines for
use, safety
precautions,
others):

Internet, Computer or Tablet Technology

The plan for distributing this material is by giving my students the website
address directly and by ensuring that their parents sign the sheet with the
website to ensure they understand that their child will be using the internet.

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