Nevada State College TEACHER PREPARATION PROGRAM Background: LESSON PLAN FORMAT

February 12, 2013 BRITTANY BASILE B Content Objective(s):

1st grade inclusion classroom. 24 students; 14 boys, 10 girls. 3 students have an IEP. Ages MATH LESSON (symmetry) range from 6-8.

Teacher will follow Everyday Math lesson 7.7 to teach students how to explore and make symmetrical shapes.

Language Objective(s):
Students will be able to practice making symmetrical shapes by listening closely to directions on how to cut out their shapes. Students will also participate as we work on the work book page in their math journal together as a class. Students will read each problem aloud and then write the correct answer in the appropriate spot.

Nevada Standards:
SMP #6 Attend to precision.

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided)
versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Key Vocabulary:
Symmetrical, symmetry

Best Practices: (put an X next to those that you address in your lesson) Preparation X X X X Adaptation of content X Links to background X Links to past learning Strategies incorporated X X Integration of Processes Listening Speaking Reading Writing X X X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement X X Grouping Options Whole Class Small groups Partners Independent Assessment X X Individual Group Written O Oral

X X X X

Teaching Strategies:
Modeling, guided practice, hands-on activity, whole group instruction.

Warm Up Activity:
Students will each be handed a cut-out of a paper heart and instructed to fold their paper heart in half so that the two halves match. Students will then be asked what are some other examples of pictures or things that can be folded in half so that the two halves match? (possible answers could be butterfly, bell, square, triangle etc...) I will tell students that these kinds of shapes or things are said to be symmetrical, or to have symmetry.

Lesson Sequence:
Students will each be given a half-sheet of paper. They will put their eyes up on me as I model with my half-sheet of paper what they are going to be doing. I will take my paper and fold it in half. I will cut out a shape that contains part of the fold and then unfold the cut-out piece. I will ask students to take their papers, fold in half and do the same thing. I will circulate around the room and watch for students who accidentally cut the fold and end up with two shapes rather than one symmetrical shape. When I see that students have successfully cut out their shape, I will direct students attention back to the front of the room where I will ask the following questions: Is the shape you cut out, symmetrical? How do you know? How many ways can you fold the shape so the two halves match? We will continue this activity by making more symmetrical shapes using strategy. We will wrap up the lesson by students sharing their symmetrical shapes with their table groups and begin working on the math journal practice page 69 together as a class.

Accommodations:
I will walk around the room and assist students who are having trouble with cutting out their shapes. We will also be doing the workbook page in the math journal together as a class so students who are struggling have the chance to participate and get the extra help they need.

Supplementary Materials:
Math journal page 69, construction paper to cut, scissors and crayons (for students to color their symmetrical picture if time permits).

Review/Assessment:
Students will be assessed by teacher observation, student participation, and students completed math worksheet p. 69