Amy Peabody March 27, 2013 ELD 375 Lesson Plan Geometry/Shapes/Polygons Rationale: 1st mathematics lesson to geometry

y CCS: 2.G.1: Reason with shapes and their attributes- 1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Objective: Students will be able to identify shapes by their name names. Students will be able to make shapes on their geoboards with rubber bands. Lesson Progression: To introduce the lesson I will read the story The Greedy Triangle I will show students the following two-dimensional shapes: triangles, quadrilaterals, pentagons, hexagons o We will draw them on chart paper and identify their names Students will name real life items that look like each shape. Students will make the shapes on their geoboards with rubber bands. I will clearly explain that the worksheet has three main parts: identifying the name, drawing the shape, and the number of sides. Once students have shown me their geo boards and their shapes they will be given a worksheet to complete at their desks, if they do not finish then it will be homework. Students will be left to think about what shapes can be made out of other shapes (e.g: can a triangle be broken up into other smaller shapes.) Other Considerations: This lesson will be the transition from literacy to mathematics. I created this lesson myself; I found this book in the CRC and thought it would be good for a lesson plan. For this lesson the necessary materials are: geoboards, rubber bands, and the book The Greedy Triangle o Burns, Marilyn. (1994) The Greedy Triangle. (G. Silveria Illustrator). New York: Scholastic Inc. Some questions to be asked: o How many sides does a ______ have? o Which shape has more sides, a ______ or a ________? o What item/s can you think of that remind you of a shape we learned about? This lesson will be structured in a read aloud setting at the rug; students will be called to sit at the rug by their table number, and called back to their seats by birthday month.

This is an individual activity; there will be no talking. A common misconception maybe that three dimensional figures represent the real life items of each individual shape; an ice cream cone is not a triangle o If this happens, I will have students look back at the illustrations in the story

Differentiation: For an inclusion student or a student that needs more help o These students will have different colored rubber bands to indicate different sides easier. For an advanced student: o These students will be able to attempt making the shapes with more sides: heptagon, octagon, nonagon and decagon. o These students could show multiple ways to make these shapes (especially quadrilaterals: squares or rectangles)

Assessment: Students will individually show me the shapes that they have made on their geo boards and be able to identify them, as long as they can identify them all correctly they will be able to move on to their worksheet. There will be a worksheet given to students for them to complete. The assessment is linked to the objective because students are identifying shapes and also creating them.

Name ______________________________________________ Date _________________ Shape Identification Chart Fill in the missing pieces of this chart. Name of Shape Figure of Shape Number of sides

triangle
________________________

3 4

________________________

pentagon
________________________

6
________________________ ________________________ Extension: Can you think of multiple ways to draw each type of shape? Pick one shape and show at least two different ways to draw the shape.