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: 1 Approximate Time: 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.

1. Students will define and identify equilateral, isosceles, and scalene triangles. Students will define and identify triangles by right, acute, and obtuse angles. (Knowledge) 2. Students will construct equilateral, isosceles, and scalene triangles. Students will construct triangles with right, acute, and obtuse angles. (Application) 3. Students will design one drawing composed of triangles with different lengths of sides, and one drawing composed of triangles with different angles. (Synthesis)

AE Objective #1: Triangles Guided Notes, Angles & Length of Sides (Formative) AE Objective #2: Student created triangle stencils (Formative) AE Objective #3: Student created triangle drawings. (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 Triangles! / Lesson #1

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.

Lesson Objectives
(Blooms Taxonomy)

1. Students will define and identify equilateral, isosceles, and scalene triangles. Students will define and identify triangles by right, acute, and obtuse angles. (Knowledge) 2. Students will construct equilateral, isosceles, and scalene triangles. Students will construct triangles with right, acute, and obtuse angles. (Application) 3. Students will design one drawing composed of triangles with different lengths of sides, and one drawing composed of triangles with different angles. (Synthesis)

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

AE Objective #1: Triangles Guided Notes, Angles & Length of Sides (Formative) AE Objective #2: Student created triangle stencils (Formative) AE Objective #3: Student created triangle drawings. (Formative)

Hackett 2011 Flashback! - Angles: Draw a right, acute, and obtuse angle. 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 pass out the Flashback! Angles worksheet. (CFU Content) 2. The students will complete the Flashback! Worksheet. 3. The teacher will pass out the guided notes for the lesson while the students complete their Flashback! Worksheet. 4. The teacher will introduce the topic of comparing and contrasting triangles by the length of their sides and the size of their angles as presented on the guided notes. (RBIS Summarizing & Note Taking) 5. The teacher will go over the guided notes questions with the class as a whole, calling on several students for the answers. (CFU Content) 6. The students will fill in the correct answers for the guided notes questions. DI - Development/Teaching 7. The teacher will model and give the instructions for making triangle stencils. Draw 6 different triangles: 1 right triangle, 1 acute triangle, 1 obtuse triangle, 1 equilateral triangle, 1 isosceles triangle, and 1 scalene triangle. Choose 6 different colored crayons and color each triangle a different color. Carefully cut out each triangle. On the back of each triangle, write your name and what kind of triangle it is. Come and pick up a ziplock bag to put your triangles in and an Exit Slip. Place your triangles in the ziplock bag and complete your Exit Slip. 8. The teacher will ask several students to repeat the directions back. (CFU - Directions) DI Guided Practice with Feedback & Correctives 9. The teacher will pass out bins with materials to students and have students begin working. 10. The students will draw 6 different triangles and color, cut, and label them. (RBIS Nonlinguistic Representations, LM Tactile/Kinesthetic)

Hackett 2011 11. The students will put their triangles in a ziplock bag and complete their Exit Slip. (CFU Content) DI - Closure 12. The teacher will call for attention and ask the students to check that they have 6 triangles and an Exit Slip completed. (CFU Directions) 13. The teacher will ask the students to check their neighbors triangles to make sure they have 1 right triangle, 1 acute triangle, 1 obtuse triangle, 1 equilateral triangle, 1 isosceles triangle, and 1 scalene triangle. (CFU - Content) DI - Independent Practice 14. The teacher will go over the homework for the lesson, going over the directions for Drawing From Geometry Lessons: Triangles! worksheet, and informing the class that their triangle stencils will be laminated and ready to take home by the end of the day. 15. The teacher will ask several students to repeat the directions for the homework sheet, Drawing From Geometry Lessons: Triangles! (CFU - Directions) 16. The teacher will ask the students to turn in their Exit Slips and triangles, and remind the students to take home their laminated triangles at the end of the day. DI Evaluation & Review 17. The teacher will have the students bring in and share their drawings with the entire class before the next math lesson. Their drawings will be graded and then hung up around the classroom. 1. The teacher will pass out the Flashback! Angles worksheet. (CFU Content) 2. The teacher will go over the guided notes questions with the class as a whole, calling on several students for the answers. (CFU Content) 3. The teacher will ask several students to repeat the directions back. (CFU - Directions) 4. The students will put their triangles in a ziplock bag and complete their Exit Slip. (CFU Content) 5. The teacher will call for attention and ask the students to check that they have 6 triangles and an Exit Slip completed. (CFU Directions) 6. The teacher will ask the students to check their neighbors triangles to make sure they have 1 right triangle, 1 acute triangle, 1 obtuse triangle, 1 equilateral triangle, 1 isosceles triangle, and 1 scalene triangle. (CFU - Content) 7. The teacher will ask several students to repeat the directions for the homework sheet, Drawing From Geometry Lessons: Triangles! (CFU - Directions)

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

Hackett 2011 Flashback! Angles Worksheet (Formative) Triangles Angles Worksheet (Formative) Triangles Length of Sides Worksheet (Formative) Two Drawings Incorporating Triangles (Formative)

Assessment Type and purpose

(sometimes called evaluation)

Closure

The teacher will collect all the triangles and let the class know that their triangles would be laminated while theyre at lunch. The teacher will go over the homework of making two drawings using the triangle stencils. The teacher will let the students know that the drawings will be hung up around the room and that everyone would be able to share their drawings with the class in a brief discussion.

Accommodations and/or Interactions with Support Staff Flashback! Angles Worksheet Resources/Materials Triangles Angles Worksheet Triangles Length of Sides Worksheet Right Angle Finders Index Cards Labeled as Such Storage Bins Containing: Rulers White Cardstock Scissors Crayons Markers Ziplock Bags Laminating Machine Drawing From Geometry Lessons: Triangles! Worksheet 45 Minutes Time Required