chamaridavis.files.wordpress.com€¦ · Web view02/05/2014 · chamaridavis.files.wordpress.com

Davis-Hyatt-Mazzatti ECE 415/ Math Unit Plan December 11th, 2013

Geometry Math Unit Plan: 2nd Grade

By: Christina MazzattiMatthew HyattChamari Davis

December 12, 2013

ECE 415: Professor Sudha

1


2nd Grade Geometry Unit

Unit Overview: In this unit students will further develop their understanding of basic geometric figures, partition shapes into equal shares, and understand what an array is and how it can be used as a model. Students will investigate, describe, and explore geometry in the real world by analyzing, building, and drawing shapes.

Unit Scope & Sequence (Objectives)

Identify shapes: triangles, quadrilaterals, pentagons, hexagons, and cubes. Sort 2Dimensional and 3Dimensional figures. Describe attributes of shapes. Explore symmetry and congruency in figures. Recognize that whole figures can be divided into different equal shares

(Halves, thirds, half of, a third of, etc.)

Standards • CCSS. Math. Content.2.G.A.1 Recognize and draw shapes having specified

attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

• CCSS.Math.Content.2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

• CCSS.Math.Content.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Learning Outcomes of Entire Unit Plan • Students will be able to identify geometric shapes (triangles,

quadrilaterals, pentagons, hexagons, and cubes). • Students will know the different attributes of what makes geometric

shapes. • Students will be able to sort geometric shapes into two-dimensional

or three-dimensional categories. • Students will identify rows and columns by exploring different sized

3-D rectangles by using 3-D squares. • Students will be able to partition the area of real rectangular objects

to evenly divide them into squares and count to find the total number of them.

• Students will be able to partition shapes to show halves, thirds, and fourths of equal shares.

2


• Students will be able to identify and name the equal parts of a whole. (Numerator/ Denominator)

• Students will be able to recognize that an equal share doesn’t have to be the same shape.

Student Assessment for The Entire Unit Plan • Students will record shapes they recognized in their school setting by

categorizing them in the correct geometric terms. • Students will use the geometric board and artwork to identify the

attributes of geometric shapes.• Students will use real life objects to sort into 2-D and 3-D categories.• Students will utilize rows and columns to create rectangular buildings

with an online Lego brick- building applet. • Students will build rows and columns by using their own bodies to

create rows and columns. • Using a pan of brownies provided by the teacher, students would

partition the areas of brownies using a premeasured square cookie cutter to evenly divide up the brownies.

• Students will provide an explanation of how to fix an unequal share of object.

• Students will create a flipbook on fractions with labeled parts of circles and rectangles.

• Students will compare fractions on a number line and place them in order from smallest to biggest.

Portfolio Caption:

In this geometry math unit, 2nd graders will investigate, describe, and reason

basic geometric figures, partition shapes, and compare fractions through

partitioning same-sized wholes in different ways. This math unit plan aligns

with the 2nd NAEYC of curriculum of being able to implement a curriculum

that is consist with its goals for children and promoting learning and

development. It also shows my knowledge of the CT Math Standard Content

2.G.A.1 that states students will recognize and draw shapes having specified

attributes, Math Standard Content 2.G.A.2 partitioning a rectangle into rows

and columns of same-size squares and counting to find the total number of

them, and the Math Standard 2.G.A.3 of partitioning circles and rectangles

into two, three, or four equal shares, being able to describe the shares and

wholes, and recognizing that equal shares of identical wholes. This unit plan

allows students to enhance their skills of developing spatial reasoning in

3


relation to geometric skills and providing a foundation for future work in

physics, seeing patterns, architecture, and measurement.

4


Eastern Connecticut State University Lesson Plan #1

Student Teacher: Christina Mazzatti Grade Level: Second Grade

Date of Lesson: 1/13/2014-1/14/2014 Institution: Unknown

Length of Lesson: 40 Minutes (for two days each)

Essential Question: What are the different shapes in Geometry?

Content Standards:

CCSS.Math.Content.2.G.A. 1- Recognize and draw shapes having specified attributes,

such as a given number of angles or a given number of equal faces. Identify triangles,

quadrilaterals, pentagons, hexagons, and cubes.

Prior Knowledge/Connections: Students have seen shapes all their lives, even without

realizing it: at home, school, a local grocery story, and other places and objects. Students

may not know the name of those shapes, but that is okay especially when it comes to

knowing what are polygons, hexagons, quadrilaterals, cubes, and triangles.

Student Learning Objectives:

- Students will identify shapes: triangles, quadrilaterals, pentagons, hexagons, and cubes.

- Students will recognize and identify the shapes without help.

- Students will show their understanding by correctly identifying the shapes by drawing

the shapes underneath the correct term (i.e. hexagon).

- Students will communicate and share ideas with classmates and the teacher.

Vocabulary:

- Triangles

- Polygons

- Hexagons

- Quadrilaterals

5


- Cubes

Assessment:

Students will individually identify what they see and indicate what the shape should be

under which term. Then the students will record the shape name under the shape

category. For instance, the students will draw the shape they see in gymnasium or music

room and record the shape under hexagon, polygon, triangle, quadrilateral, or cube. The

students are individually doing this main activity. They will use their peers as a way to

receive help if needed. There will be adults (including myself) in the classroom. When

the students are doing this main lesson, the students are expected to know what the terms

are (hexagon, polygon, triangle, quadrilateral, or cube) from the initiation. Then, as the

closure comes, the students will come together in a big group discussion on the carpet to

share the findings. The students will identify if they have same characteristics as another

student.

1) Before this main activity, the students and I will be in a whole class discussion

talking about the terms we need to know: hexagon, polygon, triangle,

quadrilateral, or cube. Then I will put the SMART-board on and have an activity

ready to lead to the main activity.

2) Then for the main activity, the students will get in line with their clipboard, pencil

and recording sheet to get ready for an in-school field trip. The students will

independently fill out the recording sheet by identifying what shapes they see in

the gym or music class and what the shape falls under which category (hexagon,

polygon, triangle, quadrilateral, or cube).

6


3) After coming back to the classroom, there is a big group discussion at the end of

the lesson that will be a way for students to share their findings to see what we

came up with. Then we can compare our findings to others and see if there are

any commonalities.

Materials:

- SMART-Board

- Clipboard

- Pencils

- Recording Sheet

- Big Chart

- Book: The Shape of Things by Dayle Ann Dodd

Technology Resources:

Shapes in Space (http://www.technologyrocksseriously.com/2011/01/2d-and-3d-

shapes.html) and Under the Sea (http://www.technologyrocksseriously.com/2011/01/2d-

and-3d-shapes.html) are great technology games that can be used outside of this lesson

during free time or when there is extra time for the teacher to get the students involved in

a fun math game learning more about the type of shapes. However, these technology

resources are great to use for the second day (day after implementing the main activity in

this lesson).

Learning Activities:

Instructional Strategies: The students will be using their knowledge of the terms they

have learned to record their findings when doing the main activity. We will be able to

ask questions during the initiation in a big group discussion before the main activity to

7

http://www.technologyrocksseriously.com/2011/01/2d-and-3d-shapes.html





make them interested. Time frame of five minutes. This lesson will begin with children in

a group on the carpet. Time frame of five minutes.

Individual Strategies: This lesson is made for students to work individually, which will

give all students space and time to complete their activity. Students are allowed to ask

peers if need clarification on certain terms. Time frame of 30 minutes.

Initiation:

The students will sit at the carpet and I will read the story, The Shape of Things by Dayle

Ann Dodd. Then we will discuss what shapes fit in the categories: hexagon, polygon,

triangle, quadrilateral, or cube from the book. The students will listen to the definition of

each of those terms and will raise their hands to tell me what shape can belong in one of

the categories. (i.e. a student says a square is both a quadrilateral and polygon because of

the definition). Then there will be instruction in describing what will happen next. Using

the SMART-Board, each student will have a chance to pick a shape and put it under the

correct category. Once a student had his/her turn, they will get ready with a clipboard,

pencil, and black recording sheet (pre-made with category terms) and get in line by the

door for the main activity.

Lesson Procedure:

1) Once students are in line with their materials, they will remain quiet and listen for

directions.

2) The students will be instructed that we are going to the gymnasium and music

class to do a math field trip. (There would be permission from both gym and

music teachers).

8


3) Once at the gymnasium, the students will be instructed to find real life objects that

have shapes they can put on their recording sheet under the correct category. A

teacher will be available for the students and keep them on task.

4) Then we will move to the music room, the students will be given the same

instructions. A teacher will be available for the students and keep them on task.

5) Once we are done, we will head back to the classroom for the big group

discussion.

6) Some of the students will share their findings and others can comment on whether

they have similar findings or not.

7) All the students will listen and hear what others have to say about their findings.

Closure:

We will have students draw shapes they found on to the big chart for everyone to see and

describe where they saw the shape from and what the real life object was. The students

will indicate the shape under the category, which shows me whether the student identifies

the shapes correctly and understanding the terms’ definitions.

Intervention/Effective Teaching Strategies: We will be able to help the students who

need additional support throughout these activities. For students who need

accommodations, some students may work in pairs so they can have guided instruction,

and some students can work with a para-professional if provided. Another is providing

picture cues next to the terms for the students who are visual learners. For students who

are blind, they will be provided with a communication board of real objects to categorize.

For students who are identified with ADHD, the student will be paired with a para-

professional or teacher for help if needed (depending on the level of independency).

9


Family Participation:

Parents and guardians can definitely be participated in this lesson. Parents and guardians

can get fun stories/books in their local library about geometry shapes that we all see in

the real world. Parents and guardians can volunteer (up to two people) for the day of the

lesson to help students so that the teachers can help those students who need additional

help. Last but not least, parents and guardians can take their child(ren) out to a local

place and point out shapes they see.

Curricular Connections: This lesson plan connects to other curricular areas such as

language, writing, and science. The activity in this lesson plan has a chance for students

to talk to their peers, parents/guardians, and teachers and has a chance to write and draw

their answers on their sheet, and for students to explore the environment using their sight

and understanding for recording their shapes they see.

10


Observation Form

Student:_______________ Activity/Focus: _____________

Date: __________

Observations/Comments:

Student:_______________ Activity/Focus: ______________

Date: __________



Date: __________



Date: __________


11


RubricStudent: _____________________________ Date: _________________________

Teacher’s Names: ____________________________________________________________________________

Type 4 3 2 1

Ability to identify

Geometry Shapes

Identified all shapes under

each Geometry Shape terms

correctly.

Identified some shapes under

each Geometry Shape terms

correctly.

Little to no participation in identifying the shapes under

the correct term.

Unable to identify the

shapes at all, under each

Geometry Shape terms.

Ability to identify shapes independently

Individual identified all

shapes without any help.

Individual identified some shapes without help and some

shapes with help.

Individual had more help

identifying the shapes than

independently identifying

shapes.

Unable to identify any

shapes without help.

Communicating with

Classmates and Teacher

Student shares a lot of ideas and thoughts and asks a lot of questions to

classmates and teacher.

Student shares some ideas and

thoughts and asks few

questions to classmates and

teacher.

Student shares little to no ideas

and thoughts and asks one or

two questions to classmates and

teacher.

Student shares no ideas and thoughts and

asks no questions to


Ability to draw shapes in the

correct Geometry

Shape Category

Student had drawn all shapes

in the correct Geometry Shape

Category.

Student had drawn some

shapes under the correct category.

Student had drawn two or

less shapes under the

correct category.

Student has no drawn shapes on

paper.

Additional Comments:

12


Review of Technology Resource:

Early Childhood Education Technology Evaluation ToolkitFrom: McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology

with early learners.Young Children, 67(3), 14-24.

Complete the following worksheet for each major educational technology purchase consideration. Please see accompanying directions for further explanation and examples. Date:___12/11/2013_ Evaluator(s):_______Christina Mazzatti_________________________________

Organization:__________________________________________________________________________________

Age group: _____Older Toddlers _____Preschoolers ___XX__School Age (Grades_______2nd Grade___________)

Type: __X__Regular Education ___ Special Needs ( Disability:_____) ____ELL ____Title 1

GOALS____a. Approaches to learning (curiosity, attention, flexible thinking/creativity, persistence)

____b. Language/Literacy __X__c. Mathematics ____d. Science

____e. Social Studies ____f. Social-Emotional (cooperation, collaboration, identifying emotions)

HARDWARE __X__a. Desktop or laptop computer (mouse and keyboard) ____b. Desktop or laptop computer (touch screen)

__X__c. Interactive whiteboard ____d. Tablet ____e. Multi-touch table or surface

SOFTWARE

Software Title:_____Shapes in Space____________ (1=No 2=Unsure 3=Somewhat 4=Yes)

1. Educational a. Learning versus focus on winning? 1 2 3 4 b. Content research and/or learning standards based? 1 2 3 4 c. Feedback informative/teaches? 1 2 3 42. Appropriate a. Appropriate cognitive skill(s)/subject matter? 1 2 3 4 b. Set in interesting/appealing context? 1 2 3 4 c. Pre/non-readers can navigate? 1 2 3 4 d. Free from bias? 1 2 3 43. Child-Friendly a. Simple/clear choices? 1 2 3 4 b. Multiple, positive opportunities for success? 1 2 3 4 c. After adult support, children can use independently? 1 2 3 44. Enjoyable/Engaging a. Enough activities with varieties? 1 2 3 4 b. Appropriate use of rewards? 1 2 3 4 c. Realistic graphics and appealing to intended age? 1 2 3 4 d. Activities match well to attention span? 1 2 3 45. Progress Monitoring/Assessment a. Covers all the key areas the software teaches? 1 2 3 4 b. Easy to use and interpret? 1 2 3 46. Individualizing Features a. Can be customized for child’s needs? 1 2 3 4 b. Allows creation of new activities? 1 2 3 4

INTEGRATIONa. Initial training/professional development on integration included? 1 2 3 4b. Ongoing training/professional development opportunities? 1 2 3 4

SCORE (Total Score ÷ 80) x 100 = ____82.5____ _X__Purchase ____Continue to Consider this Option

13


(90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F) ____Do Not Purchase ____Consider other Options

COMMENTS Very good technology activity; somewhat wordy so some students may need interpretations. Does not provide any training on how to use it but has clear directions.





Organization:__________________________________________________________________________________








SOFTWARE

Software Title:_____Under the Sea____________ (1=No 2=Unsure 3=Somewhat 4=Yes)

1. Educational a. Learning versus focus on winning? 1 2 3 4 b. Content research and/or learning standards based? 1 2 3 4 c. Feedback informative/teaches? 1 2 3 42. Appropriate a. Appropriate cognitive skill(s)/subject matter? 1 2 3 4 b. Set in interesting/appealing context? 1 2 3 4 c. Pre/non-readers can navigate? 1 2 3 4 d. Free from bias? 1 2 3 43. Child-Friendly a. Simple/clear choices? 1 2 3 4 b. Multiple, positive opportunities for success? 1 2 3 4 c. After adult support, children can use independently? 1 2 3 44. Enjoyable/Engaging a. Enough activities with varieties? 1 2 3 4 b. Appropriate use of rewards? 1 2 3 4 c. Realistic graphics and appealing to intended age? 1 2 3 4 d. Activities match well to attention span? 1 2 3 45. Progress Monitoring/Assessment a. Covers all the key areas the software teaches? 1 2 3 4 b. Easy to use and interpret? 1 2 3 46. Individualizing Features

14


a. Can be customized for child’s needs? 1 2 3 4 b. Allows creation of new activities? 1 2 3 4


SCORE (Total Score ÷ 80) x 100 = ___83.75_____(90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F)

_X__Purchase ____Continue to Consider this Option

____Do Not Purchase ____Consider other Options

COMMENTS Very good technology activity, clearly covers standards to know different geometric shapes. Does not provide any training on how to use it but has clear directions.

15




Date of Lesson: 1/15/2014 Institution: Unknown

Length of Lesson: 30 Minutes (One day; can be used again if need to)

Essential Question: Part 1: What characteristics make a shape? What are the angles,

faces, sides, and edges of the shapes?

Content Standards:





realizing it. Toy objects, houses, buildings, food, dishes, containers, and the list go on.

Therefore, students will have prior knowledge they can connect to in shapes from this

lesson to objects they know from elsewhere. Students also have prior knowledge of

seeing angles, faces, sides, and edges without knowing the terms. Students may say that

an object has a corner, which in mathematical term would be an angle.


- Students will indicate the different attributes there are of the shape presented to them.

- Students will identify and communicate the characteristic(s) of the shape(s) with their

classmates and the teacher.

- Students will recognize and identify the shapes without any help.

- Students will show their understanding by correctly creating the shapes on Geo-Boards.

Vocabulary:

- Shapes

- Angles

16


- Faces

- Sides

- Edges

- Geo-Board

- Rubber-band

Assessment:

Students will be participating in a small group to observe the Geo-boards and then be

paired up to be able to play around with the rubber-bands and make different angles,

sides, edges, and faces. Then the students will record up to ten different shapes to

identify the characteristic terms. For instance, the students will make a shape based on

the shape name and record how many sides and edges it has, what the estimate of the

angle is, and how many faces does it have. The students are paired up into twos but will

fill out the Results Chart individually to indicate their work. They will use their peers in

the group to receive help if needed. There will be adults (including myself) in the

classroom. When the students are doing this main lesson, the students are expected to

know what the mathematical terms are (angles, faces, sides, edges) from the initiation.

Then, as the closure comes, the students will come together in a big group discussion on

the carpet to share the findings of characteristics they have discovered when making the

shapes. The students will identify if they have same characteristics as another student.


talking about what terms we need to know: shapes, angles, faces, sides, and edges.

Then I will model to the students what each term is by drawing and pointing out

what the terms are for visual cues onto the Big Chart. (i.e. 45, 90, 180 angles will

17


be given for angles, a flat shape and cube shape will be given for faces, etc.) All

students will participate. Then the students will be introduced to the Geo-boards.

5) After that is the main activity, the students will explore the Geo-Boards with their

paired up classmate. Then will independently fill out the Results Chart with the

different characteristics they have found of the shapes. The students can talk

among each other to help one another about what the terms mean again.

6) The big group at the end of the lesson will be a way for students to share their

findings to see what we came up with. Then we can compare our findings to

others and see if there are any commonalities. (And there should be a lot of

commonalities).

Materials:

- Big Chart (Title: Terms; an image displayed for each term (90 degree = angle)

(Initiation)

- When a Line Bends…a Shape Begins book by Rhoda Gowler Greene; Illustrated

by James Kaczman

- Pencils

- Geo-Boards (pair students up)

- Rubber-bands

- Results Chart (for each student) (ten shape names to identify the attributes)

Technology Resources: ( http://catalog.mathlearningcenter.org/apps/geoboard )

During the day, the students will be able to have the opportunity to use the SMART-

Board during Free Choice Time. The App will be an electronic version of the Geo-

Board. This will give students the flexibility in using technology and playing around

18

http://catalog.mathlearningcenter.org/apps/geoboard


with shapes to create with their classmates. However, these technology resources are

great to use for the second day (day after implementing the main activity in this lesson).


Instructional Strategies: The students will have time to explore the materials being used

for this lesson beforehand. The students will be using their knowledge of the terms they


ask questions before the activity to make them interested in doing the Geo-Boards. Time

frame of five minutes. This lesson will begin with children in a group on the carpet with

the Big Chart. The children will learn/refresh about the terms including the book, When

a Line Bends…a Shape Begins. Time frame of ten minutes in initiation.

Group Strategies: This lesson is made for students to be paired into twos, which will give

all students space and time to complete their activity. Time frame of 15 minutes.

Initiation:

As a teacher, I will read the book called, “When a Line Bends…a Shape Begins.” This

book will help identify some of the terms and refresh our minds on some shapes. We will

then have an introduction about the terms. I will share them the Big Chart that has

displayed images on it. The students will help me figure out which term goes to which

image (i.e. a corner of a cube is an edge, four of what is on a square: sides, etc.) As we

are learning and reviewing the terms, we will also come across the introduction of what

Geo-boards are. Then we will get into an example model using a Geo-board, which will

be used in the main activity of the lesson. I will display the Geo-board and give an

example of what the students will do. (i.e. If I want to make a triangle, what should I do

with the rubber-band? Take one peg and put the rubber band on, then put it on another

19


peg and as many more pegs I need to create a triangle.) The students are asked to tell me

some characteristics of the triangle (Does it have sides? How many? Are the sides equal?

Is it a flat face or not? How many angles and edges does it have?) Then we will have

volunteers to find out what other shapes we can make to use on the Geo-board and

identify the characteristics (would do up to two additional shapes or until the students

understand the idea of Geo-boards). Then with the knowledge of how to use the Geo-

board, the students are ready to do the main activity.

Lesson Procedure:

8) At the carpet, I will have students be paired up and take a seat at their tables.

9) They will explore, with their partner, with the Geo-boards, rubber-bands, and with

the Results Chart they have to fill out.

10) The children will then work with their partner and fill out the Results Chart for

characteristics of each identified shape (only name of shape is shown). A teacher

will be available for the students and keep them on task.

11) After they are done, they will be told to raise their hands to let me know.

12) After everyone is done, we will all go back to the carpet as a big group.

13) The paired students will share their findings and others can comment on whether



Closure:

In closure, the students will compare all of our findings and see if there are similar or

different characteristics of each shape and why. (Majority should have similar answers

for each shape).

20




accommodations, some students may work individually so they can focus, and some

students can work with a para-professional if provided. Another is providing picture cues

next to the categorized words on the Results Chart for that student only.



can get fun stories/books in their local library about geometry shapes in general. It can

be either a story or a non-fiction book. Parents and guardians can also use the technology

app of Geo-board (if technology is available and at reach for the family) at home to play

with. Parents and guardians can volunteer (up to two) for the day of the lesson to help

students so that the teachers can help those students who need additional help.


language, writing, and technology. These activities in this lesson plan has a chance for

students to talk to their peers, parents/guardians, and teachers; has a chance to write their

answers on their sheet; the chance to use technology in learning and being educational

but is also fun!

21


Observation Form


Date: __________



Date: __________



Date: __________



Date: __________


22



Teacher’s Names: ____________________________________________________________________________

Type 4 3 2 1

Ability to identify the attributes of

Geometry Shapes

Identified all shapes’

attributes under correctly.

Identified some shapes’

attributes correctly.

Identified two or less shapes’ attributes correctly.

Unable to participate in

identifying any attributes.





shapes with help.




shapes.



Communicating with







teacher.




teacher.




Ability to use Geo-Board to

create Geometry

Shapes

Student created and identified nine or more

shapes correctly on the Geo-

board.

Student created and identified

six to eight shapes correctly

on the Geo-board.


two to five shapes correctly

on the Geo-board.

Student created and identified less than two

shapes correctly on the Geo-

board.


23






Organization:__________________________________________________________________________________








SOFTWARE

Software Title:____Geoboard App____________ (1=No 2=Unsure 3=Somewhat 4=Yes)



SCORE (Total Score ÷ 80) x 100 = ___77.5_____ _X__Purchase __X__Continue to Consider this Option

24



COMMENTS Good technology activity, very basic and no instruction for students. Does not provide any training on how to use it but has clear directions.

25





Length of Lesson: 35 Minutes (for two days each, including technology resources)

Essential Question: Part 2: What characteristics make a shape? What are the angles,

faces, sides, and edges of the shapes?

Content Standards:





realizing it. Toy objects, houses, buildings, food, dishes, containers, and the list go on.

Therefore, students will have prior knowledge they can connect to in shapes from this

lesson to objects they know from elsewhere. Students also have prior knowledge of

seeing angles, faces, sides, and edges without knowing the terms. Students may say that

an object has a corner, which in mathematical term would be an angle.


- Students will indicate the different attributes there are of the shape presented to them.

- Students will recognize and draw the shapes without help.

- Students will show their understanding by correctly drawing the shapes.



Vocabulary:

- Shapes (recap)

- Angles (recap)

26


- Faces (recap)

- Sides (recap)

- Edges (recap)

Assessment:

Students will be participating in a small group to tell each other about the different

angles, sides, edges, and faces we’ve come up with in the past on Geo-boards. Then the

students will record the characteristic terms of the shape name identified on the Drawing

Results Chart. For instance, the students will draw the shape the chart states and record

how many sides and edges it has, what the estimate of the angle is, and how many faces

does it have. The students are individually doing this main activity. They will use their

peers at the table to receive help if needed. There will be adults (including myself) in the

classroom. When the students are doing this main lesson, the students are expected to

know what the mathematical terms are (angles, faces, sides, edges) from the initiation and

the previous lesson on Geo-boards. Then, as the closure comes, the students will come

together in a big group discussion on the carpet to share the findings of characteristics

they have discovered when making shapes. The students will identify if they have same

characteristics as another student.


talking about what we remember about the terms we need to know: shapes,

angles, faces, sides, and edges. This should be a quick recap from learning these

terms from previous lesson. Then I will put up the Big Chart we created from

previous lesson to show the model to the students what each term is for visual

27


cues. (i.e. 45, 90, 180 angles will be given for angles, a flat shape and cube shape

will be given for faces, etc.)

8) After that is the main activity, the students will go to their seat and look at the

shape names on the Drawing Results Chart. Then will independently fill out the

Drawing Results Chart after drawing their shape to identify the attributes of that

shape.

9) The big group at the end of the lesson will be a way for students to share their

findings to see what we came up with. Then we can compare our findings to

others and see if there are any commonalities.

Materials:

- Big Chart (Title: Terms; an image displayed for each term (90 degree = angle)

(Initiation from previous lesson)

- Pencils

- Drawing Results Chart (for each student)


Use other technology resources from the past to recap on this topic. However, the past

technology resources are great to use (especially the day after implementing the main

activity in this lesson).




ask questions before the activity to make them interested. Time frame of five minutes.

28


This lesson will begin with children in a group on the carpet with the Big Chart. The

children will refresh about the terms. Time frame of five minutes.

Individual Strategies: This lesson is made for students to work individually, which will

give all students space and time to complete their activity. Students are allowed to ask

peers if need clarification on certain terms. Time frame of 25 minutes.

Initiation:

As a teacher, I will share them the Big Chart that has displayed images on it. The

students will help me refresh our minds on what we said the images were from previous

lesson (i.e. a corner of a cube is an edge, four of what is on a square: sides, etc.) As we

are reviewing the terms, we will also come across the introduction of what we are

drawing. The students will be shown a shape name as a model (i.e. square) and have a

volunteer draw it for me; then the students will tell me what the attributes are (i.e. four

sides, one flat face, etc.) Then with the knowledge of what is expected, the students are

ready to do the main activity with the Drawing Results Chart individually.

Lesson Procedure:

15) At the carpet, I will have students take a seat at their tables.

16) They will take a look at the Drawing Results Chart they have to fill out.

17) The children will then work individually to fill out the Drawing Results Chart for

drawing the shape and writing the characteristics of each identified shape (only

name of shape is shown in the chart). A teacher will be available for the students

and keep them on task.

18) After they are done, they will be told to raise their hands to let me know.

19) After everyone is done, we will all go back to the carpet as a big group.

29





Closure:

In closure, the students will compare most of our findings and see if there are similar or

different characteristics of each shape and why. (Majority should have similar answers

for each shape).



accommodations, some students may work individually so they can focus, and some

students can work with a Para-professional if provided. Another is providing picture cues

next to the categorized words on the Drawing Results Chart for that student only.



can get fun stories/books in their local library about geometry shapes in general. It can

be either a story or a non-fiction book. Parents and guardians can volunteer (up to two)

for the day of the lesson to help students so that the teachers can help those students who

need additional help.


language and writing. The activity in this lesson plan has a chance for students to talk to

their peers, parents/guardians, and teachers and has a chance to write and draw their

answers on their sheet.

30


Observation Form


Date: __________



Date: __________



Date: __________



Date: __________


31



Teacher’s Names: ____________________________________________________________________________

Type 4 3 2 1

Ability to identify the attributes of

Geometry Shapes

Identified all shapes’


Identified some shapes’


Identified two or less shapes’ attributes correctly.


identifying any attributes.





shapes with help.




shapes.



Communicating with







teacher.




teacher.




Ability to draw to create the

Geometry Shapes

Student created and identified nine or more

shapes correctly by drawing

them.


six to eight shapes correctly

by drawing them.


two to five shapes correctly

by drawing them.

Student created and identified less than two

shapes correctly by drawing

them.


32





Length of Lesson: 40 Minutes (for two days each)

Essential Question: What are two-dimensional shapes and three-dimensional shapes?

Content Standards:





realizing it: at home, school, a local grocery story, and other places and objects. Students

may not know the name of those shapes, but that is okay. The students have used cubes

for math lessons in counting activities. Therefore, these students have seen three-

dimensional objects but may not realize that the cubes are considered as a three

dimensional object.


- Students will correctly sort real life objects into two-dimensional and three-dimensional

categories.

- Students will recognize the shapes without help.



Vocabulary:

- Two-dimensional

- Three-dimensional

33


Assessment:

Paired up students will not only be identifying what dimensional (two or three) they see

of the shape but will also use their prior knowledge from previous lessons on what shape

the object is, draw the shape, and identify the attributes. The students will record this

information (i.e. shape’s dimensional figure) on their recording sheet. There will be

adults (including myself) in the classroom. When the students are doing this main lesson,

the students are expected to know what the terms are (of all four-including this lesson-

lessons’ terms). Then, as the closure comes, the students will come together in a big

group discussion on the carpet to share the findings. The students will identify if they

have same characteristics as another student.


talking about the terms we need to know that we don’t know yet: two-dimensional

and three-dimensional.

11) For the main activity, the students will be paired up and have a seat at their table.

They will be provided with a variety of objects that the students will use along

with their recording sheet and pencils.

12) After finishing what they have on the tables, they will choose five different

objects that they can think of from home that can be added to the recording sheet.

13) Closure activity will be a fun game called “Hand in the Bag” and all students will

be participating.

Materials:

- Pencils

- Recording Sheet

34


- Variety of real life objects (both 2-D and 3-D) for main activity

- 3D Shapes Poem (Author Unknown)

- A bag for each student with an object inside (i.e. a cubes, a triangle, a hexagon, a

pentagon, a quadrilateral, a 2D, and a 3D shape)


Castle Shapes (http://www.technologyrocksseriously.com/2011/01/2d-and-3d-

shapes.html) is a great technology game that has students sort two-dimensional and three-

dimensional shapes. This can be used outside of the lesson during free time or when there

is extra time. However, the technology resource is great to use for the second day (day

after implementing the main activity in this lesson).




ask questions during the initiation in a big group discussion before the main activity to

make them interested. Time frame of five minutes. This lesson will begin with children in

a group on the carpet. Time frame of five minutes.

Group Strategies: This lesson is made for students to work in pairs, which will give all

students space and time to complete their activity. Students are allowed to ask teacher(s)

if need clarification on certain terms. Time frame of 30 minutes.

Initiation:

The students will sit at the carpet and I will read the “3D Shapes Poem”. Then we will

discuss what other shapes are three-dimensional shapes that fit the definition of three-

dimensional. Then we will come up with shapes that are two-dimensional. Once there is

35




a pattern, students will be asked what the difference is between three and two

dimensional shapes. The students will then listen to the definitions of each term (2D and

3D). Then the students will be paired up to a partner before heading into the main

activity.

Lesson Procedure:

22) Once students are in pairs and at their seats, the students are to listen for

directions.

23) The students will be instructed that we are going to use the real life objects that

are in front of them and fill out the recording sheet by identifying the dimensional

shape of the object.

24) Once they are done, the students will be instructed to think about real life objects

from home that they can record onto their recording sheet (five items per student).

A teacher will be available for the students and keep them on task.

25) Once we are done, we will head back to the carpet the big group discussion.




Closure:

Students will then have the opportunity to play the “Hand in the Bag” activity. Every

student will have a bag with an object inside of it. When it is the person’s turn, she/he

will say, “What could be in the bag?” Then will feel the object inside without looking at

it and will take a guess on what the shape is by feeling it. Then all the rest of the students

are required to ask yes and no questions to the person holding the bag to identify the

36


shape of the object. Once everyone is confident on their answer, the person holding the

bag will say what she/he thinks it is and takes out the object for everyone to see. Overall,

this activity is a great way of ending the first standard of second grade geometry because

the students are using all the prior knowledge they have learned from all four lessons into

this activity.



accommodations, some students may work in pairs so they can have guided instruction,

and some students can work with a para-professional if provided. Another is providing

picture cues next to the terms for the students who are visual learners. For students who

are identified with ADHD, the student will be paired with a para-professional or teacher

for help if needed (depending on the level of independency).



can get fun stories/books in their local library about geometry shapes that we all see in

the real world. Parents and guardians can volunteer (up to two people) for the day of the

lesson to help students so that the teachers can help those students who need additional

help. Last but not least, parents and guardians can take their child(ren) out to a local

place and point out shapes they see that can be two-dimensional or three-dimensional.


language, writing, and science. The activities in this lesson plan has a chance for students

to talk to their peers, parents/guardians, and teachers, has a chance to write and draw their

37


answers on their sheet, and for students to think about questions to ask and answer to

solve a science question: “What could be in the bag?” of the closure game.

38


Observation Form


Date: __________



Date: __________



Date: __________



Date: __________


39



Teacher’s Names: ____________________________________________________________________________

Type 4 3 2 1

Ability to sort two-

dimensional and three-

dimensional objects

Identified all two and three dimensional

objects correctly.

Identified some two and three dimensional

objects correctly.

Identified two or less of two and

three dimensional

objects correctly.


identifying any dimensional

objects correctly.





shapes with help.




shapes.



Communicating with







teacher.




teacher.





40






Organization:__________________________________________________________________________________








SOFTWARE

Software Title:_____Castle Shapes____________ (1=No 2=Unsure 3=Somewhat 4=Yes)



SCORE (Total Score ÷ 80) x 100 = ____90____ _X__Purchase ____Continue to Consider this Option

41



COMMENTS Very good technology activity; clearly covers standards to know the different dimensional shapes.

42


Lesson Plan (1) Eastern Connecticut State University

Lesson Plan FormatAdopted from the Connecticut State Department of Education

Student Teacher Matthew Hyatt Grade Level 2 Date of lesson 1/22/2014

Institution ECSU Length of lesson 30 minutes

Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed to help students attain. How will the learning tasks lead students to attain the identified standards?

CCSS.Math.Content.2.G.A.2: Partition a rectangle into rows and columns of same size squares and count to find the total number of them.

Prior Knowledge/Connections: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson?

The students have identified shapes such as triangles, quadrilaterals, pentagons, hexagons, and cubes. They have also completed activities such as sorting 2-D and 3-D figures while also describing the shapes attributes.

Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.

Students will identify rows and columns by exploring different sized 3-D rectangles by using 3-D squares.

Vocabulary: Identify essential terminology to be used during instruction.RowsColumns

Assessment-Essential Key Question: State essential key question(s) and identify Informal, Formal Formative and Summative Assessment that will be used during the lesson.How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.

As a whole group, the teacher will have a discourse about the activity while using their recording sheets as guide for the discussion. Essential key questions include: “What strategies worked the best when trying to create a rectangle?; What is a row? What is a column?; What would happen if we used a different amount of square tiles? Or an odd number?; Were there any patterns discovered?” A rubric will be used to assess outcomes.

Materials/Resources: List the materials you will use in each learning activity.

43


The King’s Chessboard: Author: David Birch. Illustrator: Devis Grebu.12 Square tiles for each studentRecording sheetRulersBlank paperDigital cameras for each table (4-5)Pencils

Technological resources: List the technology resources that you will use in this lesson.

The students will be able to use digital cameras to take photographs of their creations, which they can refer to later on in the unit.

Learning Activities:Identify the instructional and strategies and instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each.

Instructional Strategies: During the activity many effective teaching strategies will be

employed. Identifying similarities and differences will be utilized as evidenced by the way the students have to come together and discuss what they built. Nonlinguistic representations will be utilized as evidenced by using physical square tiles to represent information. Generating and testing hypotheses will be utilized as evidenced by the way the students have a limited amount of square tiles and will predict and test which strategies will work when trying to make rectangles.

Grouping Strategies: Students will gather as a whole group first to go over expectations

and directions for the activity. Students will work in pairs at their respective tables. This supports Marzano’s cooperative learning aspect of his effective teaching skills. Pair up students according to their prior knowledge about the topic. Pre-assessment is needed to group effectively.

Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important).

Gather the students for a whole group discussion. Ask the question, “What do you think are rows?” Record the student’s answers on chart paper. Then ask, “What do you think columns are?” Record the student’s answers on chart paper. Read the book The King’s Chessboard by David Birch and Devis Grebu. Make sure to point out rows and columns on the King’s chessboard throughout the book.

Lesson Procedures: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).

1. Distribute 12 tiles to each pair of students.

44


2. Distribute the recording sheets to each student3. Have the children work with their pairs to figure out how many

rectangles they can make using the squares provided. 4. Have the students fill out the recording sheet.5. Have students draw and take pictures via a digital camera of each of their

solutions.

Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives). To be completed by the Student Teacher; a copy of the plan should be provided to Cooperating Teacher and/or University Supervisor prior to lesson implementation.

Come together as a whole group again. Using a recording sheet the size of a piece of chart paper, have children come up in their groups and write down one unique rectangle they made, how many rows, how many columns, and the total number of squares it had. Lead a discourse about the similarities and differences that the children displayed. Use wait time to have students think about their answers.

Intervention: Describe intervention strategies used for students who require accommodations to their instruction.

If some students have a difficult time grasping the idea of rows and columns, start out with 6 tiles instead of 12 tiles. Another way to adapt is to have a rectangular board showing possible outlines of squares in different combinations. On the board, a graphic organizer can be used detailing what rows and columns are. Also, an interactive bulletin board can be used to have children explore rows and columns. Squares can be attached via Velcro and can be positioned in different rectangles. Children can refer to this during center time.

Enrichment: Describe strategies used for students who benefit from unique challenges in the classroom curriculum.

To help broaden this activity, students could experiment with 24 or 36 different tiles. They could also use an odd number of tiles to observe what would happen. Furthermore, they could formulate ideas about where they think rows and columns are used in the world such as architecture or in their community. Individual journals can be used to help them think through ideas.

Curricular Connections: Detail how your activities show connections to other curricular areas.

Some curricular connections in this lesson include connections to science, literacy, and social studies. It connects to science because the students hypothesize what they think will happen and what will work based on the information given. They observe and measure the outcomes through counting. It connects to literacy as evidenced by the way a book is used to introduce the topic of rows and columns. Finally, it connects to social studies because the book touches upon medieval history.

45


Family Participation: Include diverse ways for diverse families to participate in the unit plan, either at school or at home.

Have students bring in photographs or simple drawings of objects around their house that display rows and columns. A whole group discussion can ensue about the similarities and differences of each student’s contribution.

Making Rectangles Worksheet

Name_________________________________________________Date__________________________________________________

Rectangle How many squares? How many rows? How many columns?

46




Student Teacher Matthew Hyatt Grade Level 2 Date of lesson 1/23/2014-1/24/2014-





The students have identified shapes such as triangles, quadrilaterals, pentagons, hexagons, and cubes. They have also completed activities such as sorting 2-D and 3-D figures while also describing the shapes attributes. Furthermore, they have just begun to learn about rows and columns.


Students will utilize rows and columns to create rectangular buildings with an online Lego brick-building applet.



Students will have to create a rectangular building. Emphasis should be placed on using rows and columns as often as possible to create their desired outcome. A rubric will be used to assess outcomes.


Computer room with a computer for each student.Lined paper

47


Pencils


Students will use individual computers to use the online applet found at http://www.brickbuildinggame.com/.



employed. Identifying similarities and differences will be utilized as evidenced by the way the students have to come together and discuss what they built. Nonlinguistic representations will be utilized as evidenced by using bricks to create their buildings.


and directions for the activity. The students will then work independently on their own computer. The class will then observe other student’s buildings by walking around the room, visually seeing what they made on the computer.


The teacher will pass out and go over a brief overview handout about concepts such as partitioning a rectangle using rows and columns. Skim and take a picture walk with the book 13 Buildings Children Should Know by Annette Roeder. The teacher will point out the rows and columns in the book. Next, The teacher will go over how to use the online applet briefly by modeling and creating his own building, emphasizing rows, columns, and that the final product should be a rectangle that includes those aspects.


1. Have the students work independently at their computers using the applet.

2. Visit each student to see how he or she are doing in regards to navigating through the applet. Provide assistance if needed.

3. Have the children count their squares, rows and columns used and have them record their work on paper.

4. Have children walk around and observe each other’s work.

Closure: Briefly describe how you will close the lesson and help students understand the purpose of the

48

http://www.brickbuildinggame.com/


lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives). To be completed by the Student Teacher; a copy of the plan should be provided to Cooperating Teacher and/or University Supervisor prior to lesson implementation.

Gather as a whole group and relay the questions, “what is the relationship between rows and columns?” “Why do some buildings use rows and columns?” Record their answers on the white board. Review their sheets they filled out and discuss their findings (“What was the easiest part? What part did you find that you had difficulty with?”).


If child has fine motor difficulties, provide assistance by using a large-track ball mouse. Also, include large, easily connectable Legos to have students use if they have difficulties with using a computer. Provide cards with predesigned structures and how to build them step by step using the applet.


Have students use regular Legos to sketch out their ideas. Then have them try to build their creations using the computer applet. Also, have peers create a building with regular Legos, then have another person try to build that through the computer applet.


This lesson connects to science because the students hypothesize what they think will happen and what will work based on the information given. They observe and measure the outcomes through counting. The also make predictions regarding what blocks to use to create their buildings. It connects to literacy because a non-fiction book is used to demonstrate how some buildings use rows and columns. It applies to technology because the students use an online applet. It incorporates simple engineering techniques because the students have to build structures.


Provide a bag of Legos for each student to take home. Have the family work together to create a building that utilizes rows and columns in their design. Send home digital cameras (1 per child; total 5; send home with 5 different students each night). Have them take pictures of the active process. Have the teacher upload the pictures, print them, and create a class book of all the different families. Place the book in the class library for students to look through.

49


Review of Technology Applet:

Early Childhood Education Technology Evaluation ToolkitFrom: McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early

learners.Young Children, 67(3), 14-24.

Complete the following worksheet for each major educational technology purchase consideration. Please see accompanying directions for further explanation and examples.

Date:_12/10/13___________Evaluator(s):_Matthew Hyatt___________________________________________________________

Organization:_Eastern Connecticut State University_________________________________________________________________________________

Age group: _____Older Toddlers _____Preschoolers ___✓__School Age (Grades_2___________________________)

Type: __✓__Regular Education ____Special Needs ( Disability:________________________) ____ELL ____Title 1


____b. Language/Literacy __✓__c. Mathematics __✓__d. Science


HARDWARE __✓__a. Desktop or laptop computer (mouse and keyboard) ____b. Desktop or laptop computer (touch screen)

____c. Interactive whiteboard ____d. Tablet ____e. Multi-touch table or surface

SOFTWARE

Software Title:_Brick Building _______________________(1=No 2=Unsure 3=Somewhat 4=Yes)

1. Educational a. Learning versus focus on winning? 1 2 3 4 b. Content research and/or learning standards based? 1 2 3 4

c. Feedback informative/teaches? 1 2 3 4

2. Appropriate a. Appropriate cognitive skill(s)/subject matter? 1 2 3 4

b. Set in interesting/appealing context? 1 2 3 4

c. Pre/non-readers can navigate? 1 2 3 4

d. Free from bias? 1 2 3 4

3. Child-Friendly a. Simple/clear choices? 1 2 3 4

b. Multiple, positive opportunities for success? 1 2 3 4

c. After adult support, children can use independently? 1 2 3 4

4. Enjoyable/Engaging a. Enough activities with varieties? 1 2 3 4

b. Appropriate use of rewards? 1 2 3 4

c. Realistic graphics and appealing to intended age? 1 2 3 4

d. Activities match well to attention span? 1 2 3 4

5. Progress Monitoring/Assessment

a. Covers all the key areas the software teaches? 1 2 3 4

b. Easy to use and interpret? 1 2 3 4

6. Individualizing Features

a. Can be customized for child’s needs? 1 2 3 4

b. Allows creation of new activities? 1 2 3 4

50


INTEGRATIONa. Initial training/professional development on integration included? 1 2 3 4

b. Ongoing training/professional development opportunities? 1 2 3 4

SCORE(Total Score ÷ 80) x 100 = 90____________

(90-100=A,80-89=B, 70-79=C, 60-69=D, <59=F)

_✓___Purchase ____Continue to Consider this Option

____Do Not Purchase ____Consider other Options

COMMENTSThis applet provides enough choices for children to explore brick building. Applet can be customized to use with different lessons and content areas.



Student Teacher Matthew Hyatt Grade Level 2 Date of lesson 1/24-1/25/2014





The students have identified shapes such as triangles, quadrilaterals, pentagons, hexagons, and cubes. They have also completed activities such as sorting 2-D and 3-D figures while also describing the shapes attributes. They have just begun to learn about rows and columns. Also, they’ve worked on creating their own buildings via an online applet.


Students will build rows and columns by using their own bodies to create rows and columns.


51


Arrays


As a whole group, the teacher will have a discourse about the activity. Essential key questions include: “What strategies worked the best when trying to create an array?; What is an array? “Were there any patterns discovered?” Each student will demonstrate their learning by using the teacher’s example array to create predetermined arrays with rows and columns. A rubric will be used to assess outcomes.


Parades of Arrays Author: Mel CampbellDigital cameraRulesBlank paperPencilsA small step stool


The students and/or teacher will be able to use digital cameras to take photographs of the final product, which they can refer to later on in the unit. A Smartboard will also be used to display the pictures.



employed. Identifying similarities and differences will be utilized as evidenced by the way the students have to come together and discuss what they built. Nonlinguistic representations will be utilized as evidenced by the way that the students use their own bodies to create rows and columns. Generating and testing hypotheses will be utilized as evidenced by the way the students have to figure out and problem solve how to make an array with each other. Cooperative learning aspects will also be used as evidenced by the way the children need to work together to create rows and columns.


and directions for the activity. Students will then brainstorm as a class

52


about possible combinations they can implement to create rectangles from rows and columns.


Using balls, create a 2 by 4 array. Have the students discuss what they think you did. Ask them what they think an array is. Record their answers. Describe what an array is: an arrangement of rows and columns. Read the book Parades of Arrays.


1. Have children think, pair, share verbally about possible combinations of people they can use from the class to create an array using rows and columns.

2. Remind them that they need to create a rectangle using rows and columns.

3. Record their suggestions on chart paper.4. Have the students use rulers, blank paper and pencils to sketch out their

ideas. 5. Come back together as a whole group and try out the different

suggestions that the students had. 6. Clear a comfortable space and have children line up or lay down, thus

creating rows and columns. 7. Take overhead digital pictures of the set up. A small step stool may be

needed.8. Connect the digital camera to the Smartboard and display the pictures. 9. If the students arranged themselves in a square like pattern to create

rows and columns, have the students count the number of squares they see. Then ask the whole group what the total number is.

10. If the students arranged themselves in an array from, have the students count each row and column, verbally displaying the total.


Come together as a whole group and discuss what they’ve learned about arrays, rows and columns. Have each student come up and arrange particular predetermined rectangular arrays using rows and columns in the teacher’s example array box.


53


If students have limited mobility, guide the students in an effective manner. For the assessment portion, instead of having students orally say the answers, have the students right down their answers and then hold them up from their seats. The teacher can address which ones are correct and valid while also giving positive feedback to the other students. If students are having a difficult time visualizing their bodies, use an empty box of chocolates to highlight more rows and columns that create an array. Then, place marbles inside certain squares; count the marbles in the squares to figure out the total number of squares. Have the teacher become a more involved part, directing and prompting the students where to stand.


Place greater emphasis on arrays. Have children draw their own rectangular arrays using rows and columns. Then have them write a story about it.


This lesson connects to science because the students hypothesize what they think will happen and what will work based on the information given. They observe and measure the outcomes through counting. The also make predictions regarding how many people they can use for a certain rectangle. It connects to literacy because a book is used to introduce the concept of arrays and how rows and columns are used to create them. It connects to social studies because parades are a part of different cultures and are presented throughout the book.


Have families donate different cartons with squares in them (egg cartons, box of chocolates, etc.) to be used during math center time. Children can use these to extend their thinking by placing objects in certain squares to create rectangles.

54




Student Teacher Matthew Hyatt Grade Level 2 Date of lesson 1/27/2014





The students have identified shapes such as triangles, quadrilaterals, pentagons, hexagons, and cubes. They have also completed activities such as sorting 2-D and 3-D figures while also describing the shapes attributes. Furthermore, they have just begun to learn about rows and columns. The children have also learned recently what an array is. Recently, they’ve used rows and columns to create building with an online Lego applet.


Using a pan of brownies provided by the teacher, students will partition the area of brownies using a premeasured square cookie cutter to evenly divide up the brownies.



Students will have to divide the brownies up evenly using the square cookie cutter. Furthermore, they’ll need to find the total number of brownies cut by counting them. The students will write and explain their process in their individual journals. A rubric will also be used to assess outcomes.

55



Graph paperPencilsJournals4-5 9x13 pan of premade browniesSquare cookie cutterRulerEach Orange Had 8 Slices. Author: Paul Giganti Jr. Illustrator: Donald Crews


Smartboard. A web link providing for information about rows, columns, and arrays.

http://prezi.com/azirujtop-3n/2nd-grade-arrays/



employed. Nonlinguistic representations will be utilized as evidenced by using brownies to create squares via rows and columns. Summarizing will be used as evidenced by the way the teacher will provide notes about rectangles, rows, and columns to the students before engaging in the activity. Also, the students will take notes about the process to help explain their thinking.


and directions for the activity. The students will then work in groups of 4-5 people to formulate ideas on how to cut the brownies evenly.


The teacher will go over a brief overview about concepts such as partitioning a rectangle using rows and columns using the above weblink. The teacher will then read Each Orange Had 8 Slices by Paul Giganti Jr. and Donald Crews


1. Have students work together in their groups.2. Have them use graph paper, rulers, and pencils to evenly divide a

9x13 array using rows and columns.3. Use square cookie-cutters to cut a 9x13 pan of brownies based on

56

http://prezi.com/azirujtop-3n/2nd-grade-arrays/


sketches.4. Have the students write the total number of brownies on their graph

paper.5. Have the students write the total number of rows and columns on

their graph paper.6. Have the students explain their thinking and rationales in their

journals.


Have the children gather in a whole group again. Lead a discourse about the difficulties and strategies that the children used to divide the brownies evenly. Then pass out one brownie for each student to eat. Also, if leftovers have the children go around the school to offer them to other staff or classrooms.


Provide flexible grouping to help accommodate students who need more help. Integrate strong peers with weaker ones. Provide video clips on how to cut brownies if students have trouble figuring out ways to divide them evenly. Use a smaller pan of brownies to make dividing a bit more easily. Provide directions on how to cut the brownies via step-by-step pictures. Also, provide directions on what to do throughout the activity to help with sequencing. Provide students with their own copy of the notes that is developmentally appropriate for their age.


Have students with the same size pan of brownies; figure out how to divide it evenly for two classrooms. Have stronger peers float around the room and offer guidance and help students who need help.


This lesson integrates science into it because the students need to predict, measure, and sketch their ideas. It also involves literacy because a book is used to introduce how to divide things evenly. Social studies are integrated because one culture’s food is involved. Other foods from around the world could be used to demonstrate this idea as well.


Have students go home and bake a recipe with their family that is used in

57


their culture. Have the family divide the food together evenly for the rest of the class. Have the student write up the recipe using a computer, or copy the recipe via copier. Invite the families to class, along with the food, to have a family meet and greet. Collect the individual recipes, make copies for each student, and bind them to create a class cookbook. This can also be an opportunity for students to show their families the work they’ve done throughout the unit.

Rubric for Lesson Plans

Standard Fluent Emerging Not yetCCSS.Math.Content.2.G.A.2: Partition a rectangle into rows and columns of same size squares and count to find the total number of them.

Student is able to partition a rectangle into rows and columns of same size squares.

Student is able to partition a rectangle into rows and columns with teacher assistance.

Student is not able to partition a rectangle into rows and columns of same size squares. Teacher guidance and scaffolding does not help.


Student is able to able to count the squares to find the total number of them.

Student is able to count the squares to find the total number of them with teacher assistance.

Student is not able to count the squares to find the total number of them. Teacher guidance and scaffolding does not help.

58


( Lesson 1)

Eastern Connecticut State UniversityLesson Plan Format

Adopted from the Connecticut State Department of Education

Student Teacher: Chamari Davis Grade Level: 2nd Date Of Lesson: 1/28/2014 Length of Lesson: 35-40 min.

Content Standards: CCSS. Math. Content 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Prior KnowledgeStudents seem to understand the idea of having to share something equally between

two friends. They eventually make connections between the idea of fair shares and

fractional parts. Seconds graders will have had prior experiences of ever having to

share or equally divide something like a cake, sandwich, pizza, pie, etc. and have

already been exposed to partitioning a rectangle into rows and columns of same size

squares.

Student Learning Objectives

Students will partition shapes to show halves and fourths. Students will identify and name equal parts of circles and rectangles as

halves or fourths. Students will describe the whole as two (or four) of the shares.

Vocabulary – One half, half of, fourth of, equal size, equal shares, whole, parts

Essential Question- What is the meaning of part-set fractions? What are some examples of fractions in the real world?

Assessment The discussion portion of this lesson will be very important and meaningful to see if

children understand this concept.

59


1. Prior to the activity, children will think, pair, and share their ideas of what

they know about sharing things into equal parts and how they know

something is equal. This will then lead to a whole class conversation.

2. During the activity, children will be observed on the language they use with

their partners and explanations of how they divided up their objects.

3. Partners who incorrectly fold or cut something will be asked on their

reasoning in the whole group. Asking for clarification allows you to

understand their perspective and conceptual understanding. Asking other

students if they disagree and what can partners do to fix it, allows children to

correct their peers. Children will then be allowed to change their

representation if needed.

4. Lastly, the teacher will hold up an incorrect representation and state this is

what another teacher gave her on a picnic. Children will write why it isn’t fair

and what they would do to fix it.

Materials/ ResourcesBook: Give Me Half by Stuart J. Murphy SMART Board White paper squares (Bread)Tan/ Pink Rectangles (Turkey/ Ham) Round Yellow Circles (Cheese) Brown Circles (Chocolate Cookies) Tan Circles (Sugar Cookies) Rectangular Construction Paper (Place Mat) Scissors Crayons

Technological Resourceshttp://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htmAn interactive fraction activity that can engage children in this mathematical

concept is one called Fraction Booster. There are five levels to work through,

however for this particular lesson plan children can work with level 1. On level one,

children must figure out how to divide the pizza evenly given a certain amount of

children. This would be most appropriately used as a whole group activity on the

SMART Board allowing the teacher to emphasize the text since sound is not being

60

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm


heard. This activity will close the lesson since it will engage children and uses more

fraction language that will lead on the next lesson.

Learning Activities: Instructional Strategies

This lesson will begin with children discussing sharing objects and their ideas of

how they know something is evenly split. Students will then assist the teacher on

how to properly divide her paper into equal shares based on the amount of teachers

she will equally share it. The teacher will model how to properly do this. Students

will then be told they were going on a “fair share” picnic and given a partner, which

has three stations: placemat dividing, sandwich making, and dessert choosing.

Children will have to divide their placemat, make a sandwich they have to divide,

and then pick a dessert that must be divided. Children will be asked to explain their

reasoning and then must repeat those steps to figure out what happens if the picnic

is for four people. The use of the terms fourths would be utilized. After children are

done sharing their artwork and what they have done to solve the picnic problems,

children will be asked to explain in writing advice for the wrongly represented

share the teacher was given. An explanation of why it is wrong and how to fix it will

be explained on a worksheet that displays the wrong way as well as an empty

rectangle on showing how to fix it. Once children are done with writing, students

will be able to explore the technology as a whole group, as it provides closure to our

lesson.

Grouping Strategies:For this activity, students will be paired in groups of 2 and 4 which will be effective

in the purpose of using the terms halves and fourths when trying to divide things

equally. Whole group activity will also be included in this lesson during the opening

discussion and technology activity closing the activity.

InitiationStudents answering and discussing with one another what it means to get a fair

share of something will initiate this lesson. They will then get told that for the next

61


couple of days we will be exploring what it means to share fairly. The teacher will

then hold up a piece of paper and ask what should she do if the wanted to share the

paper with another teacher, or two or three more teachers. Explaining to students

that sometimes we can fold and cut things into fair shares will be meaningful in the

initiation of this lesson. The book “Give Me Half” will then be read to students as the

story uses simple fraction language such as wholes and halves to introduce sharing

objects with others.

Lesson Procedures1. Children will be read “Give Me Half” by Stuart Murphy. 2. In pairs, students will create a placemat, create one sandwich, and choose

dessert that they have to divide equally for their partner on a picnic. 3. Students will share the strategies they used to create an even share. 4. Students will be put in groups of 4 and must repeat steps 2 and 3. 5. In writing, students will explain the wrong proportion of a share given to the

teacher and how to fix it. 6. A technology activity about pizza shares will be used to close the activity on

the SMART Board and final remarks on equal shares and their importance will be made.

Intervention Students who need intervention will be provided with one-on-one guidance on how

to cut/ divide the rectangles, squares, and circles in this activity. Providing students

with shapes with a dotted line of halves and fourths would be helpful for children

having difficulty. These students can still decide what materials would go on their

sandwich and how to divide them; just they wouldn’t be physically portioning them

that will also be noted in their assessment.

Closure Students will be asked to share what they wrote and illustrated as they “correct” the

share the teacher was given. After the technology activity is demonstrated and gone

over as a whole group, formative questions that will be asked during this closure

will include; when sharing, how do you make sure all parts are equal? Do equal

parts have to be the same shape? , Is there more than one-way to cut something in

half? Is there more than one way to cut something into fourths? Holding up

examples of children work as a model during this closure will allow children to

62


visually see what is possible and can be done with circles and triangles and

portioning them into equal shares.

Curriculum Connections Partitioning in math can connect to science as well as social studies. It can relate to

science through cooking (recipes), nature (symmetry of trees, the sun, leaves), and

the anatomy of the human body. Equal shares of things can be used in the social

studies context of people and animals migrating. For an example, two-thirds of an

animal dying or becoming extinct will allow children to understand the statistic of

that fact which means more than half of something died.

Family Participation Families would be encouraged to identify halves in a recipe and/or to slice food

items of varying shapes into halves with their children while cooking or serving

food. Items such as pies, cakes, and pizzas allow children to see how one whole can

be equally divided into parts. Using and practicing the vocabulary such as halves,

half of, fourths, and equal shares would be recommended. Going on a scavenger

hunt around the house identifying halves are another way families can participate in

their child’s learning. Finding pairs of socks, shoes, and folding pants and shirts in

halves are great ways to extend these mathematical concepts.

63


(Lesson 2)



Student Teacher: Chamari Davis Grade Level: 2nd Date Of Lesson: 1/29/2014 Length of Lesson: 30 min.

Content Standards: CCSS.Math.Content.2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

CCSS. Math. Content 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Prior Knowledge: Students should have the prior knowledge and be familiar with commonly used fractions such as ¼, 1/3, and ½ from pre-kindergarten- 1st grade years.

Student Learning Objectives: Students can identify a shape being divided into halves, thirds, and fourths. Students can describe a shape being divided into equal parts. Students can describe the whole as two, three, and four of the shares.

Vocabulary: Partition, circle, rectangle, halves, thirds, fourths, equal shares,

Essential Question: What is the difference between halves, thirds and fourths? What is the importance of the correct labeling of fraction parts?

Assessment: Children will be assessed based on the completion of two flipbooks on fractions. One

book will contain circles and the other will have rectangles. Children will have to

cut, label, and color the correct fraction. The flipbook will go from one whole to

smaller equal shares (halves, thirds, fourths, and fifths). Prior to this activity,

students will engage in what they know about halves, thirds, and fourths and will

reflect upon those responses closing this activity.

64


Materials/ Resources:Book: Eating Fractions by Bruce McMillan Construction Paper Circles and Rectangles Label Paper Copied For Each Student Glue Scissors Crayons

Technological Resources: http://www.harcourtschool.com/activity/cross_the_river/

In this technology activity titled “Cross The River” , students must identify the

correctly shaded fraction to get the character across the river. Students get three

fraction options per question but only one answer is correct. If an answer were

incorrect, the character would fall off the path across the river and start all over.

Second graders can participate in this activity independently.

http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw45005

Another technology activity that would be beneficial to the learners called Frenchy’s

Fraction Café in which children identify the fraction of pizza that needs toppings.

Students would be able to use this independently and even non-readers would be

able to access this since because the software comes with audio.

Learning Activities: Instructional Strategies

The lesson will begin with the reading of the book “Eating Fractions” by Bruce

McMillan. This book has a simple concept of fractions and introduces halves, thirds,

and quarters to its readers. Examples of fractions will be displayed on the board and

then discussed with the proper language. Labeling of the numerator, denominator,

parts and wholes would be emphasized in this whole group lesson. Children will

then be asked to make fraction flip books of their own. Cutting, coloring, labeling,

and pasting fractions would be done by the students. Once fraction flip books are

completed, children will be allowed to individually engage in the technology activity

on computers or participate in the fraction barrier game with a partner.

65

http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw45005

http://www.harcourtschool.com/activity/cross_the_river/


Grouping StrategiesThe grouping of this activity will be whole group and individual work. Whole group

reading and discussion will take place before starting the individual making of the

fraction flipbooks. Children can decide to do the technology activity individually or

the fraction game with a partner.

InitiationThe teacher will talk about fraction parts their importance and meaning and

introduce fractional vocabulary as he/she manipulate fractions on the board.

Students will be asked to discuss fractions and allowed to come up to the board to

manipulate a fraction. Students will then be read “Eating Fractions” by Bruce

McMillan and asked to create fraction flipbooks of their own.

Lesson Procedures1. Students will be read “Eating Fractions” by Bruce McMillan. 2. Students will observe and discuss the fractions and fraction parts on

the board as teacher manipulate it. 3. Students will make their own fraction flipbook. 4. Students will glue the title “Fraction Flip Book” to the title page. 5. Student will color, label, and glue the fractions. For example, students

will color a whole circle, glue the circle, and then glue the label of the fraction to that page.

6. Next student will make the halves page. Dividing the circle in half with a line, coloring a half, cutting the circle, and then labeling the halves and the 2 equal parts.

7. Student will repeat steps for thirds, and fourths, and also repeat steps for the flipbook for rectangles.

8. Once flipbooks are completed, children will have the option of doing the computer activity or game activity with a partner.

InterventionFor students needing intervention, an already divided rectangle and circle could be

provided. The student would just have to correctly shade the shape instead of

struggling with how to evenly divide the shape. Students having trouble would also

be encouraged to use the examples on the board, resources around the room, and

ask peers how they arrived at there solutions.

66


ClosureClosure for this activity will include students sharing their explanations and

illustrations of their flipbook with the class. Formative assessment questions that

would be asked are how do we know what the fractional parts of wholes are called,

what can we do to make sure objects and shapes are equally shared, and lastly get

the students to start thinking about if one half of a circle, means the same as one half

of a rectangle. Ending on this note allows them to be start thinking about comparing

fractions.

Curriculum ConnectionsThis lesson plan focused on partitioning can connect to other math curriculum of

math by counting to see if students can count shapes all together. It can also connect

with art and social studies curriculum in which you can look at quilts and flags from

all over the world and identifying if it can be partitioned equally based on the colors.

Family Participation Families could be asked to participate in this mathematical concept by

demonstrating fractions with food at home. Baking brownies or a cake, or even

ordering a pizza and then allowing students to serve it in fractions to family

members would be great hands on exposure for students with fractions in the real

world.

67





Complete the following worksheet for each major educational technology purchase consideration. Please see accompanying directions for further explanation and examples. Date:___12/11/2013_ Evaluator(s):_______Chamari Davis

Organization:___Cross The River __; HMH School Publishers __________________________________________








SOFTWARE

Software Title:_____ ____________ (1=No 2=Unsure 3=Somewhat 4=Yes)



SCORE (Total Score ÷ 80) x 100 = ____76.25____ __Purchase ___Continue to Consider this Option

68


(90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F) ____Do Not Purchase __x__Consider other Options

COMMENTSVery short activity that children will be allowed to do after completing fraction flipbooks, could have more options differing level capabilities,

69






Organization:_ Frenchy’s Fraction Café __ __; Fact Monster








SOFTWARE




SCORE (Total Score ÷ 80) x 100 = ___77.5_ __Purchase __Continue to Consider this Option

70


(90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F) ____Do Not Purchase __X__Consider other Options

COMMENTSVery interactive, realistic, Doesn’t really focus on winning but doesn’t give feedback on how to arrive at correct answer.

Fraction Barrier Game

Materials: Barrier Game grids with shapes divided into equal parts, divider for each partnership ______________________________________________________________________________

1. Work with a partner. Sit side by side with a divider standing between you.

2. Player 1: Shade in a fraction of each shape on your grid without letting your partner see your work. Label each fraction.

3. Player 1: Give instructions to your partner on how to shade in and label a fraction of each shape to match your grid.

4. Remove the divider and look at the two grids to see how closely they match.

5. Swap roles and play again.

(Lesson 3)

71




Student Teacher: Chamari Davis Grade Level: 2nd Date Of Lesson: 1/29/2014 -1/30/2014 Length of Lesson: 35-40 min.

Content Standards CCSS.Math.Content.2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.


Prior KnowledgeStudents will have the prior knowledge of commonly used fractions and have

already had exposure to partition of rectangles and can identify geometric shapes in

geometry. Partitioning circles and rectangles into two, three, and four shares will

have already been practiced.

Student Learning Objectives Students will compare fractions through partitioning objects/ shapes into

equal shares by cutting. Students will represent halves, thirds, and fourths using ribbon to create

fraction models.

Vocabulary: Halves, thirds, half of, third of, fourths, wholes, parts, equal shares, equivalent

Essential Question: If you have two fractions, how do you know which one is greater in value?

Assessment: Children will participate in a class discussion of fractions, parts, wholes, and more

specific fractional terms. Students will be assessed on their ability to cut the ribbon

properly, contributing to their groups’ problem equally sharing the ribbon, and their

reflection piece of comparing their ribbon piece to someone in another group.

72


Throughout this lesson, children will be asked to share their ideas, strategies, and

conclusions about the fractions in relation to the ribbon whether they are right or

wrong. Having children speak and explain who may have done something wrong,

allows other children to explain thoroughly what’s “right” and can let you know

what teaching and instruction strategies as a whole class may need adjustments if

no one is understand the mathematical concept.

Materials/ ResourcesBook: The Hershey’s Milk Chocolate Fraction’s by Jerry Pallotta and Rob BolsterSeveral pieces of ribbon cut into 1-yard piecesString Tape Paper ClipsRulersScissorsMath Counting Cubes Paper

Technological Resourceshttp://www.sheppardsoftware.com/mathgames/fractions/mathman_fractions_numberline.htm This activity involves identifying fractions on a number line. By using the PACMAN

theme, children must navigate there way to the appropriate labeled ghost that the

fraction is indicating to find. This activity would be utilized independently due to its

need of individual concentration and use of the navigation arrows. This technology

piece allows children to compare the fractions on a number line and also relate it to

their own ribbon activity.

Learning ActivitiesInstructional Strategies

First, students will be shown a one-yard long ribbon and asked how to divide it into

two pieces. Allow and demonstrate all strategies suggested for children can

thoroughly explain their reasoning. Once the class agrees on how to cut it, give each

child a yard long ribbon and have them cut half. Place the half of the ribbon next to

another yard uncut ribbon. Asking a question like “why does it take both parts to

73

http://www.sheppardsoftware.com/mathgames/fractions/mathman_fractions_numberline.htm

http://www.sheppardsoftware.com/mathgames/fractions/mathman_fractions_numberline.htm


make a whole ribbon?” is necessary in enhancing their thinking of halves, parts and

whole as one concept. Students will then be split up in groups where they must

figure out how to divide the ribbon. Having students Figuring out the fraction to

explain how much of the whole each person in the group is receiving would be

meaningful to this lesson. Allowing students to make mistakes with the ribbon,

communicating with their peers how that mistake can be fixed, and demonstrating

those solutions through practice allows them to use the ribbon as trial and error,

change their approach to the problem, and independently figure out what needs to

be done to make it right. Finally, after each group has figured out there individual

fraction of the one yard ribbon, each student can now place it on the number line in

which students can compare their fraction sizes to their peers and most importantly

the whole one yard ribbon.

Grouping Strategies For this lesson, students will be instructed as a whole group for initiation, individual

work, and then group work. The amount of students in groups will differ in order to

provide different problems and solutions to what is being taught.

InitiationStudents will be gathered on the carpet to discuss their prior knowledge of

fractions. A list of responses on what they know about fractions, their importance,

and what they represent will be made on the board. Having the children using the

terms wholes and parts will be encouraged and modeled. Children will also be

introduced to the word equivalent. The reading of The Hershey’s Milk Chocolate

Fraction’s Book will be done and students will be asked to compare fractions and

provide answers on which share would give them the greatest share of the Hershey

bar and other foods mentioned in the book. After that, children will be introduced to

our ribbon activity where they will compare fractions of ribbon.

Lesson Procedures1. Present the class with a strip of yard long ribbon and ask how to

divide it into two equal pieces. 2. Tape an uncut yard long ribbon to the half cut ribbon and label what

they are.

74


3. Divide students into groups of different sizes and have students solve the problem of cutting the ribbon so that each person in your group gets an equal piece.

4. Have students compare their cut pieces to the yard long ribbon and to other students from different sized groups and explain in writing whether their piece of ribbon is bigger or smaller then theirs? Why? How do they know?

5. Create a number line in length on the board under the yard long ribbon labeled one to represent one whole number.

6. Have students tape each of their ribbon pieces underneath the number line order from smallest to biggest and have child label their fraction.

ClosureClosure to this lesson will include lots of reflection. Reflection on the number line

with all of the ribbon pieces and comparing the different sizes will be done. Dialog of

students sharing their writing on what piece they compared their ribbon too will be

said. Most importantly, the new math vocabulary we discussed will be emphasized,

encouraged, and reminded for students to use throughout the closure of this lesson.

InterventionChildren having trouble will be provided with pre-cut fractional parts of circles and

rectangles since the ribbon may be too abstract to grasp the mathematical concept.

Students, who easily understand this lesson, can be given a half of a ribbon piece

and asked to figure out its whole. This will enhance their thinking and process skills

in trying to figure out how to work backwards.

Curriculum ConnectionsThis activity can connect with the social studies curriculum and social environment

of your classroom. One of the ways we find information out about people are taking

surveys and comparing those results. Talking about the results of past elections or

even daily classroom surveys could be a way to compare fractions and providing an

understanding of fractions.

Family Participation

75


Families can participate by doing an activity that involves purchasing a treat/candy

that comes in many different colors. Students will be asked to record the fraction of

each color in one package. For example, a bag of Skittles and M&M’s come in a

variety of colors so children will note how many red, orange, yellow, etc. there are.

Children will be able to report their findings to the class and compare their findings

to another student that may have the same candy.


76





Organization:_ Number Line Fractions__ __; Sheppard Software







__ c. Interactive whiteboard ____d. Tablet ____e. Multi-touch table or surface

SOFTWARE




SCORE (Total Score ÷ 80) x 100 = __65__(90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F)

__Purchase ___Continue to Consider this Option

___x_Do Not Purchase __X__Consider other Options

77


COMMENTSStudents might be familiar with PACMAN theme, children might not be able to understand the fraction on ghosts and there relevance to the number line, might be a bit challenging without someone monitoring play.

Rubric for Lesson Plans

Standard Fluent Emerging Not yet

78



Student is able to partition circles and rectangles into two, three, or four equal shares.

Student is able to partition circles and rectangles into two, three, or four equal shares with teacher assistance.

Student is unable to partition circles and rectangles into two, three, or four equal shares even with teacher assistance and scaffolding provided.


Student is able to able to describe the shares using the words halves, thirds, half of, a third of and describe the whole as two halves, three thirds, etc.

Student is inconsistently able to describe the shares using the words halves, thirds, half of, a third of and describe the whole as two halves, three thirds, etc. with teacher assistance.

Student is unable to describe the shares using the words halves, thirds, half of, a third of and describe the whole as two halves, three thirds, etc. even with teacher assistance and scaffolding.


Student is able to recognize that equal shares of identical wholes need not to have the same shape.

Student is inconsistently able to recognize that equal shares of identical wholes need not to have the same shape with teacher assistance.

Student is unable to recognize that equal shares of identical wholes need not to have the same shape even with teacher assistance.

79

Documents

chamaridavis.files.wordpress.com€¦ · Web view02/05/2014 · chamaridavis.files.wordpress.com