Lesson Plan2 ISTC

7/30/2019 Lesson Plan2 ISTC

http://slidepdf.com/reader/full/lesson-plan2-istc 1/4

Names: Rachel Ferrer, Evan Campbell, Ernesto McConnell

Teacher’s Name and Grade: Mrs. Chow, First Grade

Date of Lesson: April 23, 2013

Concepts/Skills to be taught:

Domain: Geometry

Cluster: Reason with shapes and their attributes.

Standard: Standard: 1.G.3

Partition circles and rectangles into two and four equal shares, describe the shares using the

words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

Describe the whole as two of, or four of the shares. Understand for these examples that

decomposing into more equal shares creates smaller shares.

In our own words, the students will be able to decompose shapes into more and smaller shares.

Purpose of the Lesson: At the end of the lesson, students will know how to decompose shapes.

Students will recognize that shapes can be broken down into smaller shapes.

Judges prior to learning: Prior to today, students have discussed how shapes are alike and

different. On Monday the students charted various 2D shapes (name, picture, attributes) and

made shapes using geoboards. The children have become familiar with defining and non-defining attributes. To successfully participate in the lesson, students need to be able to identify

various shapes and their properties. We will link their prior knowledge of puzzles to tangrams to

teach children how to create a square. We are confident students are ready to acquire this new

skill because of our observations and what Mrs. Chow has told us.

Plans instruction:

Materials needed for lesson: Dot paper, Online Geoboards, Geoboards, Rubber Bands,

Document Camera, The Greedy Triangle Youtube Video, Laptop, Pencils, Journal Worksheet,

Extension Images, SMART Board

Vocabulary which will be introduced and/or reinforced:

Decomposition of Shapes: The ability to break shapes down into smaller parts.



Geoboard: A mathematical manipulative used to explore basic concepts in plane geometry such

as perimeter, area and the characteristics of triangles and other polygons. It consists of a physical

board with a certain number of nails half driven in, around which are wrapped rubber bands.

Quadrilateral: A polygon with four sides (or edges) and four vertices or corners.

Teaches:

ENGAGE (15 MIN): The student interns will read The Greedy Triangle by Marilyn Burns. We

will begin by asking students to predict what they think the story is about. We will begin to read

the story and stop after reading page 1. We will ask, “Can you think of any other places that you

might see a triangle?” We will call on two volunteers. After reading page 3 we will ask students

to point to any other shapes they see on the page. We will call on two volunteers. After reading

page 4 we will ask students, “What shape do you think the Shape maker will change the triangle

into?” After reading page 6, we will ask students “Where else might you find a quadrilateral?”

We will continue reading and stop on page 10 to ask students to predict what the Shape maker

will change the triangle into. Stop on page 13 and ask students “Where else might you see a

pentagon?” After reading page 14 we will ask students to predict what shape the triangle will be

now. We will ask students where else they may see a hexagon.

EXPLORE (45 MIN): The student interns will direct students back to their tables for further

instruction. We will pass out dot paper and have the students draw as many shapes as they can

by connecting the dots. After a few minutes, we will display dot paper on the document camera

and have volunteers draw one of their shapes. We will ask students to identify what shape they

drew and to name its properties. We will explain to students that by using dot paper, we can

create all sorts of shapes.

Then, we will ask students if they have ever used a Geoboard before. We will ask them “What

are some things you can do with a Geoboard?” We will ask, “When using a Geoboard, what

should you not do?” After listening to student responses, we will model how to properly use a

Geoboard. We will demonstrate appropriate use of the bands. Then, we will show students the

“working position” by facing the Geoboard prongs upward. Then we will show the “listening

position” by turning the Geoboard upside down with the prongs on the desk.

The student interns will pass out the Geoboards to the students. The Geoboards will be passedout in “listening position.” Once every student has a Geoboard, we will practice the “listening

position” and the “working position.” Once those are established we will pass out the rubber

bands while reminding them of their appropriate use. We will instruct students to put their

Geoboards in “working position.” Then we will allow students “explore time” with the

materials.



After three minutes we will instruct students to stop what they are doing and to place their

Geoboards in listening position. We will have volunteers to share what they made with their

Geoboard. We will ask students the following questions based on their construction:

“How many sides does your shape have? How did you find the number of sides?”

“How many angles does your shape have? How did you find the number of angles?”

“What do you think your shape’s name is? How do you know?”

“Does anyone else have a shape with the same number of sides?”

We will then make sure all Geoboards are returned to “listening position.” We will call students

to the carpet by tables. Students will sit in their projector spots. We will pull up the Online

Geoboard on the document camera to teach students how to decompose shapes.

The student interns will say, “Today we are going to decompose shapes. Does anyone have an

idea what they think the word decompose means?” We will call on students to share their

responses. We will state, “When we decompose shapes, we break them down into more shapes.

We will make a large square on the Online Geoboard using the SMART Board. We will ask a

student to identify what shape we have made. We will ask them, “How do you know?” Then we

will ask, “Can anyone find a way to make the square into two new shapes using one rubber

band?” Have a volunteer come up to the SMART Board to display their idea. Ask students to

identify the new shapes that were created. We will ask students, “Can anyone do this another

way using one rub ber band?” We will have a volunteer display their way. We will ask what

shapes were formed.

We will remove the rubber band and ask students, “Can anyone find a way to make the square

into new shapes using two rubber bands?” Have a volunteer come up to the SMART Board to

display their idea. Ask students to identify the new shapes that were created. We will ask

students if someone could do this another way using two rubber bands.” We will ask students,

“What shapes were formed?” We will ask students if there are other ways to do this? We will

ensure that students understand that there are multiple ways to decompose shapes.

We will introduce the worksheet to be completed in pairs using the document camera. We will

show how one shape can be broken down into smaller shapes. For example, a hexagon can be

broken into 6 triangles, or 2 trapezoids. We will explain to the students that they will firstcreated the shapes on their Geoboard. Then, they will create new parts on the Geoboards. They

will draw their new shapes on the worksheet.

Students will work in pairs to complete an activity using pattern blocks. Students will choose

their own partners for this activity.



EXTEND: For the students who finish early, we will provide them with the “Triangle

Challenge.” This worksheet asks student to identify how many different ways you can make a

triangle.

EXPLAIN (20 MIN): Students will return back to their assigned seats on the carpet. They will

bring all their papers. Students will be given a journal entry worksheet to complete. They willall return to their tables to work on their journal entry. This will then be filed in their math

journals. After 10 minutes, students will return to the carpet to share their responses. We will

ask students questions about their answers.

Assesses:

EVALUATES: To evaluate students’ comprehension, we will conduct formative and

summative assessments. During the lesson, we will monitor student progress. We will observe

students problem solving process as we walk around the room. We will see how they are

developing their solutions to the problems. We will also stop at each pair and ask them questionsabout their problem solving process. We will ask them questions that move them forward. After

the lesson, we will evaluate student success by examining student work. We will check their

worksheets for correct answers. We will also evaluate their journal entries by looking at how

they arrived at their answer, checking to see if their answer was correct, and reading their

sentence to check for comprehension.

Documents

Lesson Plan2 ISTC