Name: Priscilla Gilbert
Date to be taught: February 6th, 2017
Grade level/ Subject Area: 3rd Math
TEKS: (6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
(A) classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
(B) use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;
Objective: The students will be able to classify and recognize the different quadrilaterals using attribute tiles and prior knowledge from Friday’s lesson with 90% accuracy.
Materials and Resources:
- Attribute tiles
- Go Math Book Volume 2
- Promethean Board
- Action Cup (Brain Break Activity)
- Laptop/You tube Video https://www.youtube.com/watch?v=WMkY_uIku9Q
- White Boards and Expo Markers
- Activity (Quadrilateral)
- Construction Paper/Scissors/Glue
Focus: Students will walk in and sit at their assigned spot. I will instruct them to only have their pencil out and be ready to begin the activity that I will pass out. They are to complete the activity to the best of their ability. This activity will show me (teacher) and the students what they know about quadrilaterals. Once they are finish, we will go over the activity as a class. I will discuss that this activity is an insight into what Friday’s and todays lesson will continue to be about.
Instructional Steps: Once the focus section is done, I will instruct the students to put everything aside and get ready for the next step. I will display a video titled “ Quadrilateral Song for Kids” to have the students understand quadrilaterals in a creative way. A short review from Friday’s lesson. When the video is finished, I will have the materials (white board and expo marker) already in the center of the table for the students to grab when instructed to. Once each student has grabbed one of each of the materials, I will instruct them to quickly write down one fact they learned from the video and share with the class when instructed to do so. When that activity is done, the students will neatly stack the boards and markers in the center of the desks. Once that is done, students will stand up and push in their chair and wait for further instructions. I then will pick a student to come draw a stick from the “action cup” and read the activity out loud. Once the action is heard, the students will perform that action. I will repeat the same process 2x. When done students will sit back down and get ready for the next instructions.
Closure: I will ask the students to grab their Go Math Books and turn to page 483-484 and review a few problems with the class. This review will help them understand today’s lesson in word problem form, and will get them prepared for the homework problems that will be completed on pages 485-486. Monitorization and help will be provided.
Reflection:
Todays lesson was just a review from Friday’s lesson. Although it was review, it went well. Some students still struggled/some did not. My lesson plans had to be tweaked a little, but that’s okay, cause no lesson plan is perfect.
Special Pops:
- 1st period: Gabby B. read to
- 2nd period: Addy B. and Braxton O. read to
- 3rd period: Phoenix T. Sebastian S. and Michael H. read to
Name: Priscilla Gilbert
Date to be taught: February 7th, 2017
Grade Level/ Subject Area: 3rd Math
TEKS: (6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
(A) classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
(B) use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;
Objective: The students will be able to draw a Venn diagram to classify plane figures with 90% accuracy.
Materials and Resources:
- Promethean Board
- Pencils/Crayons
- Activity Worksheet
- Go Math Video 15.3
- Go Math Book 15.3 pages 493-496
- Geometric Solids Shapes
- Action Cup Activities (Brain Break)
Focus: Students will walk in and place their things on their desks. Once they are seated, students will grab the geometric solids container from the center of their desk and wait for further instructions. Students are to grab a hand full of shapes and place them on their desk. They are to sort the shapes according to their own student criteria. Once I see that they are done sorting, I will open up the class to a discussion about why they sorted each shape the way they did. After 5 minutes of discussing about the activity. They are to clean up the shapes and get ready for the next step.
Instructional Steps: Once students are seated quietly to hear the next instructions, I will play the Go Math Video 15.3 on the Promethean board. Throughout the video, I will pause to ask questions, and to see if they understand what is being said. Once that is done, as a class we will look over and do some examples to further help them understand the lesson. When those are done, we will draw a Venn diagram and place shapes in the diagram as our last and final example. When finished students are to stand up in front of their chairs and get ready for their brain break.
Closure: To end the lesson, students will be handed a fun worksheet to complete titled “Make New Shapes” to the best of their abilities. Monitorization and help will be provided until class is finished.
Reflection:
Lesson went well, students loved holding/seeing the shapes. Really helped them understand 3-D shapes. I was comfortable, but of course a bit nervous. Worksheet was awesome, finished so fast and loved it.
Special Pops:
- 1st period: Gabby B. read to
- 2nd period: Addy B. and Braxton O. read to
- 3rd period: Michael H. Sebastian S. and Phoenix T. read to
Name: Priscilla Gilbert
Date to be taught: February 9th, 2017
Grade Level/ Subject Area: 3rd Math
TEKS: (6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:
(A) classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
Objective: The students will be able to identify, describe, and classify three-dimensional shapes using prior knowledge and video with 90% accuracy.
Materials and Resources:
- You-tube Video https://www.youtube.com/watch?v=uZ8Jy1xgqPU
- Promethean Board
- Laptop/Scissors/Glue/Pencils
- Go Math Book pages 507-508
- Matching Worksheet (Shape Shuffle)
- Action Cup (Brain Break)
Focus: The students will walk in and sit down at their desk and get out a pencil, scissors, and glue to be able to complete the “Shape Shuffle” worksheet. They are to work until completed, when done they are to give me a thumbs up to let me know they are all finished. Once their all done, we will go over the worksheet (game) together. When that’s finished, they are put away all materials in the center of their desks, and sit quietly for further instructions.
Instructional Steps: Students are to stand up/push in chairs and I will pick one to come and draw a stick from the “action cup” when drawn students will act it out. Will repeat 2x. Once their done, I feel like their ready to continue with the lesson, they will sit down and turn to board to watch a cute video talking about 3-D shapes. When the video is over, I will open into a whole class discussion about the video. When the discussions are over, students are to sit down quietly and get ready for next set of instructions.
Closure: Students are to grab their Go Math Books and turn to page 507-508 when there, they are to give me thumbs up. When everyone is ready we will go over a few examples together, and have a few come up to practice them-selves and teach their fellow classmates. Before they leave, they are to tell me one fact they know so far about 3-D solids.
Reflection:
Shape Shuffle activity was a good review for the kids to do. Could have been made differently then it was. Students loved the video, great insight into the lesson further. Lesson went well.
Special Pops:
1st period: Gabby B. read to
2nd period: Addy B. and Braxton O. read to
3rd period: Michael H. Sebastian S. and Phoenix T. read to