Download What`s in a Shape?

Getting Into Shapes!
Created by: Diana Misso
Peer Review Focus Question
▪ Do my assessments fairly assess the students’
ability to recognize and draw shapes?
▪ How can I improve my essential question(s)?
Elementary Level Learning Experience
▪ Trinity Catholic Academy
– Urban Catholic School in South Buffalo
– PK – 8
– Approximately 120 students
▪ Taught in March 2013
– One week (5 days) of 45 minute classes
Grade Level/Ability of Students
▪ Second Grade Class of 10 students
– 5 boys, 5 girls
▪ Two students have IEP’s
▪ Two students receive Title 1 Math services
▪ Rules & Procedures have been established (Page 19)
NYS Common Core Learning Standard
2.G.1
Standard Area: Mathematics
Domain: Geometry (G)
Cluster: Reason with shapes and their attributes.
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.
Standard 1:
Objective
To recognize and
identify two-
dimensional
shapes in order
to develop a
deeper
understanding of
geometry and
its’ role in
everyday life.
Enduring Understandings
Geometry is a
representation of
the world around
us.
Geometric shapes
exist in the natural
and the manmade world.
Objects can be
analyzed, sorted,
and compared by
attributes.
Essential Questions
How can I use
shapes and
equal parts?
How do we use
geometry to
make sense of
the real world?
Guiding Questions
How many sides &
angles does a
shape have?
Describe a shape
by its given name,
number of sides,
and/or number of
angles.
What are examples
of objects in school
that look like 2D
shapes?
Assessing Prior Knowledge
2D Shapes Pretest
Number of Students Correct
(Page 27)
Results of Pre Testing
10
8
8
5
6
7
Question Number
8
7
8
7
4
1
1
2
0
1
3
4
9
10
Anticipatory Set
Read aloud: The Greedy
Triangle, by Marilyn Burns
(http://youtu.be/kPuI4XyyZUE)
Create an anchor chart as a
whole group
Day One
Model & practice creating shapes on geoboards
Day Two
Sort pattern blocks and work in math textbook
Day Three
Problem Solving with 2D Shapes
Example on page 30, 31
Day Four
“My Polygon Riddle”
(Page 30)
Summative Assessment
Independently create a
“What’s in a Shape?”
booklet
Oral Assessment
Written Posttest
Results of Pre & Post Testing
12
Number of Students Correct
10
8
6
4
2
0
1
2
3
4
5
6
7
8
9
10
Question Number
Pretest
Posttest
Recognizing Shapes
100%
90%
Class Percentage
80%
70%
60%
50%
40%
30%
20%
10%
0%
Circle
Triangle
Quadrilateral
Square
Parallelogram Pentagon
Shape
Hexagon
Trapezoid
Rectangle
Pretest
Posttest
What’s in a Shape? Rubric
What’s in a Shape?
Student Work begins in Appendix III (Page 33)
Number of Students performing at a level of…
▪ Distinguished: 3
▪ Proficient: 5
▪ Developing: 2
Thank You…
Members of
TLQP and
EDU518 for
your continued
feedback.