Download Preplanning Tasks

Michelle Gordon
Lesson Topic: Unit 4 Math Review
Teaching Date: December 5, 2013
Preplanning Tasks:
1. Standards:
 CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of
quadrilaterals that do not belong to any of these subcategories.
 CCSS.Math.Content.3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction
of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of
the area of the shape.
2. Content:
Concept Analysis for Line(s) of Symmetry
 Definition: line of symmetry= line that divides a shape in half so if you fold along the line, the two halves match;
congruent= same size and shape
 Critical Attributes: line of symmetry= when folded halves must match; congruent= size, shape
 Noncritical Attributes: line of symmetry= how many lines there are, size of shape; congruent= what shape it is
 Examples: square, trapezoid, heart, triangle, circle
 Non-Examples: parallelogram, diagonal on rectangle
 Related Concepts: art, cutting pizza, folding hamburger and hot dog style
Concept Analysis for Angles
 Definition= A shape, formed by two lines or rays diverging from a common point (the vertex)
 Critical Attributes= only two line segments or rays, connect at vertex
 Non-Critical Attributes= size, what type of angle (acute, right, obtuse)
 Examples=
 Nonexamples= square, circle, hexagon
 Related Concepts= shapes
Concept Analysis for Triangles
 Definition= A closed figure consisting of three line segments linked end-to-end.
 Critical Attributes= three sides, closed shape, angles must equal 180°
 Non-Critical Attributes= size, type of triangle
 Examples= equilateral, scalene or isosceles triangle
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 Nonexamples= any shape that is not three-sided (quadrilateral, pentagon, hexagon, etc.)
 Related Concepts= shapes, labeling, line of symmetry
Lesson Objective: When given ten math problems, students will identify congruent figures, name shapes, identify types of
triangles, and locate line(s) of symmetry with 100% accuracy.
Vocabulary Objective: When given ten math problems, students will demonstrate their knowledge of congruent and lines
of symmetry with 100% accuracy.
List pre-requisite knowledge and/or skills and vocabulary:
 Quadrilateral shapes (rectangle, square, trapezoid, rhombus, parallelogram)
 Parallel= lines that go on forever and never cross (double L)
 Perpendicular= lines that cross at right angles and have square corners
 Ray= part of a line that has one endpoint and continues forever in one direction
 Line Segment= a line with two endpoints
Materials:
 Teacher: powerpoints slides printed, 24 copies of Unit 4 Test
 Students: whiteboards
Resources (List Curriculum if applicable)
 Math Expressions Volume 1- Houghton Mifflin Harcourt
o Unit 4- Lesson 4
LIST what you’ll Say, Do, Show under each section. Include ASRs, CFUs, AABs
Lesson Opening:
1. Signal for Attention:
Say: “Good morning class I am very excited to teach you a math lesson today. Before we get
started, there might be a time during the lesson where I will need everyone’s attention quickly.
I will say I need everyone’s attention in 3, 2, 1. By the time I get to one I want everyone to set
down their materials they are working with and give me their full attention.”
2. Behavior Expectations:
Say/Do: “For this lesson I have three important behavior expectations that I need every student
to follow. The first is to give the speaker the full attention (point to board). This means when
someone is talking everyone should be looking at the speaker with listening ears and closed
mouths.”
AAB: Everyone right now is doing a fantastic job at giving me their full attention!”
CFU/ASR: “Now lets practice. If [student name] raises their hand to say a comment what
should everyone do?”
Students: Look at student speaker.
TIME & ASR/CFU/AAB
AAB: “Perfect! Everyone looked at [student name] while they were talking, listened to what
their comment, and did not interrupt.”
Say/Do: “My second behavior expectation is raise your hand if you have a question or
comment.” (Point to board)
Show: “This is does not mean hold your hand below your head. I want you to raise your hand
as high as you can up in the sky so that I can clearly see that you have a comment/question.”
CFU/ASR: “I want everyone to practice. Show me what you should do if you have a
question/comment.”
Students: Raise hands high
AAB: “I appreciate how everyone raised their hands very high so I could see.”
Say/Do: “My third behavior expectation is to follow directions the first time.” (Point to board)
Say/CFU/ASR: “Everyone put both of your hands on your head.”
AAB: “Excellent, thank you for following my direction the first time I said it. Now we are
ready to start are lesson.”
3. Activate Interest/Importance: Review is important before a test so we can refresh our brain
on what we’ve learned. In middle school, high school, and college you will always study
before a test and do a review of what you’ve learned. This way, everything is fresh in your
minds and you perform the best you can on the test.
4. Vocabulary:
 Line of Symmetry- line that divides a shape in half so if you fold along the line, the two
halves match
 Congruent- same size and shape
 Right Angle= angle that is 90°, square corner
 Acute Angle= angle less than 90°
 Obtuse Angle= angle that is more than 90° and less than 180°
 Right Triangle= triangle with one 90° angle
 Acute Triangle= triangle with all angles are less than 90°
 Obtuse Triangle= triangle with one angle more than 90°
 Equilateral Triangle= a triangle with all sides the same length
 Isosceles Triangle= a triangle with two sides the same length
 Scalene Triangle= a triangle with no sides the same length
LIST what you’ll Say, Do, Show under each section. Include ASRs, CFUs, AABs
Lesson Body:
1. Demonstration/Supervised Practice: #1 Line of Symmetry
Say/Show: “Good morning class, today we are going to review for our test which we will take
around 9:30. A few weeks ago I taught you all my first lesson where we talked about line of
symmetry. [Show line of symmetry definition]. Lets all think back and remember that a line of
symmetry is a line that divides a shape in half so if you fold along the line, the two halves match.
Remember that we looked at a lot of shapes and examples of how to find the line of symmetry.”
Show: large cut out of a square
Say: “I have a square and we can recall that a square has four equal sides. I just learned a new trick
that I wanted to share with everyone so listen carefully! If a shape has all equal sides, then the
number of sides the shape has is equal to how many lines of symmetry the shape has. So since this
square has four equal sides, it must have four lines of symmetry.”
Show: Find, fold, the draw four lines of symmetry
Say: “Now lets look at a pentagon which we learned two weeks ago has five equal sides.”
CFU: “If a pentagon has five equal sides, when I say go I want everyone to show me with their
fingers how many lines of symmetry a pentagon should have. Go!”
AAB: “Excellent, everyone knows that a pentagon will have five lines of symmetry because it has
five equal sides.”
Show: Draw the five lines of symmetry on the pentagon
Say: “Now lets look at an octagon. We learned that octagon sounds like octopus so we know this
shape has 8 sides and they’re all equal!”
CFU: “If a octagon has 8 equal sides, when I say go I want everyone to show me with their fingers
how many lines of symmetry a octagon should have. Go!”
AAB: “Thank you for showing me your fingers in front of your chest. A octagon has eight lines of
symmetry because it has eight equal sides.”
Say: “We all just learned a new, quick tip to use for find the lines of symmetry BUT we must
remember that we can only use this trick if ALL of the sides are equal. Lets look at a shape that
does not have all sides that are equal.”
Show: A large cut out of a rectangle
CFU: “Lets look at this rectangle, when I say show me I want everyone with their fingers to show
how many lines of symmetry a rectangle has.”
Say: “A rectangle has four sides, like a square. However, not all sides are equal only the opposite
sides are equal. This means mean we not use our trick. Now we have to go back to thinking about
folding hamburger style, hot dog style, and diagonally.
TIME & ASR/CFU/AAB
Show: fold & find 2 lines of symmetry
2. Demonstration/Supervised Practice: #2 Congruent
Say: “We also learned what the word congruent means, which is same size and shape.”
CFU: 3 examples with 4 shapes
AAB: “Great job everyone, you all we able to find which two shapes were congruent.”
3. Demonstration/Supervised Practice: #3 Naming Shapes
Say: “We also learned how to label and name a shape. But for today we are just going to continue
to practice how to name a shape. When we name a shape we must remember to go around the
shape.”
ASR: “Everyone do this with me, we must go around the shape.”
CFU: name square ABCD, triangle XYZ
AAB: “Perfect, everyone was able to correctly name each shape and went around the shape.”
4. Demonstration/Supervised Practice: #4 Angles & 6 Types of Triangles
CFU: Have students show arms for right angle, acute, obtuse
Say: “You all have mastered the three types of angles! Now lets review right, acute, and obtuse
triangles. But first I need everyone to take out their whiteboards.”
Show: right, acute, and obtuse triangle definitions
CFU: give four triangles & students write which type of triangle
AAB: “Great job identifying which type of triangle each one was by looking at its angles.”
Say: “We also learned about equilateral, isosceles, and scalene triangles.”
CFU: give four triangles & students write which number that represents a type of triangle
LIST what you’ll Say, Do, Show under each section. Include ASRs, CFUs, AABs
Lesson Closing:
1. Statement of review: “Thank you for being great listeners and participating. You all have
learned a lot of new things this year and I am very proud of all of you. You learned how to find
the line of symmetry, how to identify congruent figures, how to name a shape, different types
of angles and triangles.”
2. Transition statement: “Now we all need to clear off our desk except for a pencil so we can
take our test.”
3. Homework or Evaluation: Unit 4 Test (taken right after lesson, in class)
TIME & ASR/CFU/AAB