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Kimberly Hatzl
Grade 5 Geometry Individual Lesson Plans
Date: Day 1/October 31
Lesson topic/title: Opener and Lesson 3.3 Exploring Angle Measures
CCSS(s): CCSS(s): CCSS.Math.Practices.MP5 – Use appropriate tools strategically
CCSS.5.G.B.4 – Classify two-dimensional figures in a hierarchy based on properties.
Background Knowledge: Students learned about angles and their components in
fourth grade so today’s lesson should be a review for them.
Learning Target(s)/Objective(s): Students will be working in pairs and table groups to
identify angles.
Rationale: Angles are features in our daily lives and students use them without
conscious thought (i.e.: throwing a ball to someone taller, you would need to make the
angle larger.)
Materials: Variety of picture books, red vocabulary journals (students have these),
copies for each pair of Math Masters page 77
Procedures and approximate time allocated for each Academic, Social and
event
Linguistic Support during
each event for my focus
students
LAUNCH (Introduction to the lesson)
By providing hands on
Students will be given a wide variety of picture books and approach to finding angles
I-Spy books for them to use to find various angles and and polygons in various
polygons. Students can share out with their groups when books. Sharing out with
their groups can help
Kimberly Hatzl
Grade 5 Geometry Individual Lesson Plans
they have found different angles and polygons. If groups struggling students see that
seem to be struggling, I will project an example onto the these concepts do connect
Smartboard with the ELMO to help groups be successful. to their lives outside of
school.
(10 minutes)
EXPLORE (Outline of Key events During the lesson)
Key Events:
We will provide a review of the following terms that
students will create definitions and examples for: angle(s),
degrees, measure of angle B (angles are named by the
first letter or three letters with the first letter in the middle),
vertex, circles, and straight lines. These class definitions
and examples will be added to the student’s red
vocabulary journals.
With the person sitting next to them, students will be
working on page 77. The page shows a circle divided into
four equal parts at vertex. We will go through the first
question together as a class, “how many degrees are in a
circle?” and from that students will branch off into their
table groups to answer the other questions on the
worksheet. The questions on the sheet are as follows:
how many degrees are in a circle and the degree of each
angle if the circle was divided into 4 equal parts, 8 equal
parts, 12 equal parts, 6 equal parts, and 360 equal parts.
Students may not be able to finish this activity during this
class period, there will be time provided to them during
the following lesson to finish it. This activity is intended to
have students dividing the circle (360 degrees) by the
number of angles that they are being asked to find in the
questions.
(35 minutes)
This provides students who
struggle
with
writing
definitions down as a class,
I will provide them with a
copy of the notes prior to
class to ensure that they
can copy the definitions in
class at their own pace.
They can also staple in the
class definitions to assist
with studying with their
resource teachers.
By working with the person
sitting next to them, they
have the opportunity to
bounce ideas off of each
other and guide each other
if one of them is struggling.
Students will be working
together with the person
sitting next to them and at
the close of the unit; they
will be able to check their
Kimberly Hatzl
Grade 5 Geometry Individual Lesson Plans
answers against the group
consensus. If partners have
SUMMARIZE (Closing Summary for the Lesson)
incorrect answers, they will
How will you (a) structure the closing of the lesson? I will be provided with time the
bring the students back to focus as a class by asking following day to adjust their
answers.
them to give me five.
(b) facilitate the sharing of student thinking? I will ask
students how far they have gotten on the sheet and
assuming students have completed the first two questions
(how many degrees in a circle and the degree measures if
the circle is divided into four pieces). I will have groups
share their findings about these two questions.
(c) help students listen actively to each other? Students
will be asked to agree or disagree with group findings to
determine a consensus on what the correct answer will
be.
(d) help them make connections to prior lessons or
prepare for future experiences? I will highlight to students
that we will be using circles again later in the unit and that
they need to understand that a circle is 360 degrees.
(e) sequence the main ideas of the lesson? I plan to start
the lesson with a fun introduction into geometry by using
the picture books to find angles and polygons. Following
this activity, students will be reviewing key vocabulary
terms and concepts that will be placed into their red
vocabulary math journals. The final activity will be the
Math Masters page 77 sheet that will be completed with
the person sitting next to them. Most groups will be unable
to finish this sheet today and time will be provided to them
during the next lesson to complete it.
(f) help student reflect on their experiences? I plan on
asking students to explain what was difficult or
challenging about the sheet to help adapt my lesson for
the following day to ensure their success.
(g) elicit feedback from them? Rather than asking groups
in front of the class, I will be walking around during their
Kimberly Hatzl
Grade 5 Geometry Individual Lesson Plans
work period asking groups if they are struggling and what
is causing their struggle.
Partners will hand this sheet into the basket to ensure that
it does not get misplaced during their day off from school
due to professional development.
(5 minutes)
Formative Assessment
Academic, Social, and
Linguistic Support during
Pairs will be asked to hand in the handout of Math assessment
Master’s page 77, I will use this to determine their
understanding of total number of degrees within a circle I have created a new
and if I need to spend more time explaining and seating chart for this unit
scaffolding it the following day. Throughout the lesson, I that encourages students
will be walking around discussing with pairs what they are to ask each other for
working on and helping to address any misconceptions assistance. The students
that arise. As a class, we will go over and work through who need the extra support
various problems on the worksheet either at the end of are placed around other
this lesson or at the start of the following day’s lesson.
students who are at or
above grade level and have
shown support to other
students thus far.
Date: Day 2/November 2
Lesson topic/title: Continuing Lesson 3.3 Exploring Angle Measures
Kimberly Hatzl
Grade 5 Geometry Individual Lesson Plans
CCSS(s): CCSS.Math.Practices.MP5 – Use appropriate tools strategically
CCSS.5.G.B.4 – Classify two-dimensional figures in a hierarchy based on properties.
Background Knowledge: Students learned about angles and their components in
fourth grade so today’s lesson should be a review for them.
Learning Target(s)/Objective(s): Students will be working in pairs and table groups to
identify angles.
Rationale: Angles are features in our daily lives and students use them without
conscious thought (i.e.: throwing a ball to someone taller, you would need to make the
angle larger.)
Materials: Variety of picture books, red vocabulary journals (students have these),
copies for each pair of Math Masters page 77 from the previous day to be distributed
before class begins, pattern blocks
Procedures and approximate time allocated for each Academic, Social and
event
Linguistic Support during
each event for my focus
students
LAUNCH (Introduction to the lesson)
I will be asking students what they remember from the first
lesson and what they learned during that period. We will
be finishing up the Math Masters sheet from yesterday
with the person you were working with yesterday. I will
give you ten minutes or so to complete this then we have
to move on. If groups are finished early, then they can
start working on Math Boxes that will need to be
completed before their unit test.
(10 minutes)
A brief review will help
students recall what was
discussed during our first
lesson.
Kimberly Hatzl
Grade 5 Geometry Individual Lesson Plans
EXPLORE (Outline of Key events During the lesson)
Key Events: With a different person at your table group,
complete page 66 in your math journals without using a
protractor, only use the pattern blocks that have been
provided. We will do the first shape, the equilateral
triangle, together as a class. Students should see that
there is a certain number of equilateral triangles that can
be placed together to form a circle at the vertex point at
the center of the circle. Based on the circle being formed
at the vertex, we can divide the circle formed by the
number of angles used to form it (with the equilateral
triangles, they will need to use 6). Since we learned in the
previous lesson that a circle is 360 degrees, students can
divide 360 by 6 to determine what the measure of one
angle is in the triangle (60 degrees). Based on our triangle
pattern blocks being equilateral triangles, students will
know that the sum of the three angles in the triangle will
equal 180 degrees, so the angles must be equal. If they
are struggling with this concept, we will discuss it further
in later lessons in the unit. Students will finish the page in
their journal; other shapes on the page are hexagons,
rhombuses, and trapezoids. Students can use their newly
acquired knowledge that the angles in their equilateral
triangles are each 60 degrees; they can use their triangles
to place them over the various shapes to determine the
angles. Students can also use their knowledge about
forming a circle around the vertex to divide 360 degrees
by the number of shapes they used to form the circle.
(20-25 minutes)
SUMMARIZE (Closing Summary for the Lesson)
How will you (a) structure the closing of the lesson? With
ten to fifteen minutes left in class, we will go over page 66
in their math journals. Groups will be given the opportunity
to share their thinking to the whole class by using the
This is a very hands-on
activity
which
allows
students to manipulate the
angles to form circles and
divide
accordingly.
If
students
are
having
difficulties dividing, their
partners will be able to
assist them to ensure
accurate answers.
By having students share
their thinking on how they
found
the
answers,
students will be able to see
multiple
solutions
and
determine which works
better for them.
Kimberly Hatzl
Grade 5 Geometry Individual Lesson Plans
ELMO.
(b) facilitate the sharing of student thinking? By providing
students with the opportunity to share with the class on
the Smartboard, they are more willing to participate. Also,
if while I am walking around observing groups and there is
a unique way to find the answer, I will ask that group to
share their thinking because it might help other students.
(c) help students listen actively to each other? Students
will be listening to each other to determine if there is an
easier way to solve the problem and to see if there are
discrepancies between their answers and the group who
is sharing’s answers.
(d) help them make connections to prior lessons or
prepare for future experiences? I will highlight to students
that we will be using circles again later in the unit and that
they need to understand that a circle is 360 degrees.
(e) sequence the main ideas of the lesson? We will
provide a brief review of what we discussed in the
previous lesson; this will help their memories due to their
day off in between lessons. Following this, they will be
provided with work time to finish this sheet and hand it in
for credit. Then we will complete page 66 in their math
journals with a different person at their table groups. We
will complete the first shape, the triangle, as a class, and
then partners will be given the opportunity to finish the
page. After the work time, students will share out their
ideas as a class to determine if there are other solutions
to the problems that students had not previously
considered.
(f) help student reflect on their experiences? During the
period where students are sharing out as a class, I will be
asking them to explain their thinking about why they
chose that particular method to determine the angles in
each shape.
(g) elicit feedback from them? Rather than asking
individual groups in front of the whole group on their
Kimberly Hatzl
Grade 5 Geometry Individual Lesson Plans
thoughts on the activity, I will ask groups during my
observation. This will also allow me to see if and where
students are struggling and adapt my future lessons to
support them.
Students will be asked to complete study link 3.3 and
math boxes 3.3 as homework to be collected in the next
lesson.
(10-15 minutes)
Formative Assessment
Academic, Social, and
Linguistic Support during
I will be collecting Math Masters page 77 to see if assessment
students understand that circles are composed of 360
degrees and how to divide them accordingly based on a I have created a new
set number of parts.
seating chart for this unit
that encourages students
I will also be walking around observing groups while they to ask each other for
work on page 66 to see if they understand what is being assistance. The students
asked of them and to answer any questions that arise. who need the extra support
While students are sharing out at the end of class, I will be are placed around other
able to see how they manipulated shapes to determine students who are at or
the angles.
above grade level and have
shown support to other
students thus far.