Download Student Teacher Candidate: Colby Howe Lesson Subject(s)/Title

Student Teacher Candidate: Colby Howe
Lesson Subject(s)/Title: Geometry center
Lesson Date(s):
Course & Grade(s): Math 4
INSTRUCTIONAL MATERIALS:
1. Magazines
2. Scissors
3. Glue
4. Poster board labeled with three types of lines
5. iPads
6. App: Grade 4 Math Common Core Standards
7. Markers
Sensory
Register
STM
LTM
Attention
Recognition
Perception
Focus
Organization
Rehearsal
Visualization
Connections
Elaborations
Meaning
Facets of Understanding
1.
2.
3.
4.
5.
6.
1.
2.
3.
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
Multiple Intelligences
Linguistic [words]
Visual [pictures]
Mathematical [numbers &
reasoning]
Kinesthetic [hands-on]
Musical [music]
Interpersonal [social]
Intrapersonal [self]
Naturalist [nature]
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
How can geometric properties be used to describe, model, and analyze situations?
Where are math figures in our real world?
4.
5.
6.
7.
8.
PURPOSE: The purpose of this lesson will be for students to gain an understanding of angles as
an abstract geometric figure that is in our real world
Multiple Exposures [4 x 2]
SPECIFIC LEARNING OBJECTIVES: (clear, observable) Following this lesson students will be
able to identify parallel lines, perpendicular lines and intersecting lines with 95-100% accuracy
1.
2.
STANDARDS:
Subject Area: Measurement and Data
1.
2.
3.
4.
5.
CCSSM
4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
and parallel lines. Identify these in two-dimensional figures.
PA CCS
2.3.4.A.1 Draw lines and angles and identify these in two-dimensional figures.
Eligible Content:
PA Eligible Content
M04.C-G.1.1.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
1.
2.
3.
ANTICIPATORY SET: Students will be instructed to access the iPads provided. They will use
the 4th grade common core app and will access the geometry skill section. This will have
students reviewing types of angles and lines. (MM) {MR} – The teacher will provide students with
a unique way to work with lines and other geometric figures by providing the app.
Complex Interactions
Discussion
Argumentation
Bloom’s Taxonomy
Knowledge [Verbatim]
Comprehension [Own Words]
Application [Problem-Solving]
Analysis [Identify components]
Synthesis [Combine
information]
6. Evaluation [Decisions]
1.
2.
3.
4.
5.
6.
1.
2.
3.
DIFFERENTATION STRATEGIES: Partner setting and teacher’s hovering presence will
eliminate a need for any differentiation strategy. However, if there is a student who truly cannot
perform the task they will be given an animated street map and will be asked to do the same
thing.
Dramatization
Visualization
Verbal
4.
5.
6.
7.
8.
9.
Aspects of the Topic
Facts
Compare
Cause/Effect
Characteristics
Examples
Relationships
9 Effective Strategies
Similarities and Differences
Summarization and Note
Taking
Reinforcing Effort and
Providing Recognition
Homework and Practice
Nonlinguistic
Representations
Cooperative Learning
Setting Objectives and
Providing Feedback
Generating and Testing
Hypotheses
Questions, Cues, and
Advanced Organizers
Ed. Department - Revised August 2012
Amy Nelson, Spring 2010
INPUT/ ACQUIRE NEW KNOWLEDGE:
and/or
APPLY/ DEEPEN NEW KNOWLEDGE: There will be 10-12 magazines at the center. Students will
look through the magazines and will use markers to mark perpendicular, parallel and intersecting
lines within the magazine. A poster will be nearby to remind students what the lines they’re looking
for look like. Students will be working in pairs. Each pair will mark 3 of each type of line then will cut
them out. (RA, AS) – The teacher will have children working with the abstract concept of geometric
figures and will have them identifying real examples. Teacher will also have students categorizing
the lines by category which will have them identifying and using structure.
VOCABULARY: Perpendicular, parallel, intersecting
8 MATHEMATICS PRACTICES FOR STUDENTS
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
CLOSURE/ASSESSMENT: Once each pair has categorized their cutouts all of the groups at the
table will share their cutouts and explain why each one meets the requirements. If groups disagree
on any then they will engage in meaningful discourse. (VAC, AP) {FD} – The teacher will promote
discourse by asking students to explain their reasoning and will promote discussion if there is
disagreement. The teacher is attending to precision by having students describe their thinking.
HOMEWORK: (Purpose- Preparation, Practice, Expansion) Students may use the app at home
for further practice
EVALUATION/ASSESSMENT OF STUDENTS: Will be based on the following rubric
FORMATIVE ASSESSMENT
Rubric
Level I
Ed. Department - Revised August 2012
Level II
Level III
Limited Performance
Not Yet Proficient
Proficient in Performance

Student does one-two of the
following:
 Can identify the figures with
>80% accuracy
 Can explain accurately why
the marked figures are in the
category they are
 Use a variety of examples
from the magazines

Groups will not be able to
identify the geometric
figures in magazines
INSTRUCTIONAL PROCEDURES:
Time:
The teacher will:
1. Introduce students to the center by briefly
reviewing the typed directions in the center.
2. Directions will tell students to open the app and
work through some review problems
3. The directions will tell students to use the
magazines to find examples of three different
geometric figures, mark them and cut them out
4. The directions will tell students to discuss
between groups why you put each image into
each category.
Ed. Department - Revised August 2012


Can identify the figures with
90% accuracy
Can explain with correct
language why the marked figures
are in the category they are
Use a variety of examples from
the magazines
The students will:
1. Follow along with the teacher’s review of the
center activities.
2. Students will work through some geometry
problems in the math app
3. Follow the directions and then categorize the
cutouts into perpendicular, intersecting and
parallel
4. Engage in meaningful discussion about the
grouping of the materials. They will explain
using proper vocabulary what aspects of the
cutout make it fit into the category.
IDENTIFY WITHIN THE INSTRUCTIONAL PROCEDURES, THE 8 MATHEMATICS TEACHING
PRACITCES AND THE 8 MATHEMATICS PRACTICES FOR STUDENTS
8 MATHEMATICS TEACHING PRACTICES
• EG: Establish mathematics goals to focus learning
• RP: Implement tasks that promote reasoning and problem solving
• MR: Use and connect mathematical representations
• FD: Facilitate meaningful mathematical discourse
• PQ: Pose purposeful questions
• FCU: Build procedural fluency from conceptual understanding
• PS: Support productive struggle in learning mathematics
• EE: Elicit and use evidence of student thinking
8 MATHEMATICS PRACTICES FOR STUDENTS
• MSP: Make sense of problems and persevere in solving them
• RA: Reason abstractly and quantitatively
• VAC: Construct viable arguments and critique the reasoning of others.
• MM: Model with mathematics
• AT: Use appropriate tools strategically
• AP: Attend to precision
• US: Look for and make use of structure
• RR: Look for and express regularity in repeated reasoning
Ed. Department - Revised
August 2012
Ed. Department - Revised August 2012