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Lesson Plan Title: Two-Dimensional Shapes & Geometry Jeopardy!
Concept/Topic to Teach: Categorizing two-dimensional geometric shapes
by their attributes.
Standards Addressed: Alabama College & Career Readiness Standard 3.24:
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. [CC.3.G.1]
NETS-S Standard: 4.Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate digital tools and
resources.
Specific Objectives:
● Students will identify and describe attributes of plane shapes and angles.
● Students will identify polygons by the number of sides they have.
● Students will determine if lines or line segments are intersecting, perpendicular,
or parallel.
● Students will describe, classify, and compare quadrilaterals based on their sides
and angles.
● Students will classify plane shapes.
●
Students will work in collaborative groups to create a part of the Geometry Jeopardy
game.
Required Materials:
-Houghton Mifflin Harcourt GO Math! Teacher & Student editions; Chapter 12, lessons 1-5, &
lesson 8 (pp. 481-504; pp.513-516)
-jeopardylabs.com/play/geometry-jeopardy306
-Promethean, SMARTboard, or projector connected to the internet
-http://www.youtube.com/watch?v=BhmUdRAmnS4
-whiteboard/chalk board, marker, and eraser.
-http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/go_math_2012/na/gr3/real_worl
d_videos_9780547665207_/rw_g3_12_4.html
-http://www.ixl.com/math/grade-3/which-2-dimensional-shape-is-being-described
-Photos of buildings with perimeters of different shapes highlighted
(photos are attached to the lesson plan- print before lesson)
-Access to a student computer lab and/or student iPads
-Math vocabulary cards in a pocket chart or displayed on a Math Word Wall:
(plane shape, point, line, endpoints, line segment, ray, two-dimensional shapes,
closed shape, open shape, angle, right angle, vertex, decagon, hexagon, octagon,
pentagon, polygon, quadrilateral, side, triangle, intersecting lines, parallel lines,
perpendicular lines, rectangle, rhombus, square, trapezoid, Venn Diagram,
-Class copies of the student hand-out page and graphic organizer
-Bendable straws & scissors
-Student Math Journals
-Student white boards/markers/eraser
-Hula hoops (or other large circles) to make “life-size” Venn Diagrams; geometric
manipulatives (squares, rhombuses, rectangles, triangles, irregular polygons,
etc.)
Anticipatory Set (Lead-In): To introduce “classroom” days 1-6: Students will watch
the Go Math real world video, “Shapes in Architecture,” (located at:
http://wwwk6.thinkcentral.com/content/hsp/math/hspmath/go_math_2012/na/gr3/rea
l_world_videos_9780547665207_/rw_g3_12_4.html). Teacher will facilitate
a group discussion on the video and the different shapes in buildings using
terms students may already know such as triangles, squares, rectangles, etc.
During the discussion, the teacher will pass out photographs of different
buildings and skyscrapers. As students discuss the different shapes seen in
the video, teacher will draw the models of each shape on the board. After
the initial discussion, the teacher will let students know of an upcoming
technology project. In order to complete the group project, students must
have an understanding of the attributes of different geometric shapes.
Teacher will give students more information as the unit progresses. The
instruction will be delivered over the course of 6 days. Students will work on
projects days 7-9, with the final assessment occurring on the final day.
To introduce the computer lab/technology project days 7-9: The teacher will
show a quick video of the popular television game show, Jeopardy! in order
to build background knowledge.
http://www.youtube.com/watch?v=BhmUdRAmnS4
The teacher will distribute the project assignments. Teacher, “We will be
working on our Geometry Jeopardy! project in groups of 5 that I will assign
you to. Your group will be assigned a category and each of you will need to
create a question related to your category. You will complete the projects by
the end of our unit on geometry. You will have time in school to work on the
project, during computer lab.” Teacher distributes the student hand-outs
with the directions for the assignment, as well as the brainstorm pages.
Step-By-Step Procedures for Teaching the Lesson:
Day 1: Math vocabulary terms students need to know- plane shape, point,
line, endpoints, line segment, ray, two-dimensional shape, closed shape, &
ray. Students should open their math books to page 483. Teacher introduces
and defines vocabulary terms, using words and drawings. Teacher uses the
example problems on page 483-484 to describe plane shapes. Continue to
follow the teacher manual to explain what each shape means.
Day 2: Math vocabulary terms to introduce: angle, vertex, right angle. Begin
lesson by describing angles (right angles, less than right angle, greater than a
right angle). Using the corner of a piece of paper as the “guide” students can
determine if an angle is greater or less than a right angle.
Day 3: Math vocabulary terms to introduce: polygon, side, triangle,
quadrilateral, pentagon, hexagon, octagon, and decagon. “All polygons are
closed shapes. Not all closed shapes are polygons” (Math Idea, Go Math! p.
491).
Day 4: Math vocabulary terms to introduce: intersecting lines, parallel lines,
& perpendicular lines. Describe the different ways lines could be defined.
Give examples of these lines as the sides of shapes. Extend the lines you are
trying to define to show students if they ever intersect.
Day 5: Math vocabulary terms to introduce: rectangle, rhombus, square, and
trapezoid. Invite students to discuss what they already know about
quadrilaterals. Explain that the root, “quad” means four. Discuss other words
that have “quad” or “quart.” {Possible responses: quadrant, 4 quarters in a
dollar, quarters on a clock = 15 minutes, quad muscle contains 4 major
muscles in your thigh, etc.} Explain the differences between trapezoids,
rectangles, squares, and rhombuses.
Day 6: Term & graphic organizer introduced: Venn Diagram. Students will use
the Venn Diagram (whether drawn or provided) to classify plane shapes
based on their attributes. The teacher will need to model how a Venn
Diagram works. The Venn Diagram shows how two different things are alike
and how they are different. The parts where the circles are separated show
how these things are different. The section where they overlap shows us how
they are similar. Use the example of the rectangles and rhombuses on page
513. Explain that each group has qualities or attributes that are different, and
some that are alike.
Day 7-9: Teacher assigns each student to a group. Each group member will be
responsible for writing a question related to their topic that can be solved by
their group members. Teacher will show an example of a Jeopardy game
using the website, jeopardylabs.com Teacher will explain how to click on the
question, type in the boxes, and how to submit to the project. Teacher will
monitor projects until completion.
Guided Practice/Monitoring:
Day 1: Teacher assigns each student a partner (sitting close). Students work
together to solve the “Share & Show” problems on page 485. Students will
use their math board (student white boards) to explain their thinking to each
other. Teacher will monitor students as they describe the shapes they see
using correct vocabulary terms.
Day 2: (Scissors/bendable straws). Each student will receive two bendable
straws. Students will cut a slit in one straw at the spout or drinking end of the
straw. On the other straw, they will cut off the top part (from the ridges up).
They will insert straw 2 into straw 1. They draw or trace the different types of
angles they can form with the straw. Teacher will assist students as needed
and will demonstrate with an example of the straw angle.
Day 3: Students will count the number of sides and angles to identify the
names of polygons. They will work with a partner to complete the questions
under the “Share & Show” section of their books. After enough time has
passed, teacher will ask students to draw an example of a polygon on their
student whiteboards. Teacher will then be able to determine if students are
understanding the concept and can pull students who need additional
assistance to a small group.
Day 4: In this activity, students will work in groups and use iPads to take
pictures of different geometric shapes in the classroom. They will need to
record their findings in their Math Journals. The teacher will monitor and give
examples of different objects that have intersecting, perpendicular, or
parallel sides.
Day 5: Students will visit http://www.ixl.com/math/grade-3/which-2dimensional-shape-is-being-described as a math center. They will play the game,
“Which two-dimensional shape is being described?” on the student
computers, or iPads. They will need to show their teacher their score at the
end of the session, or print the score. Other students will be involved in a
small group, led by the teacher, or will be completing the problems on pages
503-504. The stations will rotate approximately every 15 minutes.
Day 6: Students will work in groups of 4-6. They will put two hula hoops on
the floor to form a Venn Diagram. The teacher will pass out random
geometric shapes for the groups to sort. They must determine a title for each
circle that relates to the attributes in the shapes. They will record answers in
their math journals. The teacher will need to monitor and assist as needed.
Day 7: Students will write down their ideas for questions on their brainstorm
page and collaborate to determine which questions will be used in the
Jeopardy game. The teacher will need to conference with each group to
validate their questions and answers before the final submission.
Day 8- Students will go to the class Geometry Jeopardy game (ex:
jeopardylabs.com/play/geometry-jeopardy379). They will use their
brainstorm page to type their individual questions into their category. They
will need to test their category to make sure everything works properly. The
teacher will need to confirm that everything works properly.
Day 9- With the teacher facilitating, students will play
jeopardylabs.com/play/geometry-jeopardy379 as a whole group. The
teacher will use answers and group participation efforts as a means of
assessment.
Closure (Reflect Anticipatory Set): Day 1- After checking over answers as a class
(using equity sticks to call on students), the teacher facilitate a group
discussion over what students understood or did not understand. Students
will answer the lesson essential question in their math journals, “What are
some ways to describe two-dimensional shapes?”
Day 2- Group discussion will incorporate the lesson’s essential question
which is, “How can you describe angles in plane shapes?” After the
discussion, students will draw an example of a shape that has at least one
right angle, one less than a right angle, and one angle great than a right
angles and label them in their Math Journals. Teachers can use this as a
formative assessment.
Day 3: After small groups and centers have concluded, the teacher will ask
students to explain how they can use line segments and angles to make
polygons. Have the students draw a pentagon in their math journals and then
explain how they knew the number of sides and angles to draw.
Day 4: Students will share their photos on their iPads with the class. They will
describe the types of sides found in the classroom.
Day 5: Students will reflect on the lesson through their daily math journal
writing. They will need to explain how a trapezoid and a rectangle are
different. In groups, they will make a quick video recording of their answer
on the iPad. The teacher will be able to view the videos at a later time and
can show students their growth in understanding the concepts at a later
date.
Day 6: Have students take turns visiting their classmates’ hula hoop Venn
Diagrams. Each group is responsible for explaining why they chose the titles
for each circle.
Day 7- Students will swap the brainstorm page with a peer in their group to
reflect on the requirements for the project. Each member of the group will
need to offer feedback after returning the brainstorm page.
Day 8- The reflection period for students will occur when they “test” their
part of the Jeopardy game.
Day 9- After playing the Jeopardy game as a class, the teacher will hold one
final group discussion over the many objectives they learned.
Assessment Based on Objectives: Day 1- Students will identify and describe
attributes of plane shapes with 80% accuracy.
Day 2- Students will describe angles in plane shapes with 80% accuracy.
Day 3- Students will identify polygons by the number of sides they have with
80% accuracy.
Day 4- Students will determine if lines or line segments are intersecting,
perpendicular, or parallel with 80% accuracy. {After Day 4, use the midchapter checkpoint, on pages 499-500, as a formative assessment)
Day 5- Students will describe, classify, and compare quadrilaterals based on
their sides and angles with 80% accuracy.
Day 6- Students will solve problems by using the strategy draw a Venn
Diagram to classify plane shapes with 80% accuracy.
Days 7-9 -Students will work in collaborative groups to create geometry
problems related to their assigned category. They will demonstrate
understanding of the assigned medium of technology (jeopardylabs.com) by
successfully creating questions and answers for their category. Students will
also demonstrate understanding of content through participation in the
group project and the final Jeopardy game. {Teacher will use rubric, and
student input to determine grade for assignment. Students will give a
numerical score for their fellow group members, based on
participation/effort. The scores will be averaged together and then added to
the total grade.}
Adaptations (For Students with Special Needs): Students with special needs
would be given appropriate support to help them meet the learning
objectives. They will be given small group instruction, or individual
instruction, as needed. A student who has a learning disability and requires
help reading directions could be allowed to have the directions read to him
or her by the classroom teacher, instructional aide, or another responsible
student. A student who has been diagnosed with ADHD or ADD and requires
additional assistance in staying on task could be positioned in the classroom
so that it is easy access for the teacher to help him or her. During computer
lab, students with special needs could be given someone in their group to
help complete assignments, as well as additional support from the classroom
teacher or instructional aide.
Extensions (For Advanced Students): Students that have mastered the on-level
content can be challenged by assigning more difficult tasks/problems. For
example, if the class is asked to define a shape based on their sides, you
could ask an advanced student to define the shape based on the number of
parallel sides and the exact type of angles (less than a right angle, a right
angle, or greater than a right angle). Students who are “early finishers” could
also help others who are struggling with the concept. They would need to
give step by step guidance to their fellow classmate, which requires a higher
level of thinking and understanding. The advanced students may also be
given a separate project, in addition to the one assigned to the class. They
could produce a geometric “quilt” using the shapes and lines they learned in
class. The method for which they put the quilt together could be left up to
the student, with a final approval from the teacher before they begin.
Examples of how to make a geometric quilt could be found at the beginning
of the Go Math Chapter 12 Teacher’s Manual. They include different color
construction paper, pieced together or a virtual quilt which they could make
using shapes on a word processor or in a program called, Kidspiration.
Possible Connections to Other Subjects: Science and Art are two subjects which
could be integrated within this mini-unit. Students could relate what they have learned
about geometric shapes to buildings, bridges, and other structures. You could discuss
how a triangle is one of the strongest structures when building something like a bridge.
Students could make bridges using popsicle sticks, demonstrating the strength of a
triangular shape. An example is shown on the right.
These concepts could also be integrated into the art classroom. Students could make
several geometric designs or study about artists like Kandinsky, who used geometric
shapes to create masterpieces.
Reflection: I reflected on my instruction and noted the following upon completion of
each lesson and the unit as a whole. The beginning lessons (describing plane shapes) will
be easy to follow and understand. The difficulty increased in the section of the unit
where students will determine if a given angle is a right angle, less than, or greater than
a right angle. I think the students enjoyed watching the video about architecture and
enjoyed looking for shapes in the real photographs of buildings. As far as the project
within the unit, the students seemed to making the Geometry Jeopardy game on the
iPad. They enjoyed the chance to use technology to enhance their learning.
Liberato, Ricardo (photographer). (2006). All Giza Pyramids. Retrieved February 19, 2014 from
http://en.wikipedia.org/wiki/File:All_Gizah_Pyramids-3.jpg.
Linwood, Jim (photographer) (2001). Lower Manhattan Skyline. Retrieved February 19, 2014 from
http://commons.wikimedia.org/wiki/File:Lower_Manhattan_Skyline_March_2001.jpg.