Math Unit Plan

Sara Dean

Math Unit Plan

21

Sara Dean

ECE 415

Math Unit Plan

Domain and Standard: The domain that is focused on in this unit plan is Geometry. The three standards that are within this domain, for first grade are “CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. CCSS.Math.Content.1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of,fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.”

Geometry is a fun subject for many early learners; its focus is on shape size, manipulation, directions and position. Once students are in kindergarten, their “ability to identify shapes can be extended to describing shapes by their attributes and orientation in space”. In addition, they should connect their understanding of spatial orientation to measurement and to number by following and creating simple navigational directions.” (Copley, 100) Geometry is a natural activity for students to engage in as they are building structures with blocks or unit cubes, or manipulating a square into a rectangle. This is why I chose to do my unit plan on geometry.

Unit Plan:

Title: Exploring ShapesGrade: 1stContent: Geometry

Unit Overview: This unit is based on geometry common core standards. It engages students in a creative way to learn about 2-D and 3-D shapes. Within each lesson is an art aspect. The first lesson students cut shapes and cut lines of symmetry within shapes with different colored paper. The second lesson students paint with 3-D shapes. In the third lesson students use the shapes the cut out from lesson one and the painting they made from lesson two along with 3-D paper shapes the teacher provides to them to create a 3-D piece of art. Through this and other experiences within the unit plan, students learn names of and how to describe 3-D and 2-D shapes, they learn about flipping, rotating and sliding shapes along with what a line of symmetry is.

Grade-level expectations within the Killingly Public Schools curriculum that this unit plan will expand upon are “Identify and describe familiar two-dimensional shapes *and three-dimensional solids in the environment, raw two-dimensional designs (rectangle, circle, triangle, square) from memory and copy other two- dimensional shapes, compare and sort familiar shapes and solids and designs found in the environment, and describe location, direction and position of objects or parts of objects, using terms such as left, right, and opposite.”

Students who participate in this unit play will be engaging in various mathematical practices. On mathematical practice students will be engaging in is MP6: Attend to precision. Students will communicate the similarities and differences between various 2-D and 3-D shapes. They will use key vocabulary to communicate their thoughts and ideas about the various shapes. Students will also engage in MP 3, they will argue their reasoning of the characteristics of specific shapes using previously discussed vocabulary. They will analyze situations and shapes while responding and recognizing the arguments of others. They will listen to these arguments and decide whether they make sense and ask questions to clarify. Students will also engage in MP 1: make sense of problems and persevere in solving them. Students are problem solving all throughout this unit plan. They are making sense of the problems presented to them, analyzing them, creating solutions and testing their solutions. They are also using other problems throughout the lessons to think of solutions for their new problems.

Unit Scope & Sequence: In lesson one students will first learn about 2-D shapes including names of the shapes and how to describe them. Students will make shapes on a geoboard by listening to a teacher describe shapes, like ‘this shape has four sides’. In this lesson students will also learn about the line of symmetry and what a fourth, quarter, and half is. Students will do this by partitioning shapes on a geoboard and also using scissors and paper. The shapes they made in this lesson will be saved for another activity in lesson three. In lesson two students participate in centers after charting the similarities and differences between 2-D and 3-D shapes. First the teacher will explain 3-D shapes, showing examples of each. The centers include painting with 3-D shapes, building 3-D shapes, virtually rotating, flipping, and sliding 2-D shapes on an applet and exploring pattern blocks. The last lesson is a closure lesson that allows students to experiment with both 2-D and 3-D shapes while making a piece of art work. Students use the shapes they cut out from lesson one, 3-D shapes provided by the teacher and the painting they made from lesson two to create one piece of art work after watching a video about art with geometry.

Standards: CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. CCSS.Math.Content.1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.”

Home Involvement: Before the start of the unit a newsletter will be sent home with all the students explaining the content of the new math unit and activities students will participate throughout the lessons. The newsletter will also welcome family or loved ones to the class to help with our activities. My number and email will be left at the bottom of the newsletter for anyone who has any questions or concerns. Parents who join the class during any of the lessons will be introduced to the class by his/her loved one. The teacher will briefly describe the activity the students are participating to the family member and will be encouraged to participate in any activity he/she would like to by helping the students when needed or answering any questions.

Learning Outcomes for the Entire Unit: Students will be able to describe 2-D and 3-D shapes using vocabulary like side, face, angle and line of symmetry. Students will be able to name 2-D shapes including rectangle, square, circle, triangle and oval. Students will understand what a half, quarter and fourth is and know how to divide a shape into these parts.

Student Assessment for the Entire Unit: Students will be assessed on their ability to name 2-D shapes when it is presented to them. Students will be able to name at least two differences between 2-D and 3-D shapes. Students will be assessed on their ability to partition 2-D shapes into halves and quarters and be able to name each section of the shape. Students will also be assessed on their vocabulary when describing 3-D shapes. All these aspects will be assessed using the rubric below.

Proficient

Meeting Expectations

Needs Improvement

Student will be able to name 2-D shapes including rectangle, square, circle, triangle and oval

Student was able to name all 2-D shapes that were presented to them

Student was able to name three or four 2-D shapes that were presented to them

Student was only able to name 2 or less than 2 2-D shapes that were presented to them

Student has a clear understanding of the differences between 2-D and 3-D shapes and can name differences when asked

Student can name 3 or more differences between 2-D and 3-D shapes

Student can name 2 differences between 2-D and 3-D shapes

Student was only able to name one or less differences between 2-D and 3-D shapes

Student can partition 2-D shapes into halves and quarters and name the sections he/she created

Student was able to partition 2-D shapes into halves and quarters and was able to name each section of the shape

Student was able to partition 2-D shapes into halves and quarters but did not know the name of each section or student was able to name each section of a shape that was partitioned but was not able to partition it themselves.

Student was not able to partition a 2-D shape and could not name the different parts of a shape that was partitioned.

Student correctly uses vocabulary like face, angle, side and line of symmetry when describing 3-D shapes

Student correctly used 3 or more vocabulary terms when describing 3-D shapes

Student correctly used 2 vocabulary terms when describing 3-D shapes

Student was only able to correctly use 1 or no vocabulary terms when describing 3-D shapes

Assessment for Geometry Unit:

Student Name:Date:

Lesson Plans:

Lesson Plans One:

Student Teacher: Sara DeanGrade Level: 1stDate of Lesson:

Institution: Killingly Memorial SchoolLength of Lesson: 30 mins.

Content Standards: CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes versus non-defining attributes, build and draw shapes to possess defining attributes and CCSS.Math.Content.1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of,fourth of, and quarter of.

Prior Knowledge/Connections: Most students can already recognize and name basic shapes. This lesson will expand upon their knowledge of this while introducing new vocabulary.

Student Learning Objectives: Students will use geoboards to make different shapes after given prescribed conditions. Students will be able to name and describe different shapes using vocabulary like angles and sides. Students will be able to separate shapes into fourths and halves using geoboards or paper and scissors.

Vocabulary: square, circle, triangle, octagon, pentagon, rectangle, hexagon, oval, parallelogram, trapezoid, angle, sides, line of symmetry, closed figure and open figure

Assessment/Essential Key Question: Students will identify and describe shapes based on number of angles and sides, they divide shapes into quarters and halves. Students will be assessed on this by observation during work on the geoboards. Observation checklist is below.

Materials/Resources: Geoboards, rubber bands, chart paper, markers, When a Line Bends… a Shape Begins by Rhonda Gowler Greene, colored paper, scissors and envelopes.

Technological Resources: N/A

Learning Activities:

Instructional Strategies: Scaffolding, emphasizing key vocabulary in discussions, identifying similarities and differences between shapes, reinforcing effort and providing recognition when working on the geoboards and during whole group discussions, cooperative learning in whole group discussions and setting objectives and providing feedback. Students will engage in problem solving to chart the characteristics of different shapes and when working individually on the geoboard to create shapes after being given specific directions.

Grouping Strategies: Students will be working individually for this lesson, except during whole group discussions. Students who have a difficult time focusing will be placed at the front of whole group discussions. Although students will be working individually during the lesson they will be placed in cooperative groups and communication within the groups will be encouraged.

Initiation: Students will listen to the story When a Line Bends… a Shape Begins by Rhonda Gowler Greene and participate in a whole group discussion about the different shapes in the book. The teacher will invite students to draw shapes on the board that were in the book and talk about how they know which shape is which. Teacher will discuss new vocabulary with the students when they talk about each particular shape. Teacher will write facts about each shape on chart paper during the discussion.

Lesson Procedure:

After the book is read and teacher and students are done discussing the different shapes and facts about them students will be dismissed to their seat. Students will be dismissed individually after they tell one fact about any shape.

At their seat each student will have a geoboard and a rubber band. Teacher will read statements like “I made a shape with four sides, …a shape with three angles, ….a shape with one side can you make a shape line mine?”. After each statement students will be given appropriate time to make the shape on the geoboard and then be asked to hold geoboard facing out so the class can see. Those students who do not have the correct shape will be scaffolded into correcting their shape. Then students will call out the name of the shape they made. A few volunteers from class (two or three) will be asked to stand in front of the class and make a shape on their geoboards and explain to the class what shape they made, without telling the class the name of it.

After a few volunteers create and describe their shape to the class the students will be instructed to make a large square on their geoboards. After each student has a square the teacher will ask the student to use another rubber band to cut their square in half. Students again will hold their geoboards up so the class can see and students who have not completed the task correctly will be scaffolded to fix it. Teacher will then ask the students to cut their square in half again, now making quarters or fourths. Students will discuss how the half square was a rectangle and the two rectangles made one square. They will then discuss how the quarters of the squares are also squares and four smaller squares make one large square.

Closure: On the chart paper, from the initiation, volunteer students will be asked to use a different color marker to cut each shape in half or in fourths. Students will be given various colored paper and scissors, along with a small envelope to put their shapes in. Students will be instructed to make all different size shapes with all different colored paper. After about 10 to 15 minutes, students will be instructed to take their three largest shapes and fold them all in half and then fold two of them in quarters and cut along the fold. Once this is complete each student will be instructed to put all their shapes in the envelop and put their name on it, so it doesn’t get lost.

Intervention: Students who have a hard time focusing will be placed in the front for whole group discussions. Students who have fine motor delays will be provided with hand over hand assistance or appropriate materials when using scissors, or when working with the geoboards.

Enrichment: Students will benefit from the relating what was discussed in the whole group lesson to both the geoboards and when cutting different shapes. Many students will also benefit from the hands on experiences.

Reflection: There are many different concepts that are being introduced in this lesson that could become overwhelming for some students. Geoboards can be hard for students with fine motor delays and this could also become frustrating for some students. This lesson introduces concepts in a variety of ways which will help students who learn in different ways, it uses whole group discussion, charting, geoboards and cutting.

Observation Assessment for Lesson #1:

Student Name:

Student was able to make teacher instructed shapes on geoboard and was able to divide shapes with no assistance

Student needed a little assistance when making teacher instructed shapes on geoboard or dividing shapes

Student needed a lot of assistance when making teacher instructed shapes on geoboard or dividing shapes

Student A

Student B

Student C

Lesson Plan Two:

Student Teacher: Sara DeanGrade Level: 1stDate of Lesson:

Institution: Killingly Memorial SchoolLength of Lesson: 30 mins.

Content Standards: Distinguish between defining attributes versus non-defining attributes build and draw shapes to possess defining attributes. CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Prior Knowledge/Connections: Students have already charted, discussed and practiced with 2-D shapes. They have knowledge on defining attributes of these and vocabulary such as angles and sides.

Student Learning Objectives: Students will compare and contrast 3-D shapes and 2-D shapes, identifying similarities and differences between them. Students will have an understanding that 3-D shapes are made of faces that are sometimes 2-D shapes. Students will participate in various centers including painting with 3-D shapes, building 3-D shapes, using an applet on the computer and exploring with pattern blocks. Students will have an understanding of rotating, flipping and sliding shapes. Students will compose 3-D shapes using pipe cleaners and play dough.

Vocabulary: 3-D, 2-D, cube, cylinder, cone, rectangular prism, rotate, flip and slide.

Assessment/Essential Key Question: Students will be able to describe, using new vocabulary, 3-D shapes and will understand the difference between 3-D and 2-D. Students will be assessed on their identification of the faces of the 3-D objects in their paintings during individual discussions with the teacher. The teacher will make note of students who are not able to identify shapes within their pictures. Students will monitor and assess themselves using a checklist during the centers.

Materials/Resources: ‘RoboPacker’ applet on Houghton Mifflin Math, finger paint, plastic and washable 3-D shapes, paper, chart paper, pattern blocks with pattern work sheets, markers, pipe cleaners, play dough, center sign in sheets, build a 3-D shape checklist

Technological Resources: ‘RoboPacker’ applet on Houghton Mifflin Math

Learning Activities:

Instructional Strategies: Students will identify similarities and differences between 2-D and 3-D shapes using a graphic organizer. The teacher will reinforce effort and provide recognition during all aspects of the lesson. Teacher will scaffold students using the applet or who need extra support rotating, flipping or sliding the shapes with paint. Teacher will model each center before dismissing the students to them. If a directions sheet is at the center, teacher will read the directions sheet to the students as she’s modeling the directions. A short discussion (3-5) minuets will follow each rotation of the centers for the students to briefly discussion any questions and choose their next center. Each center will last approximately 10 minutes, a timer will be used to monitor this. Students will be using their problem solving strategies multiple times during this lesson. Students will problem solve to rotate, flip and slid the correct shape into the larger shape in the applet. They will also using problem solving when working with the pattern blocks to create the diagram provided to them. Another way they are using their problem solving strategies is when they are creating shapes using the pipe cleaners and play dough. They will have to find solutions and using previous knowledge of the shapes to create them on their own.

Grouping Strategies: Students will work individually for the activities, but will be working within groups for each of the centers. Students will also be encouraged to discuss all the centers with other students and teachers. Students will be allowed to choose what centers to work in after being given a center checklist (see below). Students will choose their centers using a center board and name tags, students will be aware of how many students will be allowed at each center. Students will monitor their own progression through the centers using a checklist.

Initiation: Teacher will introduce 3-D shapes to the class, describing them as shapes that could hold something within them. Teacher will show students examples of 3-D shapes, pointing out the differences between them and 2-D shapes. Students will discuss the difference between 2-D and 3-D shapes using a Venn-diagram. Teacher will highlight key vocabulary during the discussion pointing out that some 3-D shapes are made of planes that look like 2-D. Teacher will introduce and model each center, showing students the direction sheet for each center. (see below) Teacher will give each student their own center checklist and explain to them how to use it to monitor their progression through the center. Each student will go to each center at least once and must complete all centers before repeating any. Students will be shown the center board and told how many students are allowed in each center.

Lesson Procedure:

Each student will individually place their name tag in the pocket chart after telling the class one thing about 3-D shapes. A timer will be set for 10 minutes.

Center A: (Painting with Shapes) When students arrive at their tables there will be painting supplies and 3-D shapes. Students will have multiple pieces of paper and a variety of different shapes. Students will be allowed to experiment with the different shapes, rotating, flipping and sliding them. Students will be instructed to use one piece of paper to create a picture of something using the faces of the shapes. Once students complete their paintings they will individually discuss them with one of the teachers in the class, identifying shapes within their painting. Then they will be hung up around the classroom to dry and will be used again in lesson three.

Center B: (Building Shapes) Students will compose various shapes using pipe cleaners and play dough. Students will have a list of shapes to compose in the directions sheet at the center (see below). Once each shape is composed they will tie a string to their shape, dipping the shape in a soapy mixture. Students will explore the faces of the shape that are made with the soapy mixture.

Center C: (RoboPacker) Students will explore the applet as they are virtually flipping, rotating and sliding them to fit into a larger shape. As Students will be allowed to discuss the applet with other students as they are working on it. A timer will be set for two minutes at this center so each student gets an opportunity to engage in this center. Center D. and Center C will work as connecting centers. Students from Center D will use the computer and when students are done on the center will join again with Center D.

Center D: (Pattern Blocks) Students will explore making different shapes and building with pattern blocks. Students will be given pattern block work sheets that they can use while exploring the blocks. Students in this center will rotate with Center C and use the computer.

Closure: Teacher will highlight student’s paintings around the classroom, using new vocabulary to describe them. Students and teacher will also discuss building 3-D shapes with the pipe cleaners and looking at their faces using the soapy mixture. Students will ask questions or make comments related to the applet. Student and teacher will discuss the Venn-diagram made previously in class and talk about any changes or anything they can add to the chart.

Intervention: Students who may have fine motor delays will be provided with assistance using the computer, when painting with the objects or building the shapes. Students who have a low attention span will sit in the front of the class for large group discussions. Students who are gifted will be strongly encouraged to discuss their paintings with the class at closure.

Enrichment: Some students may benefit from creating their own piece of art using the shapes, or from building 3-D shapes this may help them get a better understanding of faces. Students will be really engaged in Center B as they are building and constructing shapes. Other students may benefit from flipping, rotating, and sliding shapes and then combing them with other shapes virtually to create one object.

Reflection: The applet does not have a clear ending, it will keep repeating the last level at the end of the game. It may be frustrating for some students to not be able to complete the game. Most students will not reach level six (the last level) in two minutes. It also may require a lot of scaffolding for some students because the shape has to be placed just right in the layout for the ‘machine’ to recognize it and be able to move on. Having students create their own art with the 3-D objects might be really enjoyable for some students, but the point of the lesson can easily get lost in the excitement of painting. Building 3-D shapes with pipe cleaners and play dough may be really beneficial for some students, as they can learn from their own experiences, this may help them get a better understanding of faces of 3-D shapes.

Which Centers Did I Go To?

Name:

Center:

Painting With Shapes

Building Shapes

Pattern Blocks

RoboPacker

Painting With Shapes:

1. Explore the different shapes and paints by rotating, flipping and sliding them in the paint.

2. Make a picture using the shapes and different colored paints

Building Shapes:

1. Build each shape using pipe cleaners and play dough

Cube Triangular Prism Pyramid

Cylinder Cone Rectangular Prism

2. Tie a string to your shapes

3. Dip your shapes in the bucket and observe the faces of the 3-D shapes.

Lesson Plan Three:

Student Teacher: Sara DeanGrade Level: 1stDate of Lesson:

Institution: Killingly Memorial SchoolLength of Lesson: 30 mins.

Content Standards: “CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Prior Knowledge/Connections: Students have already had thorough discussions and activities related to both 3-D and 2-D shapes. In the first lesson students cut pieces of paper of 2-D shapes, they also cut these in half and in quarters.

Student Learning Objectives: Students will construct a piece of art made of both 2-D and 3-D shapes and write three sentences to describe their art.

Assessment/ Essential Key Question: Students will be assessed on their ability to name shapes and parts of shapes (face, angle, etc) of their artwork.

Materials: Large paper, pencils, glue, shapes that students individually cut out during lesson, paintings from lesson two and 3-D paper shapes, pencils, lined paper.

Technological Resources: N/A

Learning Activities:

Instructional Strategies: Teacher and students will identify similarities and differences between 2-D and 3-D shapes. Teacher will reinforce effort and provide recognition of student’s creativity within their art. Teacher will provide cutes, questions and advance organizers during whole group discussion in the initiation. Students will create nonlinguistic representations in their art.

Grouping Strategies: Students will create individual pieces of art but will be sitting at tables and discussion between classmates and teachers will be encouraged.

Initiation: Students and teacher will review shape names and the different parts of shapes. Teacher will refer to all the charts made in the previous lessons. Teacher will discuss how some artists use both 3-D and 2-D shapes to make a piece of art work. She will show students various pictures of art work and point out shapes within the. Teacher will remind students of the cut outs of shapes they made a few days ago and the paintings they made. She will show them the 3-D shapes made of paper they will use in their artwork.

Lesson Procedures: Students will tell the teacher one thing about 2-D or 3-D shapes before they are dismissed to their tables. At their tables will be their envelope of shapes (from lesson one), a basket of 3-D shapes and their paintings from lesson two. Each individual will choose 2 3-D shapes to use in their art. Students will glue their various shapes to their painting to create art. With students request they may cut more shapes to add to their art. Once students are complete they will be encouraged to write a few sentences about their art work, using vocabulary discussed earlier in the day.

Closure: Students will be encouraged to discuss their artwork with the class. During this discussion teacher will highlight and scaffold students to using key vocabulary to talk about their art. Each student’s artwork will be hung around the classroom.

Intervention: During whole group discussions students with low attention span will sit at the front of the class. Students who have shown thorough understanding of the concepts of this unit will be encouraged to discuss their pieces of art with the class. Students with fine motor delays will be provided with assistive materials if necessary or hand-over-hand assistance.

Enrichment: Students will be deeply engaged in creating their own pieces of art while still learning about 2-D and 3-D shapes.

Reflection: This lesson is the closure to the unit plan so there is less focus on content and vocabulary, therefore the key aspect of the lesson could be lost in the engagement of the art aspect of the assignment. Some students may benefit from the open communication within this lesson and having the hands of experiences of creating their own piece of art.

Curricular Connections: This unit plan overlaps into many other areas of the curriculum. One connection is to reading and writing. During lesson one students read a story with the teacher about different shapes. During lesson three students write about their artwork and then share their experience with the class. Also all throughout the lesson students are engaging in comparing and contrasting using charting. This increases their vocabulary, reading and writing skills. Also, incorporated into this unit plan is art. Within each lesson students are building their geometry skills by not only learning and using new vocabulary but cutting, painting and gluing.

Technology: RoboPacker can be found at http://www.eduplace.com/kids/mw/swfs/robopacker_grade1.html, and is a great opportunity for students to virtually explore how smaller shapes can be combined to make larger shapes. Evaluation for this applet is in hard copy.

Effective Teaching Strategies: Teacher will model directions, ensuring each student has a clear understanding of what is expected of them. Clear expectations and outcomes will be made for each lesson. Teacher will scaffold students who need extra support during difficult parts of the lesson. Teacher will demonstrate difficult concepts to the students like rotate, flip and slide. Students will compare and contrast similarities and differences between 2-D and 3-D shapes using a Venn-Diagram, they will also compare and contrast 2-D shapes by charting characteristics of them. The teacher will reinforce effort and provide recognition during all aspects of the lessons. Teacher will provide feedback to the students as they work through the individual parts of the lessons. During whole group discussions, or when talking to students individually teacher will use her voice to emphasize key vocabulary, drawing the students attention to those words.