Math 11-29

Math Lesson 11-29 Subject: Math

Activity: Classifying and Finding Triangles

Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP

Setting: General Education Kindergarten

# of Students:26

The students will be able to distinguish a side from a corner on a shape by answering the correct way when asked to identify what the teacher is pointing to by answering 2/2 questions correctly (we have done this before). The students will be able to show with their fingers the number of sides and corners that a triangle has without looking at a triangle, by answering at least 1/2 questions correctly.

Accommodations

Standard: K.G.A.1 Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2 Correctly name shapes regardless of their orientations or overall size. Materials: *Prepared and organized *Available for all

Number strip on wall, pointer, plastic triangles, projector, whiteboard, orientation cards, student activity book worksheet pg. 94, number pattern poster

Carpet spot for Luis Carpet chair for Wael

Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multi-sensory and real world ~instructional dialogue *Transfer of control ~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise

Students are seated at the carpet. Remind students of the score board.

Ensure students are in their carpet spots to reduce distractions

Quick Practice Say and show patterns in teen numbers with finger freezes: Display number pattern poster. Go through numbers 10-19 by using the flash and freeze method (ex: for 11, flash 10 fingers, freeze, then flash 1 finger while saying “ten and one”. Say numbers 11 through 20 in order 5 minutes Activity 1 – Attributes of Triangles Give each child one plastic triangle (try and give students at the same table different shapes and sizes). As you pass out the triangles, the students will begin examining their shape. “Who knows the name of these shapes?” Project one triangle shape on the board and point to one of the sides. “What is the name of this part of the triangle? Let’s count the sides” Point to a corner. “Who remembers the name of this part of the shape? Let’s count the corners.” “With someone sitting next to you, compare, or look at what is the same and what is different between your triangle and other people’s triangles.” Have a class discussion about how triangles all have 3 sides and 3 corners; they can be different sizes, different colors or in different positions; some have equal lengths, and some do not. 8 minutes

Write the word ‘triangle’ on the board to make the connection between the word and the shape.

Transition: Have students pass the triangles to the left and have the paper passers pick up the triangles. Activity 2 – I Spy Play I Spy around the classroom. “I spy with my little eye a rectangle”. Students will raise their hand and name things that they see in the classroom that is a rectangle. If students don’t guess the object, or once they guess it, draw it on the board (for a door, draw the rectangle door, the rectangle window and the circle handle). “How do we know that the door is a rectangle? (it has 4 sides, the 4 sides are not equal sizes) Everyone draw a rectangle in the air. What other shape is on our door? Let’s draw a circle in the air. If I say ‘the circle is ____ the door’ what word could I say there? ‘Above, below, beside, in front of, behind, next to or inside? How many shapes make our door?” Continue with circle (dot on the number strip) and triangle (tip of pencil in “my pencil grip” poster). 10 minutes Transition: display student activity book worksheet pg. 94 on board. Go through shapes at the bottom of the worksheet. Have students volunteer to name each

Review the visual cards to access students background knowledge I spy keeps more learners engaged Connecting real life objects to shapes

Math Lesson 11-29

Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning

shape and then as a class count the number of sides and the number of corners on that shape. “we need to be architects and figure out which of these shapes we need to use to create our dog house!” Have students volunteer to come up to the board and circle a shape that is needed for the dog house. “How did you know that was the shape that we needed? Does it have the same number of sides that we need in our picture?” 10 minutes Formative assessment: point to a side on the triangle in the picture. “Is this a side or a corner? Put one hand in the air if it’s a side and two hands in the air if it’s a corner. How many sides does a triangle have? Show me with your fingers.” Repeat for the corner of the triangle. 5 minutes

If students get stuck with shape naming, ask where we can look to be reminded of the shapes? On the back board.

If there is time at the end of the lesson, have all students stand in a circle. “We are going to create a triangle using our bodies! We want one body to be one side of the triangle, so how many people do we need to make our triangle?” Pick 3 volunteers to go to the middle of the circle and lay on the ground to create a triangle. “Is _____’s body a side or a corner? Is the part where _______’s hands and _______’s feet meet a side or a corner? How many people do we have? So, we have 3 sides. How many points do their feet and their hands meet? So, there are 3 corners.”