Purpose:
· What is a polygon?
· What is a circle?
Key Terms:
· Polygon: a closed plane figure bounded by straight lines
· Circle: a closed plane curve
· Diameter: length of a straight line passing through the center of a circle
· Radius: ½ measure of a diameter
· Circumference: the perimeter of a circle
· Pi: roughly equal to 3.14
Skills:
· Recognize different shapes.
· Calculate perimeter, area, and circumference.
· Reading/listening comprehension.
· Design basic polygons.
New York City Performance Standards:
Mathematics:
M2d: Uses many types of figures.
Performance Indicators:
· Use Geo-boards to build shapes.
· Classify a circle, square, and rectangle
· Justify why a square and rectangle are different.
M2g: Uses basic ways of estimating and measuring the size of figures and objects in the real world, including length, width, perimeter, and area.
Performance Indicators:
· Analyze circumference of circle
· Compare the relationships between circumference and area of a circle.
English:
E1c: The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work:
· Listen and comprehend book on mathematics.
· Apply lessons from book to class work.
· Journal the key events from the story.
Objectives: The Students Will Demonstrate their ability to:
· Build shapes on a geo-board.
· Use formulas provided to solve equations.
Pre-Assessment: The students have been previously assessed and have mastered the principles of the four basic functions and will use them to solve equations.
Lesson Presentation:
A. Set Induction: The students will begin by taking out their math notebooks, and other materials needed to participate in lesson. As the students are getting ready, the teacher will pass out the geo-boards and rubber-bands to the students and inform them not to touch them until further notice.
B. Procedure:
· When the students are all settled and ready to begin the lesson, the teacher will call them over to the rug area in the back of the room. The teacher will call students over by table, so they will not lose control of the classroom.
· Back on the rug area will be the reading chair and the easel where the teacher will display notes for the students.
· When the students are seated, the teacher will construct a “KWL Chart” about polygons and shapes. The teacher will call on students to remind them what a “KWL Chart” is and what it is used for.
· After the construction of the chart, the teacher will model the first set of information to be displayed on the chart. The students will follow the lead of the teacher.
· Following the introduction of the book and what is being taught, the teacher will read Sir Cumference and the First Round Table. The teacher will read with expression, emotion, and call on students to ensure they are following along and comprehending.
· At the conclusion of the story, the teacher and students together will fill in the “L” of the “KWL Chart” with what they learned during the reading of the book. This should include, circumference, diameter, polygons, circle.
· Since the chart is being written on the easel, it will be expected that students copy it into their personal notes, so they can reference it anytime necessary. Upon the completion of notes, the students will be dismissed from the rug area according to table and sent back to their seats.
· When they arrive at their seats, they can begin to start constructing shapes using the rubber-bands and geo-boards.
· The teacher will ask the students to build different shapes. As the teacher walks around, they will assess students according to the following rubric. The geo-boards will allow students to learn using their hands and make the shapes themselves.
C. Closure: At the end of the class, the teacher will collect the geo-boards and rubber-bands. The students will be assigned homework based on what was covered during the day’s lesson.
Materials:
• White easel board with dry erase markers.
• Dry Erase markers: red, blue, and green for the “KWL Chart”
• Sir Cumference and the First Round Table by: Cindy Neuschwander. Published by:
CharlesBridge 2005. Book has a blue cover, with princes on the cover.
• Circle rug area with the alphabet in the back of the room, for the students to gather on the rug us blue with red letters around the exterior.
• Blue Geo-boards
• Safety rubber-bands
• #2 Pencils.
• Reading chair for the teacher to sit in while, reading the book
Follow-up Activity:
• The students will be assigned homework. The work will come out of the textbook, and be connected to the day’s lesson.
Evaluation/Assessment: The students will be assessed according to the following rubric.
Differentiation:
Multiple Intelligences:
· Visual/Spatial: Copying the notes from the dry erase board
· Intrapersonal: working independently
· Interpersonal: working in a group on the rug
· Verbal/Linguistic: having the story read aloud and following along
· Bodily/Kinesthetic: using the geo-boards to construct shapes
Resources:
• Building the Primary Classroom, Bickert, Jablon, Dodge. Published Teaching Strategies Inc. 2004.
• http://taskstream.com
• New York City Performance Standards
• http://www.charlesbridge.com/productdetails.cfm?PC=4461
• www.mathplayground.com/geoboard.htm
Building Shapes
Excellent - 4
Satisfactory - 3
Needs Improvement - 2
Incomplete - 1
Score/ Level
Building Shapes
Can build all shapes (5). Student does not need assistance from teacher.
Builds 4 shapes without assistance from teacher. Constructs 5th shape with help.
Constructs 3 or less without teacher assistance.
Does not completer work, or can only construct shapes with teacher's help.
Listening Comprehension
Answers all key questions at the end of the story.
Answers questions at the end of the story, with guidance from the teacher of the book.
Needs help or hints for every question asked. Shows no understanding of book.
Did not listen to the book. Misbehaved during the reading and was disruptive to other students.
Definitions
Defines all words accurately and fully.
Misses 1-2 words that the teacher provides. Has general understanding of words.
Misses 3 or more words that are provided on the definition page. Asks repeatedly for teacher assistance.
Does no complete the word definitions. Do noes try to ask for help.
