Camille Fulbright's

Math Lesson
Description of
Student(s)

16 students, 6 ELL, 2 EBD

Description of
Instructional
Setting
Content
Standard(s)

Three rows of desk, students will work in pairs for part of the lesson then
independently at their desk.

Specific Learner
Objective(s)

MAFS.3.G.1.1 Understand that shapes in different categories may share

attributes and that the shared attributes can define a larger category
MAFS.3.G.1 Reason with shapes and their attributes
Students will be able to identify attributes and classify polygons.

Summary of Lesson
Lesson Summary

1.Show what you know page 481 in GO MATH

2. Unlock problem: Students describe a closed shape and polygon
3.EQ: How can using attributes help me to name polygons? - Introduce the
EQ and discuss the word attribute.
4. Introduce vocabulary:
Two- dimensional shape
Plane shape
Open shape
Closed Shape
Polygon
Curved side
Line segment
Straight line
5.Students work in pairs to sort shapes- Open/Closed
6.Students work in different pair to sort shapes, this time students will sort
the shapes and have to justify how they sorted them **Polygons/No polygons
7.Discuss other attributes of a shape-- number of sides, number of angles,
number of vertices
8. Discuss how polygons can be further sorted and named based on the
number of sides-- give names and definitions of: triangle, quadrilateral,

pentagon, hexagon, octagon, decagon. pg. 492

9.Quick Check --Pull groups as needed to assist with misconceptions:
Page 485 (3,4,6-9)
Page 493 (2-7)
10.Independent work:
Page 485(10-13)
Page 486 (19,21,22)
Page 493 (8,13)
Page 494 (14, 17, 18, 19)
Rationale and
Relevance

11. Exit ticket

In second grade students learned to identify and draw triangles,
quadrilaterals, pentagons and hexagons. This lesson is to build on that prior
knowledge by further investigating these shapes properties.
Planning for Addressing All Students Needs

Differentiated Instruction

Miss Polk the ELL resource teacher will be walking around

reading the questions to the students who have that
accommodations. We will have group work activities. Hands on
experience sorting shapes. We will go over vocabulary and I will
provide real world examples of where we see these shapes.
Instructional Procedures/Practices

Activity
Focus/Review/Hook/
Advance Organizer

Description
Show what you know page 481 in
GO MATH
Unlock problem: Students
describe a closed shape and
polygon

Materials
GO MATH book
Red and blue marker
Glue stick
Math journals
Pencils

Time
4 min
3min
3min

--Discuss the unlock problem

Providing Model(s)

EQ: How can using attributes

help me to name polygons? Introduce the EQ and discuss the
word attribute.
Introduce vocabulary:
This will be discussion based I will
say the vocabulary words and

4min

12min

have the students turn and talk to

a shoulder buddy to discuss what
they think each vocabulary word
means before I reveal the
definition.
Two- dimensional shape
Plane shape
Open shape
Curved side
Line segment
Straight line
I will draw examples For them to
see.
As we discuss the vocabulary
students will write the vocabulary
word in their math journal and
draw a picture that represents the
definition of the word.
Transition

Allow students to work in pairs to

sort shapes- Open/Closed then
students work in different pair to
sort shapes, this time students will
sort the shapes and have to justify
how they sorted them
**Polygons/No polygons

Providing Guided
Practice/Scaffolding

We will discuss other attributes of

a shape-- number of sides, number
of angles, number of vertices. We
will also discuss how polygons can
be further sorted and named
based on the number of sides-give names and definitions of:
triangle, quadrilateral, pentagon,
hexagon, octagon, decagon. pg.
492
As we discuss the vocabulary
students will write the vocabulary
word in their math journal and
draw a picture that represents the
definition of the word. We will
also talk about where we see these
shapes in everyday life.

10 min

6 min

Assessment
Have students work on Quick
Check independently -Page 485 (3,4,6-9)
Page 493 (2-7)
Transition

Providing
Independent Practice

Assessment

Closure
(procedural &
content)
What will you do if
some students
struggle with the
material?

Students who have gotten all

quick checks correct are able to
move on to independent work
those who still need further
instruction I will pull to small
groups.
I will assign independent work:
Page 485(10-13)
Page 486 (19,21,22)
Page 493 (8,13)
Page 494 (14, 17, 18, 19)
Walk around and answer basic
questions or common mistakes.

Exit ticket will be an assessment

that the students will do
independently with no assistance.
This will allow me to see if after
the lesson students understand the
concept and the EQ.
Revisit EQ: How ca using
attributes help me to name
polygons? And ask students to
discuss with their table what an
attribute is.
Students who struggle with the
material will be pulled into a small
group. I will asses these students
understanding during the Quick
Check Page 485 (3,4,6-9)
successfully.

12 min

15 min
What they
don't
complete
is
homework

3min

2min

What will you do if

some students master
the material Quickly?

Students who master the material

quickly are able to move on to
independent work.

Assessment Evidence

Show what you know page 481 in

GO MATH
Unlock problem: Students
describe a closed shape and
polygon
Quick Check --Pull groups as
needed to assist with
misconceptions:
Page 485 (3,4,6-9)
Page 493 (2-7)
Independent work:
Page 485(10-13)
Page 486 (19,21,22)
Page 493 (8,13)
Page 494 (14, 17, 18, 19)

Extension activity

Classroom
Management
Considerations

Exit ticket
If they finish quickly there is an
enrich activity that goes along
with the lesson where students can
draw 3 shapes a circle a triangle
and a D shape. Then they will
solve: Which plane shape is
formed by only line segments.
Then students will print
uppercase letters in their name
and describe each with respect to
whether it has line segments or
curved paths.
Students desk are grouped near
people that they don't talk to
regularly. I plan on continuing to
implement the school wide
behavioral strategy which is the
star system. Giving a warning and
then having them mark of a star if
they are being disruptive during
the lesson.