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# Template designed by Sturm (2016)

## Name(s): Mikayla Capestrani and Tina Santucci

Date: 2/9/7
Lesson Title: The Greedy Triangle Subject: Geometry
Number of Students: 20 Length of Lesson: 40 minutes

Central Focus Central Focus: The students will be able to recognize different shapes, build
them, and understand how to make one shape by using other shapes.
Essential Strategy
Essential Strategy: Circle of Knowledge (described later on in lesson)

Prior Academic Students should know names of two dimensional shapes, what they look
Knowledge like, and basic knowledge of how to make them. Students will also have
What knowledge, skills, and
concepts must students already prior experience working with geoboards.
know to be successful with this
lesson?
Common Core State CCSS.MATH.CONTENT.K.G.B.5
Standards or New York Model shapes in the world by building shapes from components (e.g., sticks
State Standards
and clay balls) and drawing shapes.
Include # and text
CCSS.MATH.CONTENT.K.G.B.6
http://www.corestandards.org/ Compose simple shapes to form larger shapes. For example, "Can you join
these two triangles with full sides touching to make a rectangle?

Learning Objectives Students will be able to: Name and recognize different shapes
Students will be able to: create two-dimensional shapes using a geoboard

## Instructional Materials Geoboards

What do you need in order to Rubber Bands
teach this lesson? Be sure to
provide citations to anything that The book The Greedy Triangle
you did not create. Printed geoboard handouts for each student

Assessments The teacher will give the class the name of a shape. The students will make
Describe how you plan to monitor this shape on their geoboards in small groups. The teacher will then prompt
student learning (formally and/or
informally) the class to raise their boards above their heads to show what they created.
The teacher will do a quick sweep of the room to assess whether or not the
students have and understanding of this shape. The teacher will then show
the class how they made the shape on an electronic geoboard.

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Template designed by Sturm (2016)

Technology The teacher will be using a website called Glencoe, this website will have a
Describe how technology is used geoboard manipulative on it to model to the students how to correctly make
on both teaching and learning.
the shapes using the geoboard.
http://www.glencoe.com/sites/common_assets/mathematics/ebook_asset
s/vmf/VMF-Interface.html

Introduction to Lesson
Description of What Teacher and Students Do:
Write short descriptions We will introduce the lesson to the students by reading the book The Greedy
here Triangle. As we are reading the story to the students we will be asking them
guided questions to make sure they know the basic shapes being talked about in
Introduction to Key identify what shapes they see on the page.
Vocabulary Words]
Vocabulary words:
Triangle
Pentagon
Hexagon
Circle

Instructional Activity
Description of What Teacher and Students Do:
Write short descriptions Describe how you plan to explicitly teach the skill or strategy of your lesson
here objectives. Write instructional strategies that are detailed enough that a substitute
teacher could walk in and teach from your plan if need be. Be very specific;
instead of Go over examples of words to describe winter, write, Go over the
following words to describe winter, writing each one on the whiteboard: cold, icy,
freezing, white, quiet.

## Teacher/ Student Steps:

1. Have the class sit in a circle at the front of the room and read the book
The Greedy Triangle to them aloud. During the reading be sure to stop
before reading pages and ask the students to identify what shapes they
see on each page.
2. Have the students go back to their seats and take out their geoboards.
3. The teacher will explain to the students how the activity works. The
teacher will then show a shape on the overhead to the students. Students
will work in groups and talk with their group about the shape and how the
shape looks. The students will then try to create this shape on their
geoboard.
4. Once all of the student in each group believes they have correctly created
the shape, everyone in the group will hold their board above their heads
and wait for the teacher to give them the OK.

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Template designed by Sturm (2016)

5. Once the teacher sees all students have attempted the shape, the
teacher will then demonstrate on the overhead how to make the shape
using the digital geoboard. (Be sure to tell the students there are many
different ways the shape can look and still be correct).
6. The teacher will then instruct the students to draw the shape they created
onto their paper geoboard and to label it so they remember what it looked
like.
7. After the teacher goes over the basic shapes mentioned in the reading
(triangle, square, rectangle, circle, hexagon, pentagon) the teacher
can give the students time to create shapes of their own with their
geoboards (10 minutes). Challenge the students and ask them how many
different shapes they can get to fit on their board or ask the student to
create a picture and try to use at least three different shapes.

Extension/Closure Activity
Description of What Teacher and Students Do:
Write short descriptions Students will be able to talk with their peers to get a better understanding of what
here shapes look like. Since students will be talking with each other we hope that this
will help students that need a little more support. This lesson is also interactive
and hands-on. It allows the students to build the shapes, draw the shapes, and
match shapes to its name. In the students free time with the geoboards the
teacher will encourage the students to use more than one shape to build other
shapes or designs. We will be observing the students in a formative assessment.
The teacher will check students geoboards before moving on to the next shape to
make sure each student got it correct. Then the students will draw the shape on
their paper geoboards for the teacher to look lover later.

## [Insert > Page Break Start your Appendix on a new page]

Appendix

[This is where you will provide your Handouts and your Assessments as attachments. Make sure
everything you need in order to teach your lesson is attached.]

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## Mikayla Capestrani and Tina Santucci

EDU 276
Instructor: Davenport
Due date: 2/9/17

Central Focus
The students will be able to recognize different shapes, build them, and understand how to make
one shape by using other shapes.

Essential Strategy
The essential strategy we selected was circle of knowledge. This strategy allows for discussion that
furthers student learning. Students can discuss their thought process while making the shapes on
their geoboards. Our lesson connects to literacy through the book The Greedy Triangle. Students

Instructional Methods
The instructional methods we will be using are modeling and cooperative learning. Students will get
an opportunity to talk amongst their peers to work through the activity and they will also be watching
the teacher model building the shapes as well. The materials we will be using are the digital geoboard
and the paper copy geoboard. The beginning of the lessons starts with the teacher reading allowed
The Greedy Triangle to the class. This will also incorporate the instructional method of class
discussion. While the book is being read the teacher will stop at pages and ask the class questions to
get them thinking and discussing.

Technology Incorporation
The technology used in this lesson is a digital geoboard manipulative. This digital geoboard will allow
the teacher to demonstrate to the entire class at the same time how to use the geoboard and how to
create shapes. This will be beneficial to the class because it ensures that all of the students can see
the teacher model/ demonstrations.

## Supporting Student Learning

Since students will work in small groups students who need extra help with have support from their
peers. We will also review each shape as a class once each group has tried on their own.

Assessment
The teacher will give the class the name of a shape. The students will make this shape on their
geoboards in small groups. The teacher will then prompt the class to raise their boards above their
heads to show what they created. The teacher will do a quick sweep of the room to assess whether
or not the students have and understanding of this shape. The teacher will then show the class how
they made the shape on their electronic geoboard.

## Example of paper copy geoboard handout students will receive:

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Template designed by Sturm (2016)

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Template designed by Sturm (2016)

References

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/V
MF-Interface.html

https://www.pinterest.com/search/pins/?q=geoboard%20activities&rs=rs&eq=&et
slf=2576&term_meta[]=geoboard%7Crecentsearch%7C5&term_meta[]=activities
%7Crecentsearch%7C5