MAT-E LESSON TEMPLATE

Lesson Overview
Title:

Designing a Community Map Lesson 3

Date:

Monday, April 27, 2015

Author:

Brian Schultheis

Subject:

Lines, Line Segments, and Rays

Grade Level(s):

Fifth

Duration:

1 Hour

Subject Area(s):

Math

State Standards:

5.G.3: Understand that attributes belonging to a category of

two dimensional figures also belong to all subcategories of
that category. For example, all rectangles have four right
angles and squares are rectangles, so all squares have four
right angles.
5.G.4: Classify two-dimensional figures in a hierarchy
based on properties.

Goals
Unit Goals (enduring
understandings):
Lesson Goals:

The students will demonstrate their knowledge of twodimensional figures by designing a community map
utilizing different shapes to represent different venues.
1. We can recognize a two-dimensional shape is classified
into a category and its subcategories.
2. We can group shapes that share a single property, and,
then, among these shapes, group those that share a second
property, etc

Methods
Anticipatory Set:

1. The teacher will have the daily warm-up displayed on

the projector as the students enter the classroom.
2. Once settled, the students will begin to work on the
warm-up on their whiteboards.
3. The teacher will move around the room to assess the
students answers.
4. The teacher will call upon a student to share his/her
answer to the riddle.
5. The teacher will consult with the class to determine
whether they agree with the students answer.

Introduce and Model New

Knowledge:
CAST 2006

6. The teacher will review the standards and objectives for

the lesson.
7. The teacher will ask the students to turn and talk with
their neighbor to discuss what they already know about

Adapted from http://lessonbuilder.cast.org

lines, line segments, and rays.

8. The teacher will call upon several students to share their
thoughts with the class.
9. The teacher will draw a shape on the whiteboard and ask
the students to write down the types of line segments that
are included in the shape (the shape will be a trapezoid that
will consist of parallel, perpendicular, and intersecting line
segments).
10. The teacher will move around the room to check the
students whiteboards for accuracy.
11. The teacher will call upon several students for their
answers.
12. The teacher will draw a second shape on the
whiteboard and follow the same procedures noted above.

I DO

Provide Guided Practice:

WE DO

Provide Independent
Practice:
YOU DO

CAST 2006

13. The teacher will play the Parallel and Perpendicular

Lines BrainPop video.
14. After the video, the teacher will walk the students
through the quiz.
15. The students will answer each question on their
whiteboard.
16. Once all students have answered the question, the
teacher will have them show him their whiteboards.
17. After completing the quiz, the teacher will call the
students by row to get a laptop from the laptop cart.
18. The students will be instructed to go to
www.mangahigh.com.
19. Once the page loads, the students will scroll down until
they see the section titled, Math Quizzes and Interactive
Learning.
20. The students will click on the Geometry link.
22. The students will the activity titled, Recognize
Perpendicular and Parallel Lines.
22. Once the page loads for all of the students, they will be
instructed to complete the activity.
23. The students will continue to interact with the activity
until there is ten minutes to go in the period.
24. With ten minutes to go in the period, the teacher will
instruct the students to return their laptops to the laptop cart.
25. The teacher will instruct the students to take out their
whiteboards and a marker.
26. The teacher will tell the students that he is going to give
them clues about a shape, and they will draw the shape on
their whiteboards.
27. The teacher will repeat this process until it is time to
pack up.
28. The teacher will have the students ensure there is a
marker on every desk.
29. The teacher will inform the students of the days

Adapted from http://lessonbuilder.cast.org

winning row and dismiss them by row.

Assessment
Formative/Ongoing
Assessment:

This lesson is part of the geometry unit. The students prior

knowledge will be assessed during the warm-up. The
teacher will use observation techniques throughout the
lesson to assess the students understanding. The teacher
will provide any necessary support if he witnesses a student
struggling in any way.

Summative/End Of Lesson
Assessment:

This lesson is part of the geometry unit. A summative

assessment will be provided at the end of the unit once all
concepts and standards have been covered. Instruction will
be adjusted and implemented accordingly based upon
formative assessments throughout the unit.

Materials (including technology, texts, manipulatives, audio-visual)

Lines, Line Segments, and Rays PowerPoint presentation
BrainPop video Parallel and Perpendicular Lines
Recognize Perpendicular and Parallel Lines activity via Mangahigh.com
Whiteboards
Markers
Laptops

Reflection (include discussion on time management, engagement, assessment

data outcomes)
This lesson was the first lesson that I had taught in a while that did not go quite as according to
plan in that I was not able to get through everything that I had planned. I was originally not
planning on giving the students an exit ticket, but after not giving them one yesterday, I decided I
was going to have them complete one at the end of this lesson. However, the students needed a
little more guidance while going over the trapezoid that I had drawn on the board, so that portion
of the lesson took a little longer than I had anticipated.
When we got to the end of the lesson, I had a choice: quit teaching after they completed the
online activity and distribute the exit ticket or move along as my lesson plan was designed and
provide that last minute instruction. I decided that it would be more beneficial to provide that
last little piece of instruction instead of having the students complete the exit ticket. I figured
their community map was going to tell me if they fully understood the various lines, line
segments, and rays, so it was not necessary to give them an exit ticket during this lesson.
Student engagement was stellar once again. This is truly a great group of kids, and I realize that I
have been very fortunate to have such well-behaved students in all three of the homeroom classes
that I teach this practicum. I have not had to lose a great deal of instruction time in order to
correct poor behavior, which has really helped the lessons flow at a nice pace. Additionally, it
has enabled me to spend more time teaching than acting as a referee, which certainly benefits the
students in the long run.

CAST 2006

Adapted from http://lessonbuilder.cast.org