Math Lesson Plan

By: Jillian Johnston

(Over 3 days)

DAY 1:
Unit Title: Shapes and Space Lesson Title: shapes Curriculum Area: Mathematics Grade Level: 3 Time Required: 60 min Instructional Groupings: whole group, pair (shoulder partners) Standards: E1 Students will demonstrate spatial sense and apply
geometric concepts, properties and relationships.

Explore and experiment with geometric shapes and relationships. Materials: Smart board, worksheet#1 and #2, musical math game, Geoboards. Lesson follows the smart board presentation. Overview: The purpose of the lesson is to review shape recognition, examine number of sides and vertices different shapes have and the ability to draw a shape according to criteria given. What will I differentiate? Process Product (using pair grouping assists with confidence and duties can be decided according to strengths) How will I differentiate? Variety of activities for different learning
styles

As a result of this lesson/unit students will Understand:

Shapes and their characteristics

Know: Proper vocabulary when talking about shapes

Do (Skills):

relationship between different shapes

Pre-Assessment: warm-up activity: musical math using shapes (Directions are on smart board slides) Steps in the Lesson: Review names of different shapes *Smart board activity (Guess these shapes) *In pairs they will circulate around the room to find shapes within objects. ie. Text book is a rectangle. (There is a worksheet for this to keep observations organized. This will be passed in at the end) Talk about sides and vertices *Smart board activity (count the sides and vertices) *Mystery shape review Draw a shape: pass out the geoboards, they can stay paired up and work on this together. I will give characteristics of a shape i.e.. The #of sides, #of vertices, and they must 1st make that shape on their geoboards then I will have volunteers come up to show their interpretation on the smartboard. Closure Activity/Wrap up: Exit slip- jot-pair-share choice response 1) Pick your favorite shape, draw it and tell the characteristics asked for on the worksheet. OR 2) Pick 2 shapes and compare their differences according to the questions on the worksheet. Then turn to your shoulder partner and explain your choice. The same worksheet can be used for both, choices will be written

on the board.

Post-Assessment: I will be able to assess their understanding with the variety of activities throughout the class, with the closing activity exit slip and also the worksheet that will be passed in of the objects in the classroom.

DAY 2:
Unit Title: shapes and space Lesson Title: angles (acute, right and obtuse.) Curriculum Area (s): Mathematics Grade Level: 3 Time Required: 60 min Instructional Groupings: whole class, sm. groups Standards: E2 recognize and represent angles that are less than right

angles and more than right angles

Materials: smart board, pizza worksheet, exit slip, choice homework form. Overview: The purpose of this lesson is to introduce angles larger
and smaller than 90 degrees and be able to place them in the right grouping.

What will I differentiate? Content Process Product (choice homework and paired up work. Within choices I have included approaching standard thinking and higher critical thinking options) As a result of this lesson/unit students will Understand:
that within a shape there can be multiple angle sizes or the angle can be all the same

Know: vocabulary, how to recognize if an angle is more or less than 90 degrees Do (Skills):
Categorize information, recognize similarities

Pre-Assessment:

Warm up activity: Think-pair-share (directions on smart board slide)

Questions to answer: individually then in pairs

What is an angle? Where do we find them? Is there only one kind or multiple? They will have think time and then pair up and discuss their answers. Two minutes think time, one minute each to
discuss their views. This will allow for pre-assessment of prior knowledge.

Steps in the Lesson:

Focus in on right angles, acute angles and obtuse angles. (Slide gives good idea for remembering the names of these angles.)

Smart board activities:

**Label the angles in these shapes (slide) get volunteers to come up and label on smart board. Grouping angles** pull clocks up into proper group (Clocks are used to aid those struggling to see the difference between the angles. The clock has numbers and therefore provides reference points.) ** Next slide is with actual angles

Pizza Slice activity:

(Classroom desks are in groups of 4)
Each student will be given a picture sheet of a pizza. They must

cut 3 pieces of pizza to share with their friends. One piece should have an obtuse angle, one an acute angle and the third a right angle. Label each piece with the correct angle name. To differentiate this for approaching standard students, provide reference points on the edges of the pizza at 12, 3, 6 and 9 o'clock. They will be able to relate this to the clocks in the previous activity.

Closure Activity/Wrap up:

Group-Slide: I spy a __________ angle in our classroom.
Students will take turns giving examples of the angle they found. I will write them on the smart board under the correct category.

Individual-Exit slip: write or draw 3 things you learned about

angles today.

Post-Assessment:
Overall assessment can be done throughout the class because of the activities I've created on the smart board. The final activity will let me know if the students know what these angles look like, where they can be found and if they are capable of explaining their reasons for picking that item to share with their group. The exit slip will give me an idea of their understanding of the 3 types of angles and if there is anything to review tomorrow.

Choice homework:
1) Draw a picture of an item around your house or research a picture that has as many angles as you can find, highlight the angles. OR 2) When you look around your environment, in your opinion, of the 3 types of angles we've discussed what one do you see the most? Why? Give examples of all three types.

DAY 3:
Unit Title: shapes and space Lesson Title: congruent shapes and overall review Curriculum Area (s): mathematics Grade Level: 3 Time Required: 60 min Instructional Groupings: whole group, small groups Standards: E3 Recognize, name, describe and represent congruent angles and congruent shapes. Materials: smart board, timer, white boards Overview: The purpose of the lesson is to introduce what congruent
shapes and angles are and them review what we have learned over the past few days.

What will I differentiate? Content Process Product (providing different level of questions within the jeopardy game and allowing them to choose the difficulty) As a result of this lesson/unit students will Understand:
shape and angle similarities and their relationships

Know: vocabulary and definitions Do (Skills):

information recall

Pre-Assessment: Warm-up activity: Round robin (groups of 5) they will each have one minute to discuss their homework findings. Steps in the Lesson: Follows the presentation on smart board

Slide-Introduce congruent shapes "object that have the same shape and size" Activity- match the congruent shapes (take out their white boards to answer) Draw- draw two congruent shapes( they can first practice on their white boards then volunteers can draw shapes on the smart board.) Closure Activity/Wrap up: We would finish off the rest of the class with Geometry Jeopardy. Post-Assessment: Jeopardy will allow for assessment of the past 3 days as well as a pre-assessment for topics to come later in the month. (There are some questions that we haven't covered yet)