EDUC 2220- Educational Technology Lesson Plan

Geometric shapes
Ty Collier
3rd grade math lesson
Common Core Standards:
Common Core State Standards Math Standards of Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a
problem and looking
for entry points to its solution. They analyze givens, constraints, relationships, and goals.
They make
conjectures about the form and meaning of the solution and plan a solution pathway rather
than simply
jumping into a solution attempt. They consider analogous problems, and try special cases and
simpler forms
of the original problem in order to gain insight into its solution. They monitor and evaluate
their progress
and change course if necessary. Older students might, depending on the context of the
problem, transform
algebraic expressions or change the viewing window on their graphing calculator to get the
information they
need. Mathematically proficient students can explain correspondences between equations,
verbal
descriptions, tables, and graphs or draw diagrams of important features and relationships,
graph data, and
search for regularity or trends. Younger students might rely on using concrete objects or
pictures to help
conceptualize and solve a problem. Mathematically proficient students check their answers to
problems
using a different method, and they continually ask themselves, Does this make sense? They
can understand
the approaches of others to solving complex problems and identify correspondences between
different
approaches.
MP.6 Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use
clear definitions
in discussion with others and in their own reasoning. They state the meaning of symbols they
choose,

including using the equal sign consistently and appropriately. They are careful about
specifying units of
measure, and labeling axes to clarify the correspondence with quantities in a problem. They
calculate
accurately and efficiently, express numerical answers with a degree of precision appropriate
for the problem
context. In the elementary grades, students give carefully formulated explanations to each
other. By the time
they reach high school they have learned to examine claims and make explicit use of
definitions.

Lesson Summary:
The purpose of this lesson is to teach students about shapes and the differences between
shapes.
Estimated Duration:
Due to the age group and attention span of 3rd grade students I plan to structure this lesson
into three segments of 35 minutes. Three 35 minutes periods will equal 105 minutes all
together.
Commentary:
My approach on this lesson is going to be awesome. I plan to start off the lesson with a fun
YouTube video about shapes. This video will get the kids interested in shapes by associating
shapes with a cool video and fun music. The challenge for the students will be converting
shapes and their description into long term memory.

Instructional Procedures:
Day 1:
-The first 10 minutes of this lesson will focus on the Pre-assessment. (See Pre-assessment
below.)
-After assessing my students I will then jump into the YouTube video. The video I have added
below takes about 4 minutes. With the students not being familiar with the video we will
watch the video twice for the first day.
https://www.youtube.com/watch?v=pQ5mZIInE6s

-After the video I plan to go around the room and ask each student about the video and each
one of the students will be asked a different question about the video. This process will take
about 10 minutes.
-To wrap up the last few minutes of this assignment I will ask the students if they have any
questions about shapes. They will all take out a scrap sheet of paper and write their questions
down and fold them before turning them into me.
Day 2:
-Day two will start out with a worksheet provided for the students. The students will be
provided with 10 minutes to complete this assignment. This worksheet will have 10 questions
for the students to answer. Once all students are finished they will be asked to place their
pencils down on top of the finished assignment.
-The next 15 minutes will result in using technology to randomly select students to answer
questions from this worksheet.
-The last 5 minutes will be used for me to explain the student's final assignment for this
lesson. I will give a detailed description of what they will need to do to complete the
assignment.
Day 3:
-The first five minutes of class will be used for students to interact with each other to finish
homework assignments or in class assignments that they have not yet finished for this lessons
time frame
-The next 20 minutes will be dedicated to the students working on their post-assignment
PowerPoint.
-To wrap up this assignment and lesson 10 minutes will be provided for students to work
together and ask question before finishing their projects and turning them in.

Pre-Assessment:
In the pre-assessment I plan to use technology to through google to ask my students questions
about shapes. Within the online program the program will ask eight questions. I will then ask
the students to take out a scrap sheet of paper and answer these questions to the best of their
ability.
Scoring Guidelines:
For my students pre-assessment I plan to grade them on their effort if i see that the students

are trying they will receive credit for this assignment. If the students are not putting forth
effort they will not receive the points. I will still grade the assignment and mark these eight
question correct or incorrect so the students know whether they answered the questions
correctly or not, but this assessment will be a completion grade.

Post-Assessment:
After the students have learned the material for this lesson they will be asked to construct a
PowerPoint. This PowerPoint will consist of the student describing two shapes that they have
obtained information about. This assignment should take the students 15 to 20 minutes to
complete. On the 3rd day of this lesson. The students must identify the shape and give two
details about each shape that they have selected.
Scoring Guidelines:
The scoring guidelines for this assignment will be much harder than the pre-assessment now
that the students have learned the information. The scoring will be done by accuracy instead
of completion. A point for each question answers. 2 out of 2 possible points for each shape. A
picture of each shape weighted at 3 points for each picture, and 5 points for the students
creativity. Totaling a possible of 15 points for the post-assessment.

Differentiated Instructional Support

-For gifted student I will have additional worksheets that they can work on if they happen to
finish their assignment before the other students in their class.
-For students lacking the knowledge of the given material I will allow group work on the last
day of this lesson. This will benefit both the gifted as well as the student struggling with the
material

Extension
https://www.khanacademy.org/math/cc-third-grade-math/cc-third-grade-measurement/ccthird-grade-geometry/v/introduction-to-types-of-quadrilaterals
Homework Options and Home Connections
Homework will be given to students in forms of worksheets and brainstorming. On the first
day of class students will be required to go home and ask their parents three questions about
the shapes given in the instructional video that they watched in class. This will be worth 5
points. For the second day the students will be required or suggested to work on their projects
that were discussed at the end of class.

Interdisciplinary Connections
Music will easily be incorporated into this lesson as well as math. For music i will have the
student clap together the number of sides and angles for a given shape. Math will be
incorporated by learning about angles, parallel sides and more.
Materials and Resources:

For
teachers

For this lesson I will need access to and computer and a smartboard to teach
this lesson. I will also need a printer for student handouts.

For
students

The students will need to have access to laptops, a smartboard, possibly ipads
as well.

Key Vocabulary
Equal sides
Angles
Shapes
Right angles
Parallel sides
Line of symmetry
Additional Notes
The time frame of this assignment may be subject to change depending on how slow or fast
the students in my class learn. Possibly giving them more time for their project of to learn the
given material in the beginning of the lesson.