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Tennessee Tech University Lesson Plan Template Name: Meagan Ridenour Date: 11/22/2015 Lesson Title: Classifying Quadrilaterals Grade Level: 5th Grade Length of Lesson (Minutes): 90 Minutes Standards CCSS.Classify two-dimensional figures into categories based on their properties. CCSS.MATH.CONTENT.5.G.B.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. MP.1 Make sense of problems and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to Precision MP.7 Look for and make use of structure. Central Focus of Unit/Learning Segment Classifying and sorting properties of quadrilaterals. Many different quadrilaterals are used during the whole lesson for students to visualize the properties of the quadrilaterals. Topics: 1. Quadrilateral Properties Card Sort 2. Classifying Quadrilateral Worksheet Graphic Organizer 3. Classifying Quadrilaterals Fill in the Blank Worksheet 4. Classifying Quadrilaterals Work Bank Essential Understandings Essential Questions ● The Geometric Properties for lines ● What are the properties of different include parallel, perpendicular, and Quadrilaterals? congruent. Properties of angles include ● What are some examples of type, measurement, and congruent. The Quadrilaterals? properties of symmetry include point and line. ● Some names of the quadrilaterals are; rectangle, rhombus, parallelogram, trapezoid, quadrilateral, polygon. Lesson Objectives ● Students will classify the properties of a given quadrilateral, and all the shapes that also have those properties. Tennessee Tech University Lesson Plan Template ● Students will use graphic organizers to show the relationships among quadrilaterals and identify their unique properties I can statements: ● I can classify two-dimensional figures by their attributes ● I can explain two-dimensional attributes can belong to several two-dimensional figures. Language Demands Language Function & Key Learning Task Language Function: Classify Key Learning Task: Students will classify quadrilateral shapes and figures throughout the lesson in different ways. They will use pictures to describe the attributes of the quadrilateral shapes. Content/Academic Vocabulary ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● Side- line segment angle- two rays with a common endpoint equal- same measurement congruent- same size and same shape parallel- lines in same plane that will never intersect perpendicular- lines that intersect to form right angles opposite- across from adjacent- next to Quadrilaterals- a four-sided figure Isosceles Trapezoids- a trapezoid that has two sides of equal length Trapezoids-a quadrilateral with only one pair of parallel sides Kites- a 4 sided flat shape that has two pair of sides, and each pair of sides is made of adjacent sides. Parallelograms-a four-sided plane rectilinear figure with opposite sides parallel Rectangles-a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides, in contrast to a square Rhombuses- a parallelogram with opposite equal acute angles, opposite equal obtuse angles, and four equal sides Squares-a plane figure with four equal straight sides and four right angles Discourse & Syntax - Much better isolation of discourse and syntax. Discourse ● Students will respond to questions orally while reading “Sigmund Square Finds His Family” ● Students will discuss with their partner the properties or attributes of the given quadrilateral shapes. ● Students will explain their reasoning and question their partners reasoning during the Card Sort Activity ● Students will discuss and question each other's reasoning during the Fill in the Blank Worksheet. ● Students will respond in written form while answering the Journal Prompt. Tennessee Tech University Lesson Plan Template ● Students will demonstrate how they can determine the properties of different quadrilateral shapes. ● Students will record their answers on the partner Classifying Quadrilateral Worksheet ● Students will record their answers to the Classifying Quadrilateral Fill in the Blank Worksheet ● Students will respond individually to the Journal Prompt in order to Exit the room. Syntax ● Label sides of the quadrilaterals with symbols that indicate that they are equivalent. ● Label right angles with a square in the corner. ● Label sides that are parallel with one dash through the side. ● If a shape has two sets of parallel sides then the second set should be labeled with two dashes. ● Label obtuse angles with a semi-circle. Supports Excellent! ● Teacher will be modeling the correct use of Academic/Content Vocabulary, and the Language Function throughout the lesson while monitoring for students property use of vocabulary in their discussions. ● Teacher will describe the properties of quadrilaterals while using the Academic Vocabulary. ● During partner activities, the teacher will be asking questions to include the use of Content/ Academic Vocabulary, and the language function; classify. ● Students who are struggling with the vocabulary will be partnered with students who understand and can offer support and encouragement during their discussion. ● At the end of the day, the teacher will assess students during the journal prompt with questions and explanations of the expectations. ● Students will refer to the Properties Word Bank throughout the lesson for content/academic vocabulary. Materials/Resources Teacher ● Card Stock, in colors ● Scissors ● Glue ● Classifying Quadrilaterals Worksheet ● Classifying Quadrilaterals Fill in Blank Worksheet ● Classifying Quadrilaterals Vocabulary Worksheet Students Classifying Quadrilaterals Worksheet Card Sort per group, 4 sets of cards Classifying Quadrilaterals Fill in Blank Classifying Quadrilaterals Vocabulary Worksheet. ● Ruler or protractor ● Math Journal- exit ticket ● ● ● ● Tennessee Tech University Lesson Plan Template ● Math journal prompt References Math Common Core Standards- http://www.corestandards.org/Math/Content/5/G/ Standards Flipbook. USD 259 Learning Services. Downloaded on 10/21/2015http://www.katm.org/flipbooks/5%20FlipBook%20Final%20CCSS%202014.pdf 5th GR Mathematical Practices; Classifying Quadrilaterals. Page 70- 74 Howard County Public School System; Grade 5 Common Core Math Standards https://grade5commoncoremath.wikispaces.hcpss.org/Assessing+5.G.3 Cpalms- http://www.cpalms.org/Public/PreviewResourceAssessment/Preview/70628 World Wide Journalshttp://www.worldwidejournals.com/ijar/file.php?val=July_2014_1404222847__38.pdf Vygotsky, L.S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press Gardner, H (1993). Multiple intelligences: The Theory in practice. New York: Basic Books. Adaptations to Meet Individual Needs Tennessee Tech University Lesson Plan Template Better! High-Level Learners: High-level learners can do this activity without using the word bank sheet, and just use their knowledge of identifying the properties of quadrilaterals. High-level learners can also identify different parts of the quadrilateral shapes (right angles, acute angles, obtuse angles, supplementary angles). High level learners need to come up with at least 3 different answers on the exit ticket On-Level Learners: The lesson plan is structured for on-level learners. Struggling Learners: Struggling learners can be partnered up with a high-level learner. Struggling learners can also use the foam geometric shapes to have a manipulative of each shape rather than a picture. Struggling learners can also only have a card sort that contains only trapezoids. If they understand these then they can move on to the kites or isosceles trapezoids. Struggling Learners can also use Sigmund Square Finds His Family to explain more about the different quadrilaterals. Good thinking assuming you have a computer that will work with it or a hard copy of the book! :) English Language Learner: For English Language Learners, these students can be partnered up with a high-level learner as well. They also can focus mainly on doing the Classifying Quadrilateral Worksheet, and not place as much focus on the Fill in the Blank worksheet. These students might not have the exact vocabulary intended for this activity. English Language Learners can also focus on just a card sort with only trapezoids. If they understand this card sort then they can move up to the kites and isosceles trapezoids. English Language Learners can also use Sigmund Square Finds His Family to explain more about the different quadrilaterals. Management/Safety Issues ● Students should follow already established classroom rules. ● When students are working with partners , students should stay quiet, and be reminded and monitored for stay on task ● Anytime the teacher needs the classes attention the teacher will raise her hand and the students should raise their hand and stop talking. ● Students will be responsible for turning in all classwork into correct bins at the end of class, students will be reminded and monitored for walking as opposed to running when exiting the classroom. Rationale/Theoretical Reasoning Rationale: ● Students need to experience discussing the properties of shapes and explaining their reasoning. ● Students should be able to identify the properties of angles; right, obtuse, acute, congruent. ● Students should be able to identify the properties of sides; parallel, perpendicular, congruent, or the number of sides. Standard Flipbook (2015) “This cluster builds from Grade 3 when students described, analyzed and compared properties of Tennessee Tech University Lesson Plan Template two-dimensional shapes. They compared and classified shapes by their sides and angles, and connected these with definitions of shapes. In Grade 4 students built, drew and analyzed two-dimensional shapes to deepen their understanding of the properties of two-dimensional shapes. They looked at the presence or absence of parallel and perpendicular lines or the presence or absence of angles of a specified size to classify two-dimensional shapes. In Grade 5, students classify two-dimensional shapes in a hierarchy based on properties. Details learned in earlier grades need to be used in the descriptions of the attributes of shapes. The more ways that students can classify and discriminate shapes, the better they can understand them. The shapes are not limited to quadrilaterals. Students can use graphic organizers such as flow charts or T-charts to compare and contrast the attributes of geometric figures. Have students create a T-chart with a shape on each side. Have them list attributes of the shapes, such as number of side, number of angles, types of lines, etc. they need to determine what’s alike or different about the two shapes to get a larger classification for the shapes and be able to explain these properties. Pose questions such as, “Why is a square always a rectangle?” and “Why is a rectangle not always a square?” Expect students to use precision in justifying and explaining their reasoning.”(Flipbook 2015) Theory ● Gardner’s Theory of Multiple Intelligences Bodily-Kinesthetic: Students actively move their paper card sort manipulative with their hands. Interpersonal: Students will be working with other students in pairs with their task. Intrapersonal: Students will complete a journal entry and assessment on their own. Visual-Spatial: Students will use a graphic organizer throughout the lesson. Students will also write or draw in their journal. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. ● The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning. When students who have math learning problems are allowed to first develop a concrete understanding of the math concept/skill, then they are much more likely to perform the math skill and truly understand math concepts at the abstract level. During my activity students will be able to sort cards out with pictures on them to understand the different properties of quadrilaterals and work with their peers to understand the properties. http://www.coedu.usf.edu/main/departments/sped/mathvids/strategies/cra.html ● Students are provided an opportunity to socially construct knowledge while working with their peers. They also have the opportunity to work in their zone of proximal development. (Vygotsky 1978) Common Misconceptions or Difficulties: Tennessee Tech University Lesson Plan Template ● Students think that when describing geometric shapes and placing them in subcategories, the last category is the only classification that can be used. Standard Flipbook (2015) ● The student is unable to classify the shapes as quadrilaterals and cannot sort them on the graphic organizer. (CPalms 2015) ● Students do not see the correlation between rhombuses and squares. We assume that the problem is related to an inconsistent theoretical definitions of these terms in various Slovak textbooks. Squares and rhombuses are sometimes defined as disjoint classes and according to some definitions squares are viewed as a special case of rhombuses. ● Comparing the success rate and interconnections among responses to questions without pictures and questions with pictures we can conclude that it was easier for students to answer questions with pictures than without pictures, in which they had to create figural imagination by themselves. (World Wide Journals) Very good additions! Assessment/Evaluation Criteria Tennessee Tech University Lesson Plan Template Formative Assessment Assessment Tools: 1. Math Journal Prompt Don’t include here since it is summative. 2. Classifying Quadrilaterals Worksheet Graphic Organizer 3. Anecdotal Notes 4. Classifying Quadrilaterals Fill in the Blank (not sure if you describe this below???) 5. Probing Questions I will be using the Classifying Quadrilateral Worksheet as my formative assessment. Using the pictures and words to determine the properties of the quadrilaterals. I will walk around the classroom and ask probing questions as needed for explanation, and to keep students on task with the content. objective two. At the end of the lesson I will use the Math Journal Prompt as my last assessment. Throughout the lesson, I will take anecdotal notes for my future reference on a clipboard as I walk around. These notes will later be transferred to a notebook that helps me track each students progress over time. Classifying Quadrilateral Graphic Organizer The Graphic Organizer will be turned in once completed. This will help me see which students understand the relationships between the different types of quadrilaterals. Probing Questions: Students can answer these questions orally so that I can see which students understand the properties. This will also help me see which students have mastered the standard. 1. What properties does a square have? 2. How could we check the angles? 3. Which property do you think was the easiest to determine? 4. What properties do you think was the hardest to determine? Summative Assessment 1. Math Journal Prompt At the end of the lesson each student will be required to fill out a Journal Prompt on what they learned about Quadrilaterals and their properties. Students will also be required to end the Journal Prompt with one question about something they are still confused about. These questions will be addressed the next day as the warm-up. The Journal Prompt will help me understand what properties and skills each student has mastered, and what each student is still confused about. What is your evaluation criteria for this journal prompt and how do you determine mastery? Academic Feedback I will be looking closely and take notes throughout the lesson including individual and partner work. I will be listening to discussion and questions carefully. This information will help me determine what question to ask certain students during the lesson to assess and advance their learning. I will encourage students to be on task and be successful with the lesson, and to help other students be successful. I will talk to students about their language use, and their written work. I will walk around the room and observe each students work, and write directly on the student’s work if they have proved understanding, or if they need to revise some work. I will also give my students feedback the next morning when we go over their exit ticket. I will answer the questions about something they were confused about. Tennessee Tech University Lesson Plan Template Instruction Set/Hook/Motivator (Before) Time:10 Minutes 1. Tell students that they are going to play a game that requires them to analyze the properties of quadrilaterals. Ask students to define a quadrilateral (a polygon that has four sides). 2. Break students up into groups of 3 or 4. 3. Hand out the sets of cards and scissors to student pairs. Have them cut the cards apart. 4. Inform students that you will give them some time to look over the cards and discuss the properties of the quadrilaterals on them. To help them, you are going to give them a page of definitions of properties. Distribute the half page WORD BLANK to the pairs of students. Instructional Procedures (During) Property Sort Activity Time: 20 minutes 1. Explain that you will call out a specific property and they are to find all shapes that have that property. a. Here are some suggestions for properties. ● No Parallel Sides (E, I, N, P) ● Only one pair of parallel sides (A, D, F, G) ● Two Pairs of Parallel Sides (B,C,H,J,K,L,M,O) ● Has at least one right angle (C, F,K,L,N,O) ● Four Congruent sides (C,K,L,O) ● All sides equal (C,H,M,O) ● Equal non-parallel sides (A,C,E,G,H,I,M,O) ● No Equal Sides (D,F,N,P) ● Adjacent sides equal ( C,E,H,I,M,O) 2. Write on the board that each correct card is worth one point. For any incorrect response, they will need to subtract a point. For example, in a sort of shapes that Higher-Order Thinking Questions ● ● ● ● What does Parallel mean? What is a right angle? What does Congruent mean? What is adjacent? ● ● ● ● What does Parallel mean? What is a right angle? What does Congruent mean? What is adjacent? Tennessee Tech University Lesson Plan Template have no parallel sides, there are four correct answers. If a student includes a card that doesn’t belong but has all of the correct ones, that student scores three points. 4 points for the correct answers and minus 1 for the incorrect answer. 3. Go through as many property sorts as needed for students to become familiar with the different properties. Encourage students to explain their reasoning for their selections and critique the reasoning of others. (MP.3) Shape Graphic Organizer - Time: 30 minutes 4. Invite students to look at Card C. Have them name some of its properties. ( four right angles, all sides congruent, two set of parallel sides) Ask them to name the shape (Square). Ask them for another name of the shape. (Rectangle, rhombus, parallelogram, trapezoid, quadrilateral, polygon.) Tell them that shapes have names, but to be precise in our communication, it is best to use the most specific name possible- in this case it's a square 5. Distribute the two page graphic organizer. Inform students that they will take their cards through the flowchart to find the most precise names for the shapes. 6. Give students time to cut and glue the two pages together. Invite them to shape A and go through it with you so they understand how to proceed. (MP.1) Once the cards are all sorted, students will need to write the letters of the cards in the appropriate bubbles. Classifying Quadrilaterals Worksheet - Time: 15 7. Finally, distribute the last page and have students record all the names of each shape, circling the name that is more precise. Closure (After) 5 minutes (15 minutes) Ask the students these questions at the end of the lesson. (5 min.) Exit Ticket - time 10 min Last, have the students write about the prompt in their journal. Journal Prompt: Explain how squares, rectangles, and parallelograms are alike and how they are different. ● What properties does a _______(name a shape) have? ● How could we check the angles? (measure with a corner of paper or a protractor) ● Which property do you think was easiest to determine? Why? ● How are square and rectangles alike? Different? (Both have two pairs of parallel sides. Both have four right angles. Squares must have four congruent sides.) Tennessee Tech University Lesson Plan Template