INTASC Standard 1: Subject Matter

Standard 1-- Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students.

A1. Understands major concepts
A2. Knoweldge influences learning
A9. Promotes questioning
A10. Creates interdisciplinary learning

Mathematics Lesson Plan--Geometry 3rd Grade

Objective:
The student will [be able to] identify, describe, and classify 2-dimensional shapes.

Materials:
The Village of the Round and Square Houses by Ann Grifalconi
Notebooks
Pencils
Overhead
Blank overhead sheets
Overhead markers
Spray bottle (water)
Paper towels


Standard:

GRADE 3



B. Geometry
Classify shapes by specified attributes. Identify simple shapes within complex shapes.

1. Identify, describe and classify two-dimensional shapes according to number and length of sides and kinds of angles.
2. Identify common two- and three-dimensional shapes that are components of more complex shapes.


Motivation/Anticipatory Set:

“Good afternoon students. We are going to start today by reading a book. The book is called, The Village of the Round and Square Houses. Will you all gather over here in the reading corner?” The teacher will give students time to walk from their desks to the reading corner. The teacher will wait until the students are all sitting down before she starts the lesson. “Can any one tell me what they think this book might be about?” The teacher will give time to students to think and then call on a couple students to share their ideas. “Good ideas boys and girls. The Village of the Round and Square Houses, is an African folktale in which a grandmother is telling her granddaughter a story about their family history. Now when I am reading to you, I need to pay close attention to the story and the pictures on the pages. We will be talking about the story and the different pictures when we are finished reading the book.”

Procedure:

The teacher will read the book to the students. (It will take about 10 minutes to read the story) “Everyone can return to their seat and take out their notebooks and a pencil.” The teacher will give the students time to return to their original seats. The teacher will stand in the front of the room, next to the overhead. “Okay class, can anyone tell me what shapes they saw throughout the book?” The teacher will give wait time and call on a student. “Yes, there were many shapes during the story, including squares, circles, and rectangles. Does anyone know what shape of house the men in the story lived in?” The teacher will give wait time. “Very good, the men lived in square houses. Can every one please draw a square on a clean sheet of paper in your notebook? Underneath your picture, please write the word square.” The teacher will give wait time and draw a square on the overhead, so the students have a visual. The teacher will also write the word square underneath the drawn square. “How do we know that this shape is a square? Please raise your hand if you can tell me.” The teacher will give the students time to think about the question. The teacher will then call on a couple students to share their ideas. “Yes, a square does have four sides to it. Raise your hand if you can tell me if a square always have four sides?” The teacher will give wait time and then call on a student to answer the question. “Correct, a square does always have four sides. Is there anything special about those four sides?” The teacher will give wait time. “Yes, the sides are all equal length.”
“Now does anyone know what shape of house the women in the story lived in?” The teacher will give wait time. “Very good, the women in the story did live in circle houses. Can everyone please draw a circle and write the word circle underneath the drawn shape. Please do this on the same sheet of paper as the square.” The teacher will give wait time. The teacher will draw a circle on the overhead sheet next to the square. The teacher will write the word circle underneath the drawn circle. “Boys and girls, how do we know that this shape is a circle? Please raise your hand if you know.” The teacher will give wait time and then call on a couple students to share their answer. “A circle does not have any corners or sides. A circle is connected from one point to another and does not break.” The teacher will draw a circle with a break in it. “Would this shape be considered a circle?” The teacher will give wait time.
“Boys and girls, can anyone name a shape they know that has three sides?” The teacher will give wait time and then call on a student. “Correct, a triangle does have three sides to it. Can everyone draw a triangle on your paper and write the word triangle underneath it?” The teacher will draw a triangle on the overhead sheet and write the word triangle underneath. Once the students are finished with their triangles the teacher will draw a different triangle next to the original. “Students, are both of these shapes triangles?” The teacher will give wait time. “Yes, even though they are not exactly the same, they are both triangles. Raise your hand if you can tell me why they are both triangles?” The teacher will give wait time and call on a student for an answer. “Correct, they are both triangles because they both have three sides.”
“We discussed that a square has four sides, but does anyone know any other shape that has four sides?” The teacher will give the students wait time and then call on a student. “Very good, a rectangle does have four sides. Can everyone draw a rectangle on their paper and write the word rectangle underneath it?” The teacher will give wait time. The teacher will draw a rectangle on the overhead and write the word underneath the shape.
“Raise your hand if you can name one shape we talked about today.” The teacher will give wait time and call on four different students to each give a shape. “Squares, circles, triangles and rectangles are shapes that can be found in every day life. Can anyone think of an object that is one of those shapes?” The teacher will give wait time. “Yes, a clock is a circle. Can anyone else think of a different object?” The teacher will give wait time and then call on a different student. “A poster is a rectangle. We use these shapes in every day life.”

Closure:
“Can any one tell me one thing they learned today?” The teacher will give wait time, so the students have time to think of an answer. The teacher will call on 3-4 students to share their answers. “Good job today boys and girls. It is now time for lunch. Please line up at the door. Have a good day!”

Informal Assessment:
During this lesson I asked the class a variety of questions. The students also took notes in their notebooks, so I could collect the notebook and assess if the students understand the material being presented.

Formal Assessment:
There were no formal assessment during today’s lesson.

References:
There were no references used for this lesson plan.