Title – Geometric Shapes

By – Seth Schiering

Primary Subject – Math

Grade Level – 4-5

INSTRUCTIONAL OBJECTIVE:

After participating in a discussion and viewing a chart on various geometric shapes, the students will be able to construct and label at least eight geometric shapes using Geo-boards and then Popsicle sticks.

STANDARDS AND INDICATORS:

NY Standard: Standard 3: Mathematics, Science, and Technology

Mathematics: Students will understand and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Indicator: This will be made evident when the students identify eight geometric shapes.

NY Standard: Standard 1: English Language Arts

Language for Information and Understanding: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Indicator: This will be made evident when the students label the eight geometric shapes.

NY Standard: Standard 2: The Arts

Knowing and Using Art Materials and Resources: Students will be knowledgeable about and make use of materials and resources available for participation in the arts and various roles.

Indicator: This will be made evident when the students construct eight geometric shapes.

MOTIVATION:

To gain the students’ interest, I will begin by showing a variety of flags representing nations throughout the world. Then I will ask the students, “How many different shapes can you find that make up this flag?”

MATERIALS:

• A chart depicting various geometric shapes
  
• Chapter on geometric shapes from textbook
  
• Geo-boards and Popsicle sticks
  
• Poster board of various colorations
  
• Crayons, markers, pencils/pens, scissors, glue sticks, and rulers

STRATEGIES:

KWL chart, whole class discussion, and small-group direct and indirect instruction

ADAPTATIONS:

• The learning disabled student in writing, will be given extra time to complete the lesson.
  
• The visually handicapped student will be given the focal points of the lesson and text materials on an audiocassette one week in advance.

DIFFERENTIATION OF INSTRUCTION:

Tiered Lesson Presentation: The students, who learn on a tactile level, will be given handouts highlighting the focal points of the lesson.

Tiered Assignment: The students, who function on a higher spatial level, will be required to construct and label ten geometric shapes.

DEVELOPMENTAL PROCEDURES:

• The students will be placed in cooperative groups with roles already assigned.
  
• The students will view a chart depicting the various types of geometric shapes.
  • (How many different geometric shapes are there and what are they called?)
    
  • (What geometric shapes can you find in this classroom?)
• The students, working in their designated groups will be given materials to construct and label at least eight geometric shapes.
  • (Assess your structure, what shapes did you choose and why?)
    
  • (What are the names of the shapes you did not choose?)
    
  • (How did you feel about this activity?)
• The students will present and summarize their projects to the class.
  • (How did you feel presenting your work?)
    
  • (Did you like/dislike sharing your work with the class? Why or why not?)
• The students will evaluate one another’s projects and presentations.
  • (What are some positive things you noticed about your classmates’ projects and presentations?)
    
  • (What, if any, recommendations can you offer to improve the other students projects and/or presentations?)
    
  • (Given the opportunity, would you change anything about your own project and/or presentation?)

ASSESSMENT:

The students will be able to accurately construct and label eight geometric shapes.

INDEPENDENT PRACTICE:

The students will construct a building using each geometric shape only once for presentation to the class.

FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT:

Intervention:

The students, who did not reach the objective will be given pictures of each geometric shape labeled and asked to find and record objects throughout their house that are geometric shapes.

Enrichment:

The students, who reached the objective, will be asked to choose any two geometric shapes and make them into three-dimensional figures.

TEACHER REFERENCES:

• Foresman, S. (2001). Fourth grade math. Connecticut: Addison-Wesley.

• Midpoint Trade Books Inc. (2003). Fourth grade math connection. Boston: Midpoint Trade Books Inc.

• Robinson, G. (2000). The shape of things. Oregon: Gango Gallery.

E-Mail

Seth Schiering

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