FIVE-STEP LESSON PLAN



School:Sallye B. Mathis Elementary SchoolSubject:MATHEMATICSTeacher:KindergartenDate:3/10-3/14PRE-PLANNINGBENCHMARK/STANDARDIn grades 3-5, include the FCAT cognitive complexity for the benchmark.STANDARD(S) FOR MATHEMATICAL PRACTICE What processes/proficiencies will your students develop and bntife able to demonstrate?MACC.K.G.2.4 Analyze and compare three-dimensional shapes to describe similarities and differences (e.g, number of sides, vertices, faces, and other attributes)Common Core: Standards of Mathematical Practice1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively. *3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools.6. attend to precision.7. Look for and make use of structure. *8. Look for and express regularity in repeated reasoning. *ASSESSMENT “Begin with the End in Mind”How will you know whether your students have made progress toward the objective? How and when will you assess mastery? SUMMATIVE (OF LEARNING)Topic 16 AssessmentFORMATIVE (FOR LEARNING): Topic 16 Assessment and Performance Task HIGHER ORDER QUESTIONS (3-5)What questions will be answered to provoke higher order thinking and include Moderate to High Cognitive Complexity Levels? What would the ideal student response be for each question?VOCABULARYEssential vocabulary that should be introduced and/or reviewed.What are the attributes of 3-dimensional shapes?Which solid figures can roll, stack or slide?square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, side, corner, angle, edge, face, above, below, beside, in front of, behind, next to, same, different, two-dimensional, three-dimensionalLESSON CYCLE REINFORCEMENTMATERIALS/TOOLSWhich tools will be available for students? What materials need to be available/prepared in advance of instruction?CHARTSWhat charts will need to be prepared in advance? What strategy charts will be produced during and after instruction?Shape cutouts needed for each student. I am going to use construction paper.EnVisions Mats 16-3 (Tuesday) 16-4 (Friday) Interactive Math JournalsRoll, Stack, Slide handouts, and 3D Shape SortPaperPencils 3D Shapes Comparison ChartCompare the attributes of 3D Shapes. INTRODUCTION Set the purpose of the lesson. Review the day’s CCSS/NGSSS and relevance (“why?” real world connection) of the concept/skill.State the day’s objective. Show how it is part of the larger CCSS/NGSSS.Introduce the Essential Question.Introduce important vocabulary using the word wall as an interactive learning tool. MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY1. Students will analyze and compare three-dimensional shapes to describe similarities and differences.2. How are these shapes alike and different?3. square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, side, corner, angle, edge, face, above, below, beside, in front of, behind, next to, same, different, two-dimensional, three-dimensional1. Students will analyze and compare three-dimensional shapes to describe similarities and differences.2. How are these shapes alike and different?3. square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, side, corner, angle, edge, face, above, below, beside, in front of, behind, next to, same, different, two-dimensional, three-dimensional1. Students will analyze and compare three-dimensional shapes to describe similarities and differences.2. How are these shapes alike and different?3. square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, side, corner, angle, edge, face, above, below, beside, in front of, behind, next to, same, different, two-dimensional, three-dimensional1. Students will analyze and compare three-dimensional shapes to describe similarities and differences.2. How are these shapes alike and different?3. square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, side, corner, angle, edge, face, above, below, beside, in front of, behind, next to, same, different, two-dimensional, three-dimensional1. Students will analyze and compare three-dimensional shapes to describe similarities and differences.2. How are these shapes alike and different?3. square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, side, corner, angle, edge, face, above, below, beside, in front of, behind, next to, same, different, two-dimensional, three-dimensionalMODELING “I DO” Explicitly model the process students are expected to use during shared practice, guided practice and eventually during independent work.Conduct a think aloud to model the problem solving process (use engineering design process below).60071058420ASK What is the problem asking? What is the question(s) inherent in the task? IMAGINE What are the possible strategies for solving? What reasonable estimate can we make? What form will the answer take?PLAN Select the most efficient strategy.CREATE Solve using the selected strategy.IMPROVE Self-check/self-assess/revise. Does the answer come close to estimate? Does it make sense? Was the strategy the most efficient for this task?f00ASK What is the problem asking? What is the question(s) inherent in the task? IMAGINE What are the possible strategies for solving? What reasonable estimate can we make? What form will the answer take?PLAN Select the most efficient strategy.CREATE Solve using the selected strategy.IMPROVE Self-check/self-assess/revise. Does the answer come close to estimate? Does it make sense? Was the strategy the most efficient for this task?fModel the use of tools and/or mathematical representations/models.Tasks/Problems for Modeling:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYShow Math Monsters 3D Shapes Video- 7 minsReview 3D Shapes Poster. Discuss the attributes (faces, edges, vertices, etc..) of the cylinder, cone, cube, and sphere. Have students compare two of the 3D Shapes telling what is the same and different about them. Introducing Making Clay Shapes- Unit 5 Session 3.4Today you are going to be use clay to make 3-D shapes, like the ones on our poster and in our shape sets.Watch: 3D shape songConnect: Ask students to name real-life objects that are three-dimensional and have flat sides. If possible, provide some of these objects for students to check their answers.Use common objects to demonstrate how to roll, stack, and slide. For example: These marbles roll, but I can’t place them on top of each other. I cannot stack them. I can slide this cup; I can also roll it if I put it on its side. Show students how you can -slide objects with a flat surface ( cone, cylinder, and cube)-roll objects with a curved surface (cone, cylinder, and sphere)-stack objects with 1 or more than 1 flat surface (cone, cube, and cylinder)Pose the ProblemTeacher: Lin wants to build a tower with solid figures. Which solid figures can she use? Have children try to build a tower using solid figures then share their ideas. Listen to 3D Shapes Riddle Song and have students guess the shape that is described using it’s attributes. students compare a cone and a cylinder. Document what they have the same and different on a chart paper.Tell students that they are going to work with a partner to investigate if a cube, cylinder, cone, and sphere can roll, slide, and stack. Display the sheet that students will use to document their investigation. Explain that each pair will have to document their findings on their own paper but they will be working together. Provide each pair with a cube, cylinder, cone, and sphere (real objects can be used if geo blocks are not available)Watch: 3D shape songReview Cone and Cylinder Comparison chart from the previous day. Note the similarities and differences.Have students take a few minutes to review the investigation from the previous. Allow partners to get together and look over their findings. Watch: 3D shape songAsk students to name real-life objects that are shaped like a sphere, cube, cone, and cylinder. Review the objects that can stack, roll, and/or slide by holding up each item. Use common objects to demonstrate how to roll, stack, and slide. For example: These marbles roll, but I can’t place them on top of each other. I cannot stack them. I can slide this cup; I can also roll it if I put it on its side. Give Quick Check Assessment Prior to Lesson.Pose the ProblemTeacher: Lin wants to build the building shown on the workmat with solid figures. Which solid figures can she use? Have students share their ideas about which solid figures can be used before modeling the solution.Show students the cylinder from the set of geometric solids.You had lots of ideas about things that are shapes like a cylinder- paper towel rolls, cans, chalk, and pencil holder. Suppose we wanted to use this clay to make a cylinder. Who has an idea how we could do that?ModelDisplay the solid figures and discus the attributes of each. I can roll the cylinder on its curved surface. What other solids do you think will roll? (Sphere, cone) Demonstrate by rolling the sphere and cone. Direct children to color the figures that roll in the first box on the student page. When I stack, I can put one figure on top of another. Demonstrate with 2 cubes. These cubes can stack. They have 1 or more flat surface. Does the cylinder stack on its curved surface? (No.) The cylinder only stacks on its flat surface. Can you stack 2 cones? (no.) Have children color the solids that stack in the box. I can slide solid figures that have a flat surface. Demonstrate. Have children color the solid figures that can slide in the third box.Students may want to use whiteboards to help test the 3D Shapes. Model how to use the white board to make a ramp etc. Do not provide too many directions on how to test the objects. This investigation should be student driven instead of teacher led. Have students come back together to discuss the investigation whole group. Create a chart titled Roll, Slide, Stack. List the 3D shapes down the side and Roll, Slide, and Stack across the top rows (see example).Facilitate a discussion about each shape. Have students justify their findings using accountable talk. The sphere does not stack because it does not have a flat surface etc..Document the findings for each 3D shape on the chart. ModelTo build a building, I can stack several solid figures on top of one another. Demonstrate by stacking at least 3 solid figures. Which solid figures roll? (Sphere, cone, cylinder) Can any of those solid figures stack? (Yes, the cylinder and the cone.) Why is the cone at the top of the building on the left of the workmat? (It only as 1 flat surface.) Can a cylinder be at the bottom of your building? (yes.) Why? (It has 2 flat surfaces.) Demonstrate by stacking the cone on top of the cylinder to build the structure on the left of the workmat. Can a cube stack? (yes.) why? (It has 6 flat surfaces.) Look at the building that is just beginning on the right of the workmat. Do you see the edges of the cube? We can use our clay and craft sticks to make the shapes we see. What shape should we make first? (A square) Model beginning the shape by making a square. Make another square. Model joining the two squares with additional clay and craft sticks.Tasks/Problems for Guided Practice:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYAllow students to turn and talk about how they might make the cylinder using clay.Explain that each student will get a ball of clay and a newspaper to cover their desk. Students will use the clay to make 3-D shapes like the ones on the 3D-Shapesposter, or in the geometric solids. When they have finished, they roll their clay into a ball and return it to the airtight storage container. Whole class participation- Have students find classroom objects in the shape of a sphere, a cube, a cone, or a cylinder. Discuss and compare attributes of each object.Have students flip to the other side of the workmat. Walk the students through the Visual Learning Bridge at the top of the workmat or view it at Have students work in pairs to find out which shapes roll, stack or slide. Challenge the pairs to discover?the only shape that can do all three.Have students turn and talk about the answer the challenge question presented the previous day. Ask students which shape was able to do all three movements and why.Have students flip to the other side of the workmat. Walk the students through the Visual Learning Bridge at the top of the workmat or view it at Guide the students through problems 1-3 on their workmats. Problem 1-2 Circle the solids that were used to make the object. Problem 3- Have students circle the objects that would be made from the two solids.INDEPENDENT PRACTICE “YOU DO” Allow students the opportunity to independently practice what was learned throughout the lesson. Differentiate your instruction to reach the diversity of learners in your classroom:Pull small groups or individuals for more intensive support.Assign students independent work that is directly aligned with the “I Do”, “We Do” and “They Do” portions of the lesson.Provide above-level students with extended practice through the use of higher level activities.MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYStudents who need extra support will…Students who are working on level and independently will…Students who need to be challenged or finish early will…A) With assistance from the teacher students will create 3D shapes using clay.B) Have students create 3D shapes using clay and discuss the attributes.C) Student can add labels and writing to their work.Interactive Journal- Have students complete 3D shape sort.A) With assistance from the teacher students will complete the student workmatB) Have students complete the student workmatC) Student can add labels and writing to their work.Interactive Journal- Have students draw objects that can roll.A) With assistance from the teacher students will complete the Roll, Slide, Stack handout.B) Have students complete the Roll, Slide, Stack handout.C) Student can add labels and writing to their work.Interactive Journal- Have students draw objects that can slide.A) With assistance from the teacher students will complete the Roll, Slide & Stack – Coloring handout.B) Have students will complete the Roll, Slide & Stack – Coloring handout.C) Student can add labels and writing to their work.Interactive Journal- Have students draw objects that can stack.A) With assistance from the teacher students will complete the student workmatB) Have students complete the student workmatC) Student can add labels and writing to their work.Interactive Journal- Have students complete Building Shapes and place in journal.HOME-LEARNING How will students practice what they learned? How will opportunities be provided for students to maintain mastery of previously mastered skills/concepts?MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYStudents describe the shape of objects in the real world.Students describe the shape of objects in the real world.Students describe the shape of objects in the real world.Students describe the shape of objects in the real world.Students describe the shape of objects in the real world.FRIDAY ................
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