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5 Day Geometric Unit

Heather Dixon

EDUC 338

August 12th, 2010

Unit Description:

Subject: Math

Grade Level: 3rd

Unit Topic/Title: Geometric Shapes

Time Block: 5 45- 1 hour and 25 minute lessons each day

Unit Objectives/Outcomes and Standards: The students will:

1. Understand and use math vocabulary when dealing with shapes.

2. Identify and describe combinations of geometric shapes.

3. Demonstrate their knowledge of mathematical relationships.

4. Investigate, describe, and reason about subdividing, combining, and transforming shapes.

5. Understand the history of different cultures use of shapes.

6. Demonstrate the knowledge of patterns.

Goals: The students will:

1. Make math connections and identify geometrical shapes.

2. Expand and apply their math vocabulary.

3. Demonstrate their ability to understand geometrical shapes.

4. Understand how fractions are connected with shapes.

5. Understand how shapes can relate to each other.

6. Understand how shapes are used in other cultures.

7. Demonstrate their ability to understand patterns and repetition.

Standards Information & Subject Integration:

Math:

1. The student uses geometric concepts and procedures to recognize and describe

geometric shapes. (3.2.1.K4)



3. The student uses numerical and computational concepts and procedures to

demonstrate fractions with concrete objects. (3.1.1.K2)


geometric figures. (3.3.1.K4)

5. The student will use algebraic concepts and procedures to develop patterns in a

drawing. (3.2.1.K1)

6. The student uses algebraic concepts and procedures to represent and show

mathematical relationships between two or more things. (3.2.4.K2)

7. The student uses geometric concepts and procedures investigate and recognize

how combined geometrics shapes can make a new shape. (3.3.1.K1)

8. The student uses geometric concepts and procedures to recognize geometric

shapes and investigates their properties with concrete objects. (3.3.1.K1)

Reading:

9. The student comprehends a text by establishing its purpose. (3.1.4.K13)

10. The student comprehends text and expands their sight-word vocabulary.

(3.1.3.K2)

History:

11. The student uses working knowledge and understanding of significant cultures to

describe different cultures folklore. (3.1.3. K3)

NCTM Process Standards addressed:

1. Problem Solving: The students will build new mathematical knowledge through

interaction and problem solving. Students will participate in activities, games,

technology, and creative art. Students will apply the appropriate strategies and will

demonstrate what they learned.

2. Reasoning and Proof: The students will learn to investigate and recognize their prior

knowledge to help them understand new knowledge through experience, as well as their

creativity and reasoning skills.

3. Communication: The students will organize their thinking and communicate it to others

through the creativity, written skills, verbal skills, and demonstrations.

4. Connections: The students will recognize and use their prior knowledge of shapes,

patterns, and fractions.

5. Representation: The students will get to use pattern blocks to help them visualize,

construct their own shapes, and final products as different representation for shapes,

patterns, and fractions.

Assessments: Students will be assessed both formally and informally based off participation,

completion of assignments, demonstrating knowledge, applying new and old skills, and

reflection on self evaluations. All of these must be done with 100% accuracy. The final

assessment consists of questions over the unit. The students are expected to get at least a 90% on

the test. The teacher will have rubrics for each assignment so the students know what is expected

of them.

Bulletin Board

Quadrilateral

Circle

Octagon

Hexagons

Triangle

Rectangle

Decagon

Pentagon Circle

The Greedy Triangle-Day 1

Grade Level: 3rd

Topic or Concept: Shapes

Subject: Math and Reading

Time to teach: 1 hour

Resources Needed:

The Greedy Triangle by Marilyn Burns

Geo boards

Rubber bands

Graph paper

Pencil

Standards:

Math: The student uses geometric concepts and procedures to recognize and describe


Reading: The student comprehends text and expands their sight-word vocabulary.

(3.1.3.K2)

Goal: The students will make math connections and identify all geometrical shapes.

Objective: The students will be able to demonstrate their ability to understand and identify all

geometrical shapes. (Triangle, quadrilateral, pentagon, hexagon, octagon, nonagon, and decagon)

Focus: Students will participate in an activity drawing on the Smart Board to help them focus

and get motivated for the lesson.

Safety Precautions: Instruct students to use caution when handling the rubber bands. Students

should not shoot the rubber bands at each other or stretch them too far that they snap.

Procedure:

Introduction: (20 minutes)

1. The class will have a discussion about different shapes and how many sides they contain

using the smart board. (triangle, quadrilateral, pentagon, hexagon, octagon, nonagon, and

decagon)

2. The teacher will ask identify a shape, tell how many sides it has, and will call on a

student to draw the shape on the smart board. If they don’t know they should guess using

the clues.

Guided Practice: (20 minutes)

3. After all the shapes are identified the teacher will give each student a geo board and

rubber bands.

4. Students will sit on the carpet in the middle of the room as the teacher reads aloud to the

students The Greedy Triangle.

5. The teacher will stop at the parts of the book where shapes are mentioned and the

students will use their geo boards to demonstrate the shape.

6. After checking the student’s geo boards the teacher will continue reading.

Closing: (15 minutes)

7. After the book the students will pair up.

8. The teacher will name a shape identified in the book and the students will draw and label

the shape.

9. After the teacher grades the assignment the students can have their graph paper back to

use to study the shapes.

Differentiated Instructions:

ESL- learners will become familiarized with the focused shapes. They will be

encouraged to explain the shapes that they are familiar with. Shapes will be posted on the

bulletin board for them to refer to.

LD- learners will be encouraged to work with their classmates to help them identify the

shapes. Shapes will be posted on the bulletin board for them to refer to.

ADHD- learners will be allowed to stand up if needed. These students can help pass out

the geo boards and graph paper.

Assessment: Students will be assessed based off their ability to correctly identify all 7 shapes on

their graph paper.

Reflection over Lesson: What worked? Do I need to re teach? What did I learn from the

students? Did all students understand?

Howard’s Multiple Intelligence:

X Verbal/Linguistic, X Mathematical/Logical, X Visual/Spatial, Musical/ Rhythmical,

X Interpersonal, X Intrapersonal, Naturalist, X Bodily/Kinesthetic

Bloom’s Taxonomy:

Creating, X Evaluating, X Analyzing, X Applying, X Understanding, X Remembering

Polygon Quilt- Day 2

Grade Level: 3rd

Topic or Concept: Shapes

Subject: Math and Art

Time to teach: 45 minutes

Resources Needed:

Playing Grid (attached)

Crayons

Pencil

Standards:



Math: The student uses geometric concepts and procedures investigate and recognize


Goal: The students will attempt to earn more points than their opponent by identifying shapes

(square: 1 point, triangle: 2 points, rectangle: 3 points, and parallelogram: 4 points) that are

worth more on their playing grid.

Objective: The students will be able to investigate, describe, and reason about subdividing,

combining, and transforming shapes by creating a colorful quilt of shapes with 100% accuracy.

Focus: The students will participate in a name game using the Smart Board prior to the lesson to

help them focus and get motivated.

Safety Precautions: The teacher will turn on music and instruct the students that the classroom

volume should not be louder then the music.

Procedure:


1. The class will have a discussion about how to find shapes within shapes using the smart

board.

2. The teacher will name off a shape and call a student up to the smart board to identify and

draw different ways that the shape can be identified within the polygon. (Square,

triangle, rectangle, parallelogram)


3. After all the shapes are identified the teacher will pair the students up.

4. Students will receive a playing grid and 2 crayons.

5. The teacher will explain to the students the object of the game and post what each shape

is worth in points. The object of the game is to create a square, triangle, rectangle, or

parallelogram by coloring in 4 small triangles. (Square: 1 point, triangle: 2 points,

rectangle: 3 points, parallelogram: 4 points)

6. Students will take turns.

7. The first player will color in any small triangle on the grid and the second player will do

the same.

8. Players then alternate turns coloring in small triangles anywhere on the grid.


9. After all the triangles are colored the students will add up their points.

10. Points will be awarded for each shape made up of 4 triangles.

11. Students will label each shape they colored on the grid with a pencil.

12. The students will discuss their scores to their classmates to determine who had the most

points out of the entire class.


ESL- learners will review the focused shapes. Shapes will be posted on the bulletin board

for them to refer to.

LD- learners will be encouraged to work with their classmates to help them identify the

shapes. Shapes will be posted on the bulletin board for them to refer to.

ADHD- learners will be allowed to stand up if needed. These students can help pass out

the playing grid and crayons.

Assessment: Students will be assessed based off their ability to correctly identify shapes they

colored on their playing grid with 100% accuracy.


students? Did all students understand? Are all the students ready to move on?


X Verbal/Linguistic, X Mathematical/Logical, X Visual/Spatial, X Musical/ Rhythmical,

X Interpersonal, Intrapersonal, Naturalist, Bodily/Kinesthetic

Bloom’s Taxonomy:

X Creating, X Evaluating, X Analyzing, X Applying, X Understanding, X Remembering

Fractions within Shapes- Day 3

Grade Level: 3rd

Topic or Concept: Shapes/ Fractions

Subject: Math

Time to teach: 1 hour and 25 minutes

Resources Needed:

Shape blocks

Computer-internet

Standards:

Math: The student uses numerical and computational concepts and procedures to

demonstrate fractions with concrete objects. (3.1.1.K2)



Goal: Students will understand how fractions are connected with shapes.

Objective: The students will be use concrete objects and the internet to demonstrate their ability

to investigate, describe, and reason about subdividing, combining, and transforming shapes with

100% accuracy.

Focus: The students will participate in a guessing game prior to the lesson to help them focus

and get motivated.

Safety Precautions: Students need to be instructed not to place any of the shape blocks in their

mouth.

Procedure:


1. Students will sit on the carpet and the teacher will ask if they have any questions about

shapes.

2. The teacher will call on a student to describe a shape. Clues can consist of real object that

have it and how many lines it has.

3. The student will choose a classmate to guess. If the student is correct they will get to give

clues on a shape.

Guided Practice: (1 hour-30 minutes in each center)

4. After 15 minutes of the discussion the teacher will separate the students into two centers.

5. The first center will stay on the carpet with the teacher and the second group will partner

up and go to the computers.

6. The students at the computers will play the game Fractone or Fraction Splat located on

the website http://www.coolmath-games.com/ to practice their fractions.

7. The teacher will pour out a bucket of pattern blocks.

8. The students in the group on the carpet will circle the pattern blocks.

9. The teacher will explain to the students that shapes can also represent fractions.

10. Ask students fraction questions with shapes and allow them to use the blocks to visualize

the answer.

11. The students will use the pattern blocks to show the fractions. (Example. How many

triangles would it take to fill a small square=1)


12. After each group has participated in each center the students will clean up and meet in the

middle of the carpet.

13. Students will complete a self evaluation

http://www.coolmath-games.com/


ESL- learners will review their fractions. They will be encouraged to explain what they

are familiar with.

LD- learners will be encouraged to work with their classmates to help them understand

the fraction. Teacher can assist if needed. Shapes will be posted on the bulletin board for

them to refer to.

ADHD- learners will be allowed to stand up if needed.

Assessment: Students will be assessed based off their 100% completion of their self evaluation.





X Interpersonal, X Intrapersonal, Naturalist, Bodily/Kinesthetic

Bloom’s Taxonomy:


Tangram Monsters- Day 4

Grade Level: 3rd

Topic or Concept: Shapes/History of a Chinese Culture

Subject: Math/Reading/Writing/History/Art

Time to teach: 1 hour and 25 minutes.

Resources Needed:

Three Pigs, One Wolf, Seven Magic Shapes by Grace Maccarone

Computer-Internet-Video

Blank paper

Scissors

Pencil

Crayons

Glue

Standards:


geometric figures. (3.3.1.K4)

Math: The student uses algebraic concepts and procedures to represent and show

mathematical relationships between two or more things. (3.2.4.K2)



Math: The student uses geometric concepts and procedures to recognize geometric

shapes and investigates their properties with concrete objects. (3.3.1.K1)

Reading: The student comprehends a text by establishing its purpose. (3.1.4.K13)

History: The student uses working knowledge and understanding of significant cultures

to describe different cultures folklore. (3.1.3. K3)

Goal: Students will understand how shapes are used in the Chinese culture.

Objective: The students will understand the history of Tangrams through comprehension of text

and by demonstrating their knowledge of geometric shapes and Tangrams with 100% accuracy.

Focus: The students will use pattern blocks to help them focus during the introduction and

during the guided practice they will watch and follow a video with hands on practice.

Safety Precautions: Students need to be instructed to be careful while using the scissors.

Procedure:


1. Students will sit on the carpet

2. The teacher will pair students up and give each pair pattern blocks to share. (2 large

triangles, 1 medium size triangle, 2 small triangles, a small square, and a small

parallelogram)

3. The teacher will read the book Three Pigs, One Wolf, and Seven Magic Shapes aloud to

the students as they follow creating the objects throughout the book with their pattern

blocks..

4. After the book the class will put away their pattern blocks and will have a discussion

about the history of Tangrams.


5. The teacher will collect the pattern blocks and will give each student a piece of paper and

scissors.

6. The class will watch and follow the video link

http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/7_Tangrams/ on the

smart board to learn how to construct their own Tangram pieces and how they can be

used to create objects. (the teacher will check to make sure students are understanding)


http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/7_Tangrams/

7. After the video each students will go to their desks and use the shapes they made to

create their own Tangram monster using all 7 pieces.

8. Students will color each shape and glue them on their paper to create the monster.

9. Students will create a background to help describe their monsters environments.

10. Students will write a paragraph describing their monsters in detail. (where they live, what

they eat, do they fly, ect)


ESL- learners will be encouraged to use their pattern black to help them visualize and

arrange the objects. Shapes will be posted on the bulletin board for them to refer to.

LD- learners will be encouraged to work with their classmates to help them understand

how to arrange the shapes. Teacher can assist if needed. Shapes will be posted on the

bulletin board for them to refer to.

ADHD- learners will be allowed to stand up if needed and work at a desk.

Assessment: Students will be assessed based off ability to follow directions and complete the

assignment with 100% accuracy.





X Interpersonal, X Intrapersonal, Naturalist, Bodily/Kinesthetic

Bloom’s Taxonomy:


Tessellations Monsters- Day 5

Grade Level: 3rd

Topic or Concept: Tessellations/Patterns

Subject: Math and Art

Time to teach: 1 hour and 30 minutes.

Resources Needed:

Scissors

Paper

Small squares prepared prior to lesson (4x4 inches)

Crayons

Water Colors

Water

Paint Brushes

Standards:

Math: The student will use algebraic concepts and procedures to develop patterns in a

drawing. (3.2.1.K1)

Goal: The students will learn about patterns and repetition by creating a tessellation piece.

Objective: The students will demonstrate their knowledge of patterns to create their own unique tessellations piece with 100% accuracy.

Focus: To get motivated and focused for the lesson the class will have a discussion and

interaction to learn about identifying patterns.

Safety Precautions: Students should to be instructed to be careful while using the scissors and

not to make a mess with the water colors.

Procedure:


1. Students will sit on the carpet

2. The teacher will use objects in the classroom to create patterns and have the students

guess what the pattern is. (Students line up by height, color of clothing, pens and paper,

etc.)

3. The students will create patterns using objects in the classroom and have classmates

guess what the pattern is.


4. The teacher will pass out the scissors, small squares, and a piece of paper to the students.

5. The teacher will demonstrate while the students follow.

6. Using the small square the class will cut one side of the small square in a formation of

their choice.

7. The class will take the shape they created and place is on the piece of paper.

8. The class will repeatedly trace the shape onto the paper so they fit together as one. (like a

puzzle)


9. After the students finish tracing their shape to fill the whole page they will create a

pattern and trace each one with the correct color of crayon.

10. The students will use the water colors to paint the inside of each shape the designated

color of the tracing.

11. When the students have completed their Tessellation they will be given a multiple choice

test over the entire unit. (attached)


ESL- learners will be familiarized with patterns. They will be encouraged to demonstrate

a pattern during the discussion.

LD- learners will be encouraged to work with their classmates to help them understand.

Teacher can assist if needed.

ADHD- learners will be allowed to stand up if needed.

Assessment: Students will be assessed based off ability to follow directions and complete the

assignment with 100% accuracy.

They will also be assessed based off their percentage they receive on the 22 question test.

Students need to have at least a 90% accuracy on this final assessment.




Verbal/Linguistic, X Mathematical/Logical, X Visual/Spatial, Musical/ Rhythmical,

X Interpersonal, Intrapersonal, Naturalist, Bodily/Kinesthetic

Bloom’s Taxonomy:


Geometric Shapes Unit Assessment

Draw Lines from the shape to its correct name.

Hexagon

1.

Pentagon2.

3. Octagon

Nonagon

4.

5. Triangle

6. Quadrilateral

8. Decagon

Solve

9. How many are in ?






Based on these relations,

15. If = 1, =

16. If = 1, =

17. If = 1, =

18. If = 1, =

19. What is a Tanagram?

20. What culture does it originate from?

21. What 7 shapes are needed to complete a Tanagram?

22. What is a Tesselation?

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