1.
How can I plan my lessons using the Backwards Approach?<br />Identify the outcomes to be learned<br />SSK.2 Sort 3-D objects using a single attribute.<br />a) Sort a set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule.<br />b) Determine the difference between two pre-sorted sets by identifying the sorting rule used to sort each of them.<br />SSK.3 Build and describe 3-D objects.<br />a) Create a representation of a 3-D object using materials such as modeling clay and building blocks, and compare the representation to the original 3-D object.<br />b) Describe a 3-D object using words such as big, little, round, like a box, and like a can.<br />SS1.2 Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.<br />SS1.3 Replicate composite 2-D shapes and 3-D objects.<br />SS1.4 Compare 2-D shapes to parts of 3-D objects in the environment.<br />SS2.3 Describe, compare, and construct 3-D objects, including:<br />cubes<br />spheres<br />cones<br />cylinders<br />pyramids.<br />SS2.4 Describe, compare, and construct 2-D shapes, including:<br />triangles<br />squares<br />rectangles<br />circles.<br />SS2.5 Demonstrate understanding of the relationship between 2-D shapes and 3-D objects.<br />If you have time, read the geometry goals for PreK-2 in Principles and Standards (NCTM)<br />Do lots of sorting and classifying activities. See how shapes are alike and how they are different.<br />
Now that I have listed my outcome:
Determine how the learning will be observed<br />What will the children do to know that the learning has occurred?<br />What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?<br />What assessment tools will be the most suitable to provide evidence of student understanding?<br />How can I document the children’s learning?<br />Create your assessment tools before you create your lesson task.<br />For this lesson I want to evaluate LANUAGE. How does each individual student’s using geometrical properties? Usually students in early grade one, are working at the Level 0: Visualization Level- recognizes shapes how they look to Level 1: Analysis Level- classes of shapes rather than individual shapes- to consider shapes within a class (what makes a rectangle a rectangle)<br />Plan the learning environment and instruction<br />What learning opportunities and experiences should I provide to promote the learning outcomes?<br />What will the learning environment look like?<br />What strategies do children use to access prior knowledge and continually communicate and represent understanding?<br />What teaching strategies and resources will I use?<br />How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes) Look at your outcomes to see which of the processes you should be including.<br />Materials:<br />
Story Book ‘Geometry’- use the document camera to show page 4 lines and page 10 squares
Plan your lesson here: What lesson format will you use?<br /> BEFORE-DURING-AFTER? Math PODS? ETC.<br />Before: 2D Shapes<br />Gather the students in a circle where all students can see and have access to a variety of shapes. Have each student select a shape. Ask students to think about things they can say about their shape.<br />“I want you to think about your shape. Think of something interesting about your shape.” Turn and Talk<br />“Who would like to share first?”<br />Return all of the shapes into the middle and the teacher will select one shape.<br />Place this ‘target’ shape on a piece of colored background paper for all to see.<br />Each student is to find a shape that is like the target shape in some way.<br />“Find a shape in the middle that is like my (target) shape in some way. Be prepared to share with the group your thinking”<br />Turn and Talk and then Share time in full group.<br />During:<br />The task- Each group of students (groups of 3) will choose a target shape just as I had done earlier. “Decide as a group on one target shape. Your group must then find as many other shapes that are like the target shape. All of the shapes that they choose MUST be like their target shape in ONE way or one rule.<br />When I visit your group I want to see your collection of shapes that follow your rule. I will first try to guess your rule by looking at the shapes you have put together. If you are done, and I have checked your shapes and first rule, I will select a new target shape for you. When you have finished each collection, I want you to each draw a shape that fits your rule. Don’t forget to write your rule on the top of your recording sheet. Your group’ drawings will be alike in some way because they will fit your rule.<br />In any activity, the students should decide how to sort, not the teacher. This allows the students to do the activity based on their own understanding.<br /> My Shape Rule My Picture<br />Geometrical Properties<br />As I walk around, I will listen carefully to their mathematical language. Are they using proper math language to describe their shape’s attributes?<br />Key words to listen for:<br />Shapes with curved edges<br />Opposite sides going the same way- parallelograms<br />Three sided shapes- triangles<br />Four sided shapes- rectangles/ squares (all same sides)<br />Corners<br />Dent in or concave<br />After:<br />Use the document camera to display some of the student’s drawings (from one group) and see if the class can guess the rule for the collection of shapes.<br />Assess student learning and follow up<br />What conclusions can be made from assessment information?<br />How effective have instructional strategies been?<br />What are the next steps for instruction?<br />How will the gaps in the development of understanding be addressed?<br />How will the children extend their learning?<br />Follow up<br />Have students in groups of four reach in to touch and feel a shape. Have the student describe their shape using attributes. The group must then use the information to determine what shape their group member is describing.<br />There will be the same shapes in the container as there is out of the container?<br />There are attribute blocks in the container. There are the same attribute blocks outside of the container. Student A Touches and Talks Other students listen to his or her description of attributes and deducts which shape it is on the paper.<br />Journal <br />I see…<br />I think…<br />I remember when…<br />To begin day 2 we will start with a journal prompt. I will take a photo from Day 1 to use with the sentence starters found above. This journal will be evaluated based on proper use of “math language”. There will be a set of criteria that will be shared with the students.<br />OR<br />(Establish this vocabulary criteria with the students based on their language level established at the end of lesson 1. You may want students to use at least 5 words or phrases from the word wall. Circle the words on their journal that is used in a proper way to describe the attributes of the shape.)<br />*String Activity<br />Today we will begin constructing 2D squares, triangles and maybe even rectangles if we have time.<br />Give students exploration time using the geo boards.<br />Task #1 Review the properties of a rectangle, square and triangle. What makes a square a square, etc.?<br />Have students create a shape (Polygon)using the geo boards. Represent your shape on the dot paper. The dot paper is a photo copy of the actual geo board. I feel that this is easier for students to make the connection from the concrete to the representation. Students can choose one of their best squares to represent on the dot paper. Have some students on the virtual SMARt board. If there are PODs of computers they could also represent on the virtual geo boards.<br />Link:<br />http://nlvm.usu.edu/en/nav/frames_asid_172_g_2_t_3.html?open=activities&from=category_g_2_t_3.html<br />Task # 2 and 3 are similar except construct triangles and rectangles.<br /> Day 2: Let’s talk deeply about triangles and squares.<br /> Students will construct 2D squares and triangles on the geoboards and SMART board. They will record/represent on dot paper.<br /> <br />Day 3: Begin to look at 3D solids and their properties with a ‘What do you See?’ story.<br />Read this story with the students stopping after each page to answer “What do you see?”<br />Use to document camera to show the pictures larger to the class.<br />Students will construct their own 2D picture that will represent something that is 3D in their mind (what they see).<br />Use the story pattern to create a digital class book. This could be done by taking a PHOTO image with the use of the document camera and save on SMART notebook or you could take a digital photo of the paper representation as well a photo of the ‘real 3D solid’. To be clear, I mean you will tell your students that they have to think of a 3D object in the classroom environment, school environment or outdoor play ground environment. A digital photo will be taken of the ‘real 3D solid’ to be used in the story.<br /> Show the example that you have made CRAFT 2D picture and the 3D photo that links to the 2D shape.<br />From this lesson you can begin to look more deeply at the 2D shapes that are found on the 3D solids in our environment. What are the properties of these 3D solids? Experiment, sort and classify the 3D solids. See the bulletin board and the INVITATION TABLE to extend your lesson.<br />Journal Criteria:<br />Name:Comments:Describes shapes using proper math languageStates and explains sorting ruleMakes a connection of this problem to another problem that we have done or to selfDraws a 2D shape that fits the sorting rule<br />