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Instructional Plan Template

Mathematics Governor’s Institute 2006

(Download as Microsoft Word Documents: Instructional Plan, Attachment 1, Attachment 2, Attachment 3, Attachment 4, Attachment 5, Attachment 6, Attachment 7, Attachment 8)

Names of group members: Pat Kelly, Marilyn Johnson, Twanna Mae Hall, Mary Beth Eyet

Topic/Theme: Geometry: Plane Shapes with Attribute Blocks and Venn Diagrams

Level: Grades 2-3

Time Element: 50 minute activity (with ideas for introduction and follow-up activities)

NCTM Standards Addressed:

Pre-K – 2 Geometry Expectations:

Recognize, name, build, draw, compare, and sort two- and three-dimensional shapes
Describe attributes and parts of two- and three-dimensional shapes

Grades 3-5 Geometry Expectations:

Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes
Classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids

Pre-K – 2 and Grades 3-5 Reasoning and Proof Expectations:

· Make and investigate mathematical conjectures

PA Math Standards Addressed:

2.4.3.A – Make, check, and verify predictions about the quantity, size, and shape of objects and groups of objects

2.9.3.A – Name and label geometric shapes in two and three dimensions (e.g., circle/sphere, square/cube, triangle/pyramid, rectangle/prism).

Math Assessment Anchors Addressed:

M3C 1.1.1 – Name/identify/describe geometric shapes in two dimensions (circle, square, rectangle, triangle, pentagon, hexagon, octagon).

Reading Assessment Anchors Addressed:

1.1.3.F - Understand the meaning of and use correctly new vocabulary learned in various subject areas.

Objectives:

The student will use appropriate attribute words to describe shapes.
Given four attribute words, the student will select the block described.
The student will use a Venn diagram to sort plane shapes according to specified attributes.
The student will apply logic to predict the attribute words that pertain to specific collections of shapes.

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

Day #1 Activities – Introduction, Attribute Block Train

Introduce and familiarize students with Attribute blocks and the necessary attribute words.

Procedure:

Use large word cards on the math word wall to introduce the attribute blocks and corresponding words. (These are found in Attachment #6.)
Teacher will demonstrate how to identify a block with only four attribute words. Teacher will continue to model, leaving out one or more of the four words to see if students can supply the missing attribute(s.) Provide practice time for students to use the four words to identify a given block.
Also, do the opposite by giving the four attribute words and asking the students to identify the corresponding block.
Tell the students we will be making an Attribute Block Train. The rule is that every block on the train must differ from the block before it by only one attribute. The teacher will model this by selecting the first block and then choosing a block following the rule. As the teacher chooses the block to place on the train, she will identify it using the 4 words that describe it. As the teacher places the block, she tells the one attribute being changed. Play continues until all students have had a turn to add a block. Please see Attachment #1, page 3 for a visual example.
Sing “Freight Train Song” to reinforce the concepts and vocabulary. (See Attachment #5.)

Day #2 Activities- Geometry, Name That Color! (See attachment #1)

A follow up worksheet would be distributed to practice information taught the previous day. Before the worksheet is handed out to the students, the teacher would review all of the shapes that have been introduced along with the attribute words and any related vocabulary. After the review, the worksheet would be handed out and the teacher would go over the directions for completing the worksheet.

For an adaptation to this lesson for students having difficulty, students would be allowed to complete the activity in pairs.

(Please find the 2 worksheets along with the answer key in Attachment #1)

Day #3 Activities – The Gatekeeper Game

Before the game:

1. Place tablecloth on the floor with 2 Venn circles in the center, and spread one set of attribute blocks around the edge of the tablecloth. (See Attachment #7 for an example.)

2. Ask students to sit around and just outside the edge of the tablecloth with all students in the front row.

3. Review attribute words/blocks used the previous day by holding up one block at a time and asking students to use the 4 attribute words that describe each block. Students may refer to the math word wall for help. Also review by giving 4 attribute words and asking students to find the one block that is described by these 4 words.

4. Discuss previous knowledge of Venn diagrams. When and how have students used Venn diagrams in Social Studies, Reading, etc.?

5. Tell the students that Venn diagrams can be used in math to sort Attribute blocks. Place one attribute word card in each circle, face up (e.g. “thick” and “blue.”) Tell students we will use the Venn to sort the attribute blocks.

6. Model what you will have the students do next. Pick up any block. Hold it up. Ask yourself, “Is it thick? If it is, it will go in this circle marked thick.” Then ask yourself, “Is it blue? If it is, it will go in this circle marked blue.” If it is both thick and blue, ask the students if they know where you would place it. They will probably indicate the “middle.” Tell them this part of the diagram is called the intersection. Discuss other kinds of intersections they may know. Also ask students what to do if the block is neither thick nor blue. This should be placed just outside the Venn diagram.

7. Model with another block by asking the same two questions.

8. Have several students model to the rest of the class.

9. Ask each student to pick up one block, silently ask the 2 questions, place the block where she thinks it belongs, and sit back.

10. Ask students to look at the blocks in the Venn and check to see if blocks are placed correctly. The rule is you may not move some else’s block without first discussing it. Make any corrections necessary. Get the permission of the group as a whole instead of singling out the individual student who made the error.

11. Repeat # 9 and # 10 until all the blocks have been placed on the diagram.

The Gatekeeper Game

1. Tell students that they will be playing a silent game with the blocks and the Venn diagram and that for the game, the two attribute word cards will be face-down. Select two students to be “Gatekeepers.” Explain that each gatekeeper is in charge of one circle. The gatekeeper should be seated near his/her circle. Only the gatekeeper will know what the attribute word card says. If you want to know if you can place your block in the circle, you must first get the permission of the gatekeeper by asking, “May I put this in your circle?”

2. Take the 2 gatekeepers to another part of the room where they can select their attribute words. Make sure they understand that they must say “yes” if the block has their attribute and “no” if it does not. The gatekeeper may have a copy of the word in case he forgets, making sure no one sees it.

3. Place the cards face down in the Venn making sure the students don’t see the words.

4. Choose one student to begin. On a turn, a student selects a block, holds it up, and asks one gatekeeper at a time, “May I put this in your circle?” The student places his block based on the answers of the gatekeepers. Proceed around the circle, skipping the gatekeepers. This is a silent game, meaning students may not make their guesses out loud or say “I know what it says.” Talking will interfere with everyone else’s hearing the yes or no answers of the gatekeepers.

5. After a few students have had a turn, you can encourage students who think they know what it might say to test their prediction by selecting a particular block that will test their theory when it’s their turn. If the block they need is on the other side of the tablecloth, this is a good opportunity to use the 4 attribute words by asking those students on the other side to please pass the “small, red, thin triangle.”

6. Continue around the circle at least twice before allowing students to guess the words. The gatekeeper gets to select a student who thinks they know the word.

7. Choose 2 new gatekeepers who will select new words and play again.

8. Follow the same procedure for a triple Venn using three gatekeepers.

Questions to ask after a game:

What words can describe the set of blocks in the intersection?

What words describe all the blocks outside the Venn diagram?

Why are there no blocks in this intersection?

Are there any blocks we didn’t use yet that would belong here? Why or why not?

Materials/Resources:

Large open floor area

Large tablecloth or shower curtain

2 or 3 circles for Venn diagram (or diagram can be drawn on the tablecloth with permanent marker) (See Attachment #7 for an example.)

One set of Attribute Blocks (demonstration size)

One set of “Attribute Words for Venns, plane only” cards – see Attachment #2 (copy on a color dark enough that students can’t see through)

Words for math “word wall” (see Attachment #6)

Venn diagram

Attributes

3 Colors: Red, Blue, Yellow (adaptation: use colored chalk or

markers the appropriate color)

2 Sizes: Large, Small

2 Thicknesses: Thick, Thin

Intersection

5 Shapes: Circle, Square, Rectangle, Triangle, Hexagon

(adaptation: print the shape words on a piece of paper cut into

the appropriate shape)

Interdisciplinary Connections:

· Reading

The use of math vocabulary words (spoken) and the math word wall (written).

· Technology http://nlvm.usu.edu/en/nav/frames_asid_270_g_1_t_3.html?open=instructions

· Other N/A

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson):

Teacher observation/notes during the activity on the following:

ü Can the student use the appropriate vocabulary to describe a block or a set of blocks on the Venn diagram?

ü Can the student place a block in the correct location on the Venn diagram, given the attribute words?

ü Can the student place the block in the correct location on the Venn diagram given yes/no answers from the “gatekeeper?”

ü Can the student correctly identify the attribute word that describes a given set of blocks on the Venn diagram?

· Summative Evaluation (How will it be determined that the objectives were achieved):

Students will complete an individual worksheet/work mat (See Attachment #4 for work mat and completed example) on which they will place a series of attribute blocks in a pattern which indicates only one attribute change between adjacent blocks. (Another option is to have the student draw and color the blocks on a worksheet.)

The scoring that will be used to assess each student’s performance is as follows:

Advanced: 0 - 2 errors

Proficient: 3 - 4 errors

Basic: 5 - 7 errors

Below Basic: 8 or more errors

Correctives/Remediation:

1. Keep in mind students who could have color-blindness.

2. When a student places a block in the wrong location on the Venn diagram:

Repeat the attribute word as you indicate each circle with hand motions.

Repeat answers of the “gatekeepers” while indicating each circle with hand motions.

3. When a student incorrectly identifies the attribute word:

With hand motions ask “What’s the same about all of the blocks in this circle?” or “Are all the blocks in this circle large? (blue?, thick?, etc.)

4. It may be necessary to review shape names and characteristics by referring to shape words on the word wall or other resources.

5. In the activity: “Name That Color” Students would be permitted to work with a buddy.

Extensions/Enrichment:

· Use a triple Venn diagram. (SeeAttachment #8 for an example.)

· Add new attribute words such as “quadrilaterals,” or “polygons.”

· Use both solid and plane shapes using another set of attribute word cards (attached). For this activity, spray-paint some wooden solids yellow, red and blue. Word cards for this version are in Attachment #3.

Special Accommodations (special needs students)

· Description of the Special Needs student selected:

The student is color blind. He works well in cooperative groups for most activities. He enjoys learning in the classroom and only shows evidence of his disability in activities such as the ones described in this lesson plan.

· Accommodations to use with this student:

For a color-blind student, the word of the color could be printed on each shape so that the student would be able to correctly identify the attributes in each activity.

#1 GEOMETRY

NAME THAT COLOR!

Directions: Someone has taken out all the color in the shapes! The pattern below must be fixed. Predict the color of each shape. Color each shape so that there is only one attribute change in the next shape.

Attributes are: Color, Size and Shape.

Example:

· If the shape stays the same, the color must change:

· If the shape changes, the color stays the same:

***Remember, the only attribute you must predict is the color of the next

Shape.

GEOMETRY

NAME THAT COLOR!

Attributes are: Color, Size and Shape.

Example:

· If the shape stays the same, the color must change:

· If the shape changes, the color stays the same:

***Remember, the only attribute you must predict is the color of the next

Shape.

ANSWER KEY

GEOMETRY

NAME THAT COLOR!

Attributes are: Color, Size and Shape.

Example:

· If the shape stays the same, the color must change:

· If the shape changes, the color stays the same:

***Remember, the only attribute you must predict is the color of the next

Shape.

red

blue

yellow

rectangle

thick

thin

has a

right angle

has 4

sides

not

red

not

yellow

not

blue

large

small

hexagon

triangle

circle

square

Attachment #2

Attribute Words for

Venn Lesson

(Plane Shapes)

polygon

parallelogram

quadrilateral

solid

plane

yellow

something

rectangular

something

triangular

something

curved

has a

right angle

something

hexagonal

not

red

not

yellow

not

blue

solids

with

faces

solids

without

faces

red

blue

Attachment #3

Attribute Words for

Solid / Plane

with Venns

something

square

GEOMETRY GAME BOARD ASSESSMENT

START

#5 Freight Train Song

Freight train, freight train, going so fast,

Please don’t tell the train I’m on

So they won’t know what I’ve found.

Large red square, look at me.

I can be next to a small red square,

Or a large one that is yellow or blue.

Note: Change the words in verse 2 to reflect the attributes of the block you’re using.

#6

red

blue

yellow

large

small

square

circle

hexagon

rectangle

triangle

Venn Diagram

intersection

thick

thin

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