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Lesson Plan

Mathematics Governor’s Institute 2006

(Download as Microsoft Word Documents or Images: Instructional Plan, Activity Sheet, Chart, Graph 1, Graph 2, Graph 3)

Names of group members: Beatrice Eckerty, Debra Printz, Donna Wurtzel

Topic/Theme: Geometry/Measurement - Review

Level: Primary

Time Element: 2- 50 minute classes

PA Math Standards Addressed: 2.3 Measurement and Estimation

2.3.3. A – Compare measurable characteristics of different objects on the same dimensions (e.g. time, temperature, area, length, weight, capacity, perimeter).

2.3.3. B – Determine the measurement of objects with nonstandard and standard units (e.g., US customary and Metric).

2.3.3. F. – Use concrete objects to determine area and perimeter.

2.3.3 G. – Estimate and verify measurements.

2.9 Geometry

2.9.3. A – Name and label geometric shapes in two and three dimensions

2.9.3. B – Build geometric shapes using concrete objects

(e.g., manipulatives )

2.9.3. C – Draw two- and three dimensional geometric shapes and construct rectangles, squares and triangles on graph paper satisfying specific criteria.

2.9.3. F. – Identify symmetry in nature.

Math Assessment Anchors Addressed:

M 3. B. 1. 2 – Use the attributes of length, area, volume and weight of objects.

M 3 B. 2. 1 – Determine the measurement of objects with non-standard and standard units.

M 3 C. 1. 1 .1 – Name/identify describe geometric unit shapes in two dimensions (Circle, square, rectangle, triangle, pentagon, hexagon, octagon)

M 3 C. 3 – Locate points or describe relationships using the coordinate plane.

Objectives: review of drawing line segments to connect points; identifying/naming geometrical shapes; determining perimeter of geometrical shape; finding volume of geometrical shape.

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc): auditory – verbal instruction, visual – manipulatives, position near front of class, tactile – manipulatives

Procedure:

Day 1:

Divide class into small groups.
Teacher to assign team jobs (i.e., team leader, materials handler, etc.).
Connect “perimeter” concept to prior knowledge. (i.e., ask students if they ever walked around the outside of a pool, that is called a perimeter.)
Connect “volume” concept to prior knowledge. (i.e. ask students if they ever filled up a baby pool or a bath tub. The amount of water it takes to fill up a pool or tub is called volume.)
Discuss lesson objectives and introduce Polly’s Pool Project.
Pass out grid paper, activity sheet, rulers, blocks and paper.
Read aloud Polly’s Pool Project.
Group works cooperatively to figure out how to draw line segments, identify geometric shapes, find perimeter, line(s) of symmetry and find volume.
Enrichment includes creating individual geometric shaped pools, identifying any lines of symmetry, and measuring perimeter and volume.

Day 2:

Finish previous day’s activities.
To conclude activity, groups combine, compare and contrast data to create classroom chart.

Materials/Resources: grid paper, rulers, pencils, cubes, teacher created worksheets

Interdisciplinary Connections:

· Reading/Language Arts – following written and oral directions

· Science – gathering and organizing data

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson): observation, activity sheets.

· Summative Evaluation (How will it be determined that the objectives were achieved?): student response, identification of geometric shapes, measurement, chart.

Correctives/Remediation: number lines, word banks, (volume) repeated practice with various geometrical shapes.

Extensions/Enrichment: Plot coordinates to design your own geometrical pool shapes. Then find perimeter and volume.

Special Accommodations (special needs students)

· Description of the Special Needs student selected: ADHD

· Accommodations to use with this student: Assigned to be material handler of group, additional jobs include the group clarifier (repeats directions to whole group.) Provide word bank of geometric shapes to complete activity (if needed).

Key Words: Geometry, Measurement, Perimeter, Volume, Symmetry

POLLY Penguin’s

POOL PROJECT

Polly Penguin wants to plan a pool party for her penguin pals, but she has a problem. She doesn’t know what shape or size her pool is going to be. Help Polly find the shape of her pool.

1. Use your ruler to connect the dots A. B. C, etc. to make line segments.

2. What shape is Polly’s Pool? ______________________________________

3. Find the perimeter of Polly’s Pool. ______________________________

4. Is Polly’s Pool symmetrical? __________________ If you answered yes, draw the line(s) of symmetry.

Polly wants to invite her penguin pals for a swim in her new pool. It is a very hot day, so Polly decides to cover the bottom of her pool with ice cubes!

5. Use the 1 inch cubes to cover the bottom of Polly’s pool to find its volume. How many cubes will Polly need to use? ________________

6. Use more blocks to make Polly’s Pool two cubes deep. Now what is the volume of Polly’s Pool? _______________________________

7. Make Polly’s Pool three cubes deep? What is it’s volume? _________________________

8. CHALLENGE: Use your answers from questions 5, 6, and 7. Find a pattern that will help you predict what the volume of the pool will be if Polly’s Pool is four cubes deep. Write your answer on the line below.

____________________________________________________________

Polly penguin’s pool project

Which pool should polly pick? ______________________________________________

Home Forums Grades Pre K-2 Grades 3-5 Grades 6-8 Grades 9-12

Geometric

Shape

Line(s) of

Symmetry

Volume

1 cube

Volume

2 cubes

Volume

3 cubes

Volume

4 cubes