Southwestern College-Educator Preparation Program Lesson Planning Template

See Unit and Lesson Planning Template with Explanations for directions to complete this template.

Lesson designer: Amy Campbell Subject area of lesson: Math

Standard(s) for this lessons objective(s): For math use CCSSDomain: Measurement and Data 1.MD Geometry 1.G

Course lesson designed for: EDUC 323 Intro to Exceptionalities Date: August 19, 2013 Grade level of lesson: 1 (First Grade)

Code:

Cluster: Represent and interpret data Reason with shapes and their attributes. Standard: 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. For ELA use CCSSStrand: Boxed Sub-heading: For all other subjects useStandard: Benchmark: Indicator: Code: Code:

Lesson title: Graphing Buttons as Shapes Objective (s): Students will Create a picture graph representing data Interpret the picture graph and know how many of each object Interpret the picture graph, answering questions such as how many more/how many less/how many in all Define the attributes of a triangle, circle, square and rectangle Draw a triangle, circle, square, and rectangle

Assessment: Students will correctly draw a triangle, circle, square and rectangle with their corresponding attributes in their math journal. They will discuss the attributes with their partners when sorting geometrically shaped buttons into groups (what makes the square a square, a triangle a triangle, etc.) The students will create a picture graph representing how many buttons they have and how many of each shape was in each group. The students will be able to answer mathematical questions such as how many more/in all/the least. The students will be able to tell me how they arrived at their answer (counting on, mental math, subtraction, etc.) Meeting the needs of various learners/accommodations: ESL learners will be asked shorter, more direct question (ex. How many sides in a square? Have them count them and touch the sides. How many corners? Count and touch the sides. Ask them if they understand; just because they dont ask you questions does not mean that they comprehend what you are teaching. Since they are drawing the shapes in the picture graph, there are visuals. I will pair this student with another student that is on-level or above-level that I know that can assist in this activity. There may also be a paraprofessional that can assist. For students with disabilities/below level learners, I will use larger buttons (1 inch buttons) that are easier to handle. This student will have a partner to work with for assistance. A computer can be used to generate the graph instead of drawing the pictures. I will modify the picture graph questions, not asking as many more than/less than questions. (Two of each.)

Above level learners have extended questions such as How many square, triangle, and rectangle buttons? How many more triangle, rectangle and square buttons than circle? How many fewer triangle and rectangle buttons than square circle buttons? I will have these students creating a new picture graph with the new data. Instructional Plan Indicate approximate time allocated for each component.

Opening: Tell the students that you are going to play a game and that you have a mystery item in the brown paper bag. Describe it to them but dont show it to them. (Its brown/silver, round/square, made of plastic/metal/wood, has two/four holes, it holds things together, etc.) Once they guess that its a button, show it to the students. Tell them that they are going to get to look at a lot of different types of buttons and discover their different attributes. They will then learn how to make a graph to show the information that they discovered about it. About 3 minutes Instruction: Have the students get out their personal dry-erase boards. Place a red, square button on the projector for all of the students to see. Have them look at it and ask them to define what shape it is. Have them to draw the shape and name it on their dryerase boards. They will hold this up for you to assess. (Good, I knew you would remember that!) Ask the students what makes it a square (it has four sides of equal length and it has four corners.) They will discuss this with their shoulder partners. Call on students to describe the attributes of the square. (Leave the square button on the projector and move it to the side.) As they describe the attributes, run your finger along the sides and point out the four corners. Have them record this in their journals. 5-7 minutes Draw the square on the SmartBoard and list the attributes that the students name. (Encourage the students to use the words equal and corners.) Ask the students if the color changes the shape or has any effect on what the shap e is. (They should answer no as they already know what the shapes are; they are only working on attributes. We are working on prior knowledge with this.) Proceed with another button (use the rectangle) and have them draw and write the name. (Again, we are working on prior knowledge of knowing the shapes and the names.) What makes the rectangle a rectangle? Why is it different from the square? (It has equal sides of one length and two equal sides of another length and four corners; a square has four corners but it has four equal sides.) Trace the sides with your finger and point out the corners on the button. Leave the rectangular button on the projector and place it under the square button. Have the students draw the rectangle in their journal and write the attributes with it. (You are

drawing each shape and listing the attributes for each one on the SmartBoard; the students are doing the same in their math journals.) Proceed with the circle (it has no sides and no corners), tracing the outside of the button with your finger, emphasizing that it has no sides or corners. Move the circular button under the rectangular button and move on to the triangle (a triangle is closed, has three sides, and three corners), tracing the outside of the button with your fingers, emphasizing the three sides, and pointing out the corners. Place the triangular button under the rectangular button. The buttons will be lined up vertically. 20 minutes Place the graph on the projector and explain to the students what a picture graph is. (A picture graph is a graph that shows data that is represented by pictures.) Ask the students what data means. Let the students tell you what they think. (Use information or factual information at this grade level.) *(The picture graph is attached for referencing.) Tell the students that in order to be able to graph information, we must know two things; how many of each object we are graphing and what it is about the object that we want to graph. In this case, we are graphing the number of buttons, and we want to know what the shape of the button is. With a picture graph, we draw the picture. For example, you have 1 button that is a rectangle. You will locate the rectangle shape category on the left side and in the first box above under Number of Buttons, you will draw one rectangle button. Ask the students what they think you should do if you had two rectangle buttons? Where would you draw the second rectangle button? (Have a student come up to the SmartBoard and demonstrate this. They should draw the second rectangle button in the second box next to the first rectangle.) Ask the students again what makes the rectangle a rectangle? Proceed with the rest of the buttons and call on different students to come up to the SmartBoard to draw the buttons in the coordinating spaces on the graph. (Have the students remind you what makes each buttons shape the shape it is. What are the attributes?) 15 minutes

Practice: Place students in pairs and give them a bag of 25 buttons. Explain to the students that they will take turns describing the attributes of the shapes to each other. (The square button has four sides of equal length and four corners, etc.) The students will name the shape and their attributes on the back of their graph paper. Have the students sort the buttons into groups by shape. At the same time, place about 12 buttons of your own on the projector (have it turned off). Sort them into groups, but place 2 square buttons in the rectangle pile. Wait until the students have sorted their buttons and call their attention to the projector. Turn the projector on and ask the students if you have correctly sorted your buttons. (Make sure that your groups of buttons are flat so that they can see the differences.) The students should recognize that there are 2 rectangle buttons in your square pile and disagree with you. Ask them why they disagree with you. Well, dont they have four sides and four corners like the square? (They dont have four equal sides.) Give the students the opportunity the fix their groups of buttons if they need to. Have the students help you with your graph. Ill start with my circle buttons first. I have to draw them in the circle categ ory. But what other information do I need to know about? (How many) How many circle buttons do I have? (Two) How many circle buttons do I need to draw in the category? (Two) Draw two circle buttons in the circle category. Have the students count their circle buttons and proceed with drawing them on their graph. (All of the students will have the same amount of circle, triangle, square, and rectangle buttons for this lesson.) Ask the students how many circle buttons they drew. (Seven) Have the students count the square buttons and ask them where they should draw them on the graph. Allow the students to continue on with the triangle and rectangle buttons. Walk around the room checking for understanding and observing students. Remind them to count the buttons first and then draw them on the graph in the coordinating boxes if necessary. Place a graph on the projector. Call on a pair of students to share their graph information on one button. (How many circle buttons did you have? Why is it a circle?) Ask the rest of the class if they agre e with that pair of students graph information. Continue to call

on a pair of students for the number of triangle, square, and rectangle shaped buttons, asking them about the attributes of the shape. Ensure that the rest of the class agrees with the graph information. Fill in your graph to match the students graph. (There are seven circle buttons, eight square buttons, six triangle buttons, and four rectangle buttons.) Ask the students which shape of buttons had the most? The least? How many more square buttons were there than rectangle buttons? How many more circle buttons were there than triangle? How many more circle buttons than square buttons? How many fewer triangle buttons than square buttons? How many fewer rectangle buttons than circle buttons? Etc. How many buttons in all? How do you know? (Have students explain what they did mathematically; either mentally or physically. Did they count the number of square buttons a nd then count on to the square buttons; did they count the number of circle buttons and subtract/take away the number of square buttons, etc.) 25-30 minutes Closing: The students will be assessed on class discussion, observation, and graph worksheet. After Assessment: Students that did not meet the objective will work with me at the kidney shaped table. We will go over the shapes and their attributes using larger buttons or different math manipulatives. If it is the graphing objective that was not met, I will get another blank graph, passing one out to each student, and use a smaller amount of buttons, using the same ones of the same shapes. I will demonstrate using three of one shape (ex. Circle) and model filling in the graph. I will use five of another shape of buttons (ex. Rectangle) and have the students draw them in the coordinating category. Before moving on to a third set, I will ask the students which one has the most/least? Proceed to another shape and continue.