Mathematics Strand: _____________________________Grade: _________ Title: ____________________________________ Group Members: Christine Pe, Kristin Cloutier, Bonnie Hill, John-Richard

Mancini Rationale: This unit provides students with a hands-on approach to understanding geometry. These lessons are designed to develop understanding of geometric
objects and movement in two and three-dimensional contexts, with help from their immediate and familiar environment. All lessons will emphasize proper vocabulary so students do not become confused with these new concepts. We feel these lessons are important to the mathematics education of students because they will expose students to (and familiarize students with) the spatial sense required for later grades. Lesson OME Code Lesson Synopsis Students will be invited to participate in a smart board introduction to polygons game where they have visuals of a triangle, quadrilateral, pentagon, hexagon, heptagon, and octagon on one side of the board, and the numbers 3, 4, 5, 6, 7, and 8 on the other side. Students will form two teams and take turns moving the number to the correct polygon that they believe possesses that number of sides. As a class, the number of sides and side lengths will be discussed. Following this activity, students will go on a geometry walk in the schoolyard, where they will work to find objects that fall into the above geometric categories. This application allows students to make connections outside of the classroom, which is essential for learning and relating math to everyday contexts. Students will be introduced to angles as right angles, bigger than a right angle, and smaller than a right angle. Students will have the chance to practice drawing bigger than and smaller than angles on whiteboards (concept attainment), allowing them to erase mistakes and feel comfortable drawing their own ideas. Arm movements will also be used to show smaller than and bigger than. Students will then cut out and design their own right angle using paper and stapler/glue. Using this tool, they can hold up their right angle to objects around the classroom and see if they are right angles, bigger than or smaller than right angles. Sample of Task / Worksheet How do we know that this polygon is an octagon? (How many sides?) Where can we find/see octagons outside of the classroom? (Geometry walk). Evaluation A simple checklist may be used as to whether or not students are able to label the number of sides to each polygon and recognize the differences in side lengths. Because it is an introduction lesson, a simple diagnostic evaluation can be used.

1 Intro to Polygons

3GSS2

Type of Polygon

Schoolyard Object

2 Intro to Angles

3GSS1 3GSS3

Worksheet: Object in classroom vs. right angle/smaller than right angle/bigger than right angle (circle one). Drawing of the angle. Which objects in the classroom have angles bigger than a right angle?

A simple checklist can be used as to whether students grasp the concept of bigger than and smaller than right angles. Can students spot a right angle in the classroom? Or see objects that contain right angles?

Adaptation: Use pattern blocks as suggested in the curriculum guide. Students will participate in a hands-on activity using placemats with Venn diagrams drawn on them, and geometry blocks to compare various polygons and angles, using concrete materials and pictorial representations. Students can choose two attributes/characteristics and sort their geometry blocks according to their own ideas. Students can then be challenged to sort according to specifics such as number of angles, angle size (bigger than/smaller than right angle), side length, number of sides, etc. Students can then apply their knowledge in an application exercise where they can cut out pictures/objects from magazines and sort these as well using the Venn diagram. Who likes watching tv? What are some of your favorite television shows? I have a book called The Boy With Square Eyes by Juliet Snape and Charles Snape it is about a boy who watches too much television and something very strange happens to the way he sees the world and everyone around him. Come gather on the carpet to find out what happens. Charlie the boy in the story is seeing everything square-shaped. It is more accurate to say he is seeing straight lines and right angles without any curves. Brainstorm how things would be different if there were no curves in the world. The class will be in groups of 4 sitting at tables with solids available to handle. Guessing game teacher asks a riddle I have a triangular base and 3 sides with a vertex what am I? Go through each solid the same way. Hold up the solid when you have an answer. The teacher will then be able to see that each group has the appropriate solid according to the riddle. Two of the angles on the red pattern block are bigger than all the angles on the green pattern block. Which pattern blocks have right angles, or angles bigger than or smaller than right angles? Are there any polygons that do or do not have right angles? Are they bigger or smaller than right angles? Do students understand the differences between polygons and their different attributes? Can students accurately sort polygons based on number of sides, angles, etc. A simple checklist can be used to check which attributes students can sort by, and which attributes/concepts need more explaining and work on.

3 Venn Diagrams 3GSS and 2 Polygons

4 A Square World

3GSS 7

Graph paper, ruler Measure something in the classroom that is square-shaped/rectangular shaped. Record the dimensions Make the shape of the object on graph paper using a scale. Make a story using only quadrilaterals and make a poster for the story. Focus: there were no curves in the world. http://www.mathsisfun.com/geometry/quadril aterals-interactive.html interactive smartboard game Hand out worksheet of the following for the children to fill out using the manipulative. Solid Name # of Faces # of Vertices Edges 1. Cube 2. Triangular prism 3. Hexagonal pyramid 4. Pentagonal prism 5. Octagonal pyramid Etc

Assessment while circulating around the room make note of the childrens abilities to use proper labels for the quadrilaterals. Evaluation Teacher evaluations according to the use of quadrilaterals in the story and the drawing on the poster.

5 Guess What I am 3GSS 4

# of

Set up a number of stations / displays of solids around the classroom. Students fill in a chart (geometric sort). Assessment while circulating around the room make checklist of the childrens abilities to count edges, faces, vertices and place in correct columns. Evaluation - Teacher evaluation of the worksheet based on rubric

Lesson

OME Code

Lesson Synopsis I have a story to read the Book Grandfather Tangs Story by Ann Tompert. A copy of the tangram outline will be given to the children to cut out themselves. They will need to first cut out the shapes on the paper. Explain it is called a tangram and it is an important part to the story. Once the children have it cut out come over to the carpet and bring the tangram with them. The children will sit with their tangram and sit at the carpet to listen to the story. While the teacher reads the story the children, they will follow along with the different instruction for using the tangram. Students explore stacking shapes to create prisms and pyramids. Then, students take turns to select a 3-D object from an opaque bag; they describe its attributes to the rest of the class, without naming the solid, for others to guess. In pairs, students will have a divider between them and one will build a skeleton of a particular prism or pyramid while instructing the other to do the same; they check that they built the same figure when theyre done and record 3-D figures they created and the 2-D shapes they are comprised of (sketch and name). Students switch roles and make different figures until time is called. The class then comes together to share their shapes, adding to their charts, and build the tallest or sturdiest structure with the skeletons they made and discuss how the 2-D shapes influenced their stacking strategies. Adaptation: Instead of selecting shapes from a bag, students can predict the 2-D shadows that will be cast by placing different views of a 3-D prism or pyramid, or

Sample of Task / Worksheet Outline of a tangram half a page large. Get the children to make the first initial of their name using the tangram. The children will be working in pairs using tangram to make a hexagon.

Evaluation Assessment while circulating around the room make anecdotal of the childrens abilities to work through on getting to a final shape e.g. hexagon and other shapes.

6 Tangram Fun

3GSS6

3GSS8 3GSS9 7 Faces of 3-D Figures

2-D shapes

3-D figure

Is it possible to build another 3-D figure with the same number of toothpicks? How is a cube and a rectangular pyramid the same and different? Were there any prisms or pyramids left over after building the class structure? Which ones and why?

While circulating the room, observe how students manipulate objects, taking anecdotal notes, and may assess worksheet formatively or evaluate based on rubric. Possible considerations: Do students self-correct? Do they consult peers for confirmation, help or answers only? Can students easily identify 2-D shapes in 3-D objects? Are they creating more complex figures?

3GSS11 8 Locate It!

3GSS13 9 Mosaic Math

10

3GSS1 3GSS2

vice versa, on an overhead projector. Choose one student to leave the class while the rest decide where that student is to be seated or standing when he/she re-enters. When the student re-enters other students take turns giving directions to them on how to get to that spot (they cannot just name the spot or physically show them). Discuss what was difficult/easy about giving directions and how using a grid, such as the floor tiles, makes it easier. Students practice locating places (e.g. library, grocery store, post office, etc.) on a community map with a grid and answer questions on a worksheet. As a class, students select landmarks in the classroom to map on a grid; they may walk the map to check locations. Play a game of I spy using the map of the classroom as a guide. A student might spy something that is round while others try to guess the object in terms of its location, e.g. is it between B3 and B7? Is it on F2? Students participate in a concept attainment activity viewing symmetrical and asymmetrical images or objects. Discuss how images could change if they were flipped horizontally versus vertically, this can be demonstrated using different words (e.g. mom) and a Mira mirror; see how the word changes. Next, students will sort upper case letters of the alphabet and various geometric shapes then explain their choice of classification (e.g. the number of lines of symmetry or whether or not the figure has a vertical, horizontal or diagonal line of symmetry). Finally, students create half of a simple mosaic by drawing, painting or cutting and folding paper. They are encouraged to use any geometric shapes, angles and lines of symmetry of their choice. They exchange their piece with another student who will complete the other half of the symmetrical pattern. Students will be paired into ability groups. Each pair of students will be given one

Possible worksheet questions: Where is our school located? (absolute location). Is the park or the flower shop closer to the school? (relative location). How do you know? Starting from home, I want to pass by the post office and the park before reaching school, what is the least number of grids I can pass through? I plan to walk through 7 grids before reaching the grocery store, what sites will I see on my way? Is there more than one route?

Observe how students give directions and the terminology used. Also see what issues are raised, or not, in discussion to ascertain students prior knowledge about mapping/locating. A checklist or taking anecdotal notes may be used for this and the worksheet can be evaluated based on rubric or formatively assessed. Possible considerations: Do they need to walk the grid every time? Do they record guesses and checks on a map when playing I spy? Can they play effectively without mapping a visual?

What strategies did you use to create symmetry in the mosaic? How can we check that it is symmetrical? Can you think of any words that will reflect other real words when reflected both horizontally and vertically?

Gauge students questions and comments during concept attainment, sorting and discussion and compare to observations of how students work to create and complete mosaics to check for competency and application of techniques learnt. A simple checklist may be used. Possible considerations: Do students use a Mira? Do they rotate or fold their papers? Do they measure? Trace and make templates?

Using your pencil, very lightly connect the dots to form different shapes. See how many you

Consider the students development in this assessment.

3GSS3 3GSS4 3GSS7 Culminating 3GSS8 Activity 3GSS13 Square Up!

paper geoboard template and numerous transparent, coloured counters. Each student takes a turn placing a counter over a specific dot attempting to make a square. The catch is that their opponent is able to block their square, while simultaneously trying to create their own square. A demonstration may be required in order for students to grasp the concept. Before the activity, however, students will be asked to plan a strategy, and evaluate it throughout the game. Students are also encouraged to keep track of successful strategies, which they will write down at the end of the activity. After a few rounds have been played, students will play a final round using markers (or a coloured pencil). Once each game is complete, the teacher will ask the students to keep their results, which will look like a series of dots. At this point have the students reflect on what strategies they found successful. Then, in groups of 4, students will discuss the various shapes and angles that can be formed by connecting the dots. Students can also note lines of symmetry. Successful students will be able to visualize 3-dimensional objects in the dots. On a separate sheet of paper, have the students draw and label all the shapes they found in their geoboard activity. Adaptation: If making squares proves to be too easy for students, students might want to make different shapes using the same strategies. The students can see if these strategies hold up while making other shapes.

can find. Draw and label these shapes on a separate sheet of paper, organizing them based on their properties.

specifically using the anecdotal notes you have written throughout the unit. A checklist or rating scale based on certain expectations (encompassing what students have learned up to this point) would be suitable. Can the students correctly identify, label, and draw two and threedimensional shapes?

Take a long look at your geoboard. Can you see any 3-dimensional shapes? If so, very lightly using your pencil, connect the dots. Then, draw the shape on a separate sheet of paper.

The written component (the discussion of strategies) should be evaluated based on language arts criteria, but you just need to evaluate how well the students are able to communicate their ideas.

Grade 3: Geometry and Spatial Sense Rubric Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding

Cannot correctly identify, describe and compare major concepts of geometric properties and relationships (e.g. a cube has 6 square faces). Cannot complete or incorrectly completes geometric designs in any line of symmetry (e.g. complete the image through a horizontal line of symmetry). Cannot describe movement of location on a grid map (e.g. 3 squares right and 2 squares down).

Identifies, describes, and compares major concepts of geometric properties and relationships incompletely or by rote only. Incomplete or inaccurate completion of geometric designs with various lines of symmetry. Consistently describes movements and locations on a grid map incorrectly. Uses mathematical terminology to convey major concepts, but it is vague or difficult to interpret. Student work is incomplete but includes major concepts or complete but lacks major concepts. Student applies skills and strategies in familiar contexts incompletely or incorrectly.

Correctly identifies, describes, and compares all major concepts of geometric properties and relationships.

Correctly identifies, describes, and compares all major and minor concepts of geometric properties and relationships.

Completes geometric designs with various lines of symmetry.

Completes geometric designs with various lines of symmetry with accuracy.

Consistently describes movements and locations on a grid map correctly. Uses mathematical terminology clearly and correctly to convey all major concepts. Student work is always complete and includes all major concepts, but may overlook less significant details. Student applies skills and strategies completely and correctly in familiar contexts.

Consistently describes all movements and locations on a grid map correctly. Uses mathematical terminology clearly and correctly with examples and counter examples to convey all major and minor concepts. Student work is always complete and includes all major and minor concepts with attention to detail. Student applies skills and strategies completely and correctly in various and/or novel contexts.

Communication

Does not use mathematical terminology to convey major concepts (e.g. vertices, edges, quadrilateral, right angle, etc.). Student work is incomplete and major concepts are absent; may contain irrelevant information.

Application

Student is unable to generate and/or apply skills and strategies in familiar contexts.