Elements of the Lesson

Evidence that Documents the Elements

Standard
MDE grade level or CCSS


G.GS.02.02 Explore and predict the results of putting together and taking apart two-
dimensional and three-dimensional shapes.
G.SR.02.05- Classify familiar plane and solid objects. e.g., square, rectangle, rhombus,
cube, pyramid, prism, cone, cylinder, and sphere, by common attributes are being used
for classification.
G.GS.02.01 Identify, describe, and compare familiar two-dimensional and three-
dimensional shapes, such as triangles, rectangles, squares, semi-circles, spheres, and
rectangular prisms.
2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the
shares using the words halves, thirds, half of, a third of, etc., and describe the whole as
two halves, three thirds, four fourths. Recognize that equal shares of identical wholes
need not have the same shape.
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of
angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons,
hexagons, and cubes. (Sizes are compared directly or visually, not compared by
measuring.)


Objectives/Targets
What am I going to teach?
What will the students be able to do at the end of the lesson?
How will the objectives be assessed?
(formal and informal evidence)

I can put together and take apart two-dimensional and three-dimensional shapes.
TLW explore and predict the results of putting together and taking apart two-dimensional
and three-dimensional shapes.
I can classify plane and solid shapes by their attributes.
TLW classify plane and solid shapes by their attributes.
I can name attributes about two-dimensional shapes and three-dimensional shapes.
TLW explain, describe, and identify two and three-dimensional shapes.
I can partition shapes into fractions, and determine how many of the pieces they are in all.
TLW partition shapes into two, three, or four equal pieces. TLW tell what the fraction is by
using the words halves, thirds, or fourths.
I can draw shapes that have attributes.
TLW draw shapes according to the specified attributes.

Anticipatory Set
How will my students be motivated, interested, or focused?
What prior knowledge is necessary?
What practice(s) will be implemented?
Gather students to the carpet. Ask students if they can name some of our big terms weve
been learning! Give students money if they answer the question appropriately.

Math Review- Geometry

Transition into talking about how we will do stations today. To wrap up our math unit on
Geometry, we are going to do some really fun stations!


Input
Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: implementing differentiation principles
Remediation
Extension
Learning styles
Managing the lesson
Instructional methods
Engagement strategies
Materials needed and prepared

Task Analysis (This lesson will take two days)
In math we have half of the lowest group for this topic on math.
Today is going to be a review day of everything we have been learning in math
for the past few weeks.
The teacher will complete the anticipatory set with students.
There will five stations around the room. The teacher will first walk around to
each station that has been set up around the room, and explain each one to the
students. The teacher will also model at each station on what the students will
need to be doing.
o Station One: Plain shapes- students will have to write attributes (faces,
edges, and vertices) and draw a shape with 5 angles. The plane solid shape
manipulatives with be at this station for students to see some of the shapes.
The teacher will show the square, count how many faces the square has, and
write it down on the paper that will be at the station. The teacher will then
count the number of edges the square has and write it down on the paper
that will be at that station. The teacher will then count how many vertices this
shape has, and will write it down on the paper. The teacher will then talk
about how to draw a shape with five angles. (Tell students to think of a shape
with 5 vertices/sides. They should think of a pentagon, and then tell the
students they will need to draw that shape)
o Station two: Composing/decomposing shapes. Plane/solid shapes will be set
up at this station. The teacher will show students that they will need to trace
shapes that they compose/make new shapes into. For example, 6 triangles
makes a hexagon. The teacher will model this by tracing the 6 triangles onto
the paper. The teacher will then model how to decompose the shapes. They
know how to pull shapes out if they know how to compose. So again you
could decompose a hexagon into 6 triangles. There will be plain paper at this
station for the students to compose and decompose shapes.
o Station three: Fractions/Partitioning- The teacher will show students the
paper that will be at this station. The teacher will do one of the problems on
the partitioning sheet for the students to see. Students should be familiar
with this though, because this is review.
o Station four: Rows and columns. The teacher will do the row and column
scenario that helps students remember that a row is horizontal, and a
column is vertical. There will be a sheet here for students to review how to
divide a rectangle into rows and columns. The teacher will explain what the
students will need to do. The teacher will tell students they will be reading
the directions provided, and partition their rectangle into the appropriate
amount of rows and columns. Students will have a butcher paper with an
assigned direction on the sheet. For example: one might read, partition this
rectangle into 5 rows, and 6 columns. How many pieces are there in all?
Shade in 7 pieces, then write the fraction.
o Station five: 3D shapes- At this station there will be a pantomime of a cube
laid flat. The students will have to fold this pantomime up into a cube and
label the number of faces the cube has.
After modeling, the teacher will number off students one through five. Students
who called off the number one, will go to station one. Students who called off
number two will go to station two, etc.
During our math group, there are a total of four teachers in the room to help
assist the students. We have this luxury because one of our students doesnt
speak any English, so he has a teacher who comes in half way to help him
understand. Another teacher that is in the room is our math specialist, and
because we have the low group of math students, she is in there to assist and
help students who need additional help. Then there is my coordinating teacher
and myself.
The students will go to their stations. Each group will have about 10 minutes at
each station.
Teachers will walk around to monitor students progress, and to make sure all
students are engaged at all times.
When its time to switch stations the teacher will get the students attention by
clapping, and them repeating the clap pattern. The teacher will then tell students
that group one will go to group two, group two to three, group three to four,
group four to five, and group five to one. The teacher will model this by going to
each of the stations and moving as she demonstrates how the groups will move
from station to station.
Thinking Levels:
Remembering- Students will need to remember everything weve been learning
about. Students will remember what plane shapes are and their attributes.
Students will need to remember how to decompose/compose shapes. Students
will remember how to partition shapes, and write fractions. Students will
remember to partition rectangles into rows and columns. Students will also
remember how to name faces of 3D shapes.
Understanding- Students will understand everything weve been learning about.
Students will understand what plane shapes are and their attributes. Students
will understand how to decompose/compose shapes. Students will understand
how to partition shapes, and write fractions. Students will understand how to
partition rectangles into rows and columns. Students will also understand how to
name faces of 3D shapes.
Creating- students will create a cube when given a pantomime.
Accommodation:
Remediation- Students who are struggling with these stations will have teachers
to help them, assist them, and guide them through the activity.
Extension- If students find these activities too easy for them, the teacher will
push them to explore the concepts further by asking challenging questions.
Learning Styles- Throughout this activity, students will experience a lot of hands-
on learning, as well as visual and spatial learning.
Managing the Lesson:
Instructional Methods- the teacher will complete all directions, and modeling
before students participate in the review stations. The teacher will explain the
stations, and model what students need to be doing at each station. In order to
capture the students attention, the teacher will clap a number of times, and the
students will follow that clapping pattern.
Engagement Strategies: As teachers are helping students, they will make sure
the students are engaged by checking to see if students are understanding, and
by asking questions.
o Can you show me how to make a hexagon using shapes?
o Can you show me how to take apart a hexagon using shapes?
o Tell me about some of the plain shapes, and their attributes.
o How could I partition a rectangle into rows and columns?
o Which way do rows go? Which way to columns go?
o Tell me about a 3D shape, and its attributes.
o What shape is this pantomime?
o Show me how you are partitioning this shape.
Materials Needed
o 2D shapes
o 3D shapes
o All the activity sheets needed for the stations.

Modeling
Provide details of what you will say and what you will do
Visual input accompanied by verbal input



The teacher will model all of the stations for the students. She will go to each station on
by one, and explain what students will need to be doing.
Station One: The teacher will show students the plane shapes attribute shape.
The teacher will explain that they will have to name the shape that is given to
them, as well as the faces, edges, vertices, and angles. The teacher will do an
example with the students. The rectangle has four sides, four vertices, and four
angles.
Station Two: At this station the teacher will have shapes set out for students.
Students will first compose shapes for the first half of the rotation. The teacher
will model that 6 triangles can make a hexagon. The teacher will trace these 6
triangles onto the paper in the form of a hexagon. For the second half of the
rotation, students will decompose shapes (which will be sort of the same concept
as composing, except students will be thinking of ways they can break apart the
hexagon or other shapes, into smaller shapes). The teacher will model that a
hexagon can be decomposed into six triangles, and the teacher will say that
since its already traced, that the students wont need to trace again.
Station three: At this station, students will be partitioning shapes and writing
fractions. Students have seen this type of activity and have done this type of
activity before; however, the teacher will model one of the problems by reading
students directions, and having the students solve the problem with the teacher.
For example, if there is a question on the review sheet that is a circle, and says to
partition the circle into three equal parts, the teacher will partition the shape into
3 equal parts. Then, the teacher will finish with the directions by shading in two
parts of the circle, and writing the fraction 2/3. The teacher and the student will
say the fraction together.
Station Four: At this station students will be partitioning rectangles into rows and
columns. They did this activity last week, so they are familiar with what to do.
The teacher will re-explain what students need to do. At Station four, we will be
partitioning our rectangle into rows and columns! Everyone lets do our row and
column scenario to help us remember!!! (Students and teacher will do this
scenario.) Remember our activity we did last week with partitioning our rectangle
into rows and columns? (Yes) Well, we are going to be doing the same thing
here. Remember we need to read the directions step for step. The teacher will
then read the directions step by step, and pause to ask students what they will
need to do. Example: Partition this rectangle into 4 rows, and 6 columns. What do
we need to do? Then continue with directions. How many pieces are there? Then
the teacher will ask students what they need to do? Shade in 7 pieces, and then
write the fraction. The teacher will then ask what they need to do for the last step.
Station Five: This station will be 3D shapes. Students will have a cube
pantomime set up at this station. The teacher will tell students that they need to
number the faces on the cube. They will then fold the pantomime up to make a
cube. The teacher will model how to do this for the students so they know how.
The teacher will also tell students that they may talk about the attributes of this
shape with their group. They may talk about the number of faces, edges, and
vertices the cube has.
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented



The teacher will check for understanding by having four teachers in the classroom. These
four teachers will be at set stations, while one will float between two stations. Three
teachers will be a set stations; these stations that teachers will be set at will be at
stations: three, four, and five. The teacher that will float between two stations will be
floating between stations one and two.
These teachers will be helping students when they need help, redirecting directions, and
making sure that students understand their task at hand.
Guided Practice
What do the teacher and student do together?
Modeling first then with a gradual release of responsibility



The teacher will first model for students what they will be doing at each station. After
modeling what will be done at each station, the teacher will number off students one
through five. Students will then disperse to their stations, where there will be teachers to
help them.
Independent Practice (if applicable)

Students will be working at their stations together, as well as individually. They will each
have to complete the assigned review activities at the stations, but they may share a
couple ideas with each other if they need to. There is a station on rows and columns, that
students will be working on together with a group.
Closure
Wrap up the lesson; summarize is one way


To wrap up this lesson the teacher will tell students that we will continue our stations for
the next day.
Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
There will only be formative assessment throughout this lesson. The teacher will be
working with students to help them understand, and the teacher will be able to see
whether students are ready for the summative assessment that they will taking after a
Using your assessment data, what will you change?


couple days of review.
Reflection
How well did the students perform?
Were all students engaged?
How was my timing?
How was my instruction received? What should be modified?


Did my students understand the concept of having different stations?
Was my modeling efficient?
Did I manage the time well with the station switches?
Were my students engaged?
Did I plan out my lesson well enough?