Professional Documents
Culture Documents
Teacher
Date
Meghan Leuschner
Nov. 2
Geometry: Quadrilaterals
Grade __3rd__
I. Objectives
How does this lesson connect to the unit plan?
Reason with shapes and their attributes is one segment of the geometry unit for third grade. Students need to understand that there are different quadrilaterals which
relate to one another by their definitions. Students will explore quadrilaterals as well as add the quadrilaterals to their English vocabulary. It connects to what we have
already been learning about in this unit by being a four sided polygon which is made up of angles and line segments.
cognitiveR U Ap An E C*
Ap
An
physical
development
socioemotional
U
Ap
X
Ap
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any of these subcategories.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Pre-test
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
Ask: What is a quadrilateral? How many sides does a quadrilateral polygon have? They can
answer questions of relationships between quadrilaterals. Can a square have more than one
name? How many names does it have? Can it also be called a rectangle? Why? Can all
rectangles be called a square? Why? Self work will be corrected and I will be informed as
to what we still need to work on.
Formative (as learning):
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Provide Multiple
Means of
Engagement
Vocab on wall
Geoboards to create quadrilaterals
-ELL students
-Student with sensory
difficulties
-Students who struggle
with attention
-Student who only has 4
fingers and likes to use one
hand
I will add words to word
wall and focus a lot on the
vocabulary. The lesson will
be interactive for the
students who struggle with
attention. I will give the
student with sensory
difficulties the option of his
weighted sock. The boy
with missing fingers and
weaker hand will be given
the option to use a
geoboard on the computer.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Checking understanding on
self-work
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Discovering
quadrilaterals,
classifying them,
and exploring the
relationships further
is through partner
work.
Provide options for
self-regulationexpectations, personal
skills and strategies,
self-assessment &
reflection
20
min
5 min
15
min
10
15
min
15
min
Development
(the largest
component or
main body of
the lesson)
5 min
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for
improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this
lesson, focus on the process of preparing the lesson.)
I believe that this was my best lesson. Not only was it very engaging with the students, I believe it was successful. I gave
my student that was struggling with attention difficulties the stress balloon ball that I made at the assistive technologies
night at Calvin. I told him that he may play around with it, as long as it helped him stay focused. If he ever felt the urge to
blurt out, I asked him to bring up the balloon to his mouth like he was about to kiss it to hold his words in. If he was dying
to answer a question he would need to do this and raise his hand so that I knew he could barely hold it in. I would remind
him by holding my closed hand to my mouth as if I had an assistive squish ball technology too and he would quickly
mirror the response realizing that I was recognizing and responding to that output. I was very proud of him and his gains
of focus and engagement with the lesson. He was listening and wanting to participate with this new way of
communicating. I would even have him pat himself on the back to signal me that he got the answer right, even if he
wasnt the one called on.
The class loved using the hands on geoboards. Their response of awe when finding out that shapes have more than one
name was priceless. They were able to connect the way quadrilateral relate to how fruit relate. Both start with a broad
categories and can be classified with different names the more specific you go. An apple is always a fruit, but a fruit is not
always an apple just as a square is a parallelogram, but not all parallelograms are squares. An apple is a type of fruit, just
as a square is a type of parallelogram. To show how we can keep making our categories larger and larger with new
names, I started off with a square and took one step to the side after each name. Soon I ended up in the class bathroom,
and the class was laughing eyes glued on me. They could name off all the names a square could be and explain the shape
family tree we created. I had them work through study jams to cement that new vocabulary and relational ideas.
There is no homework, understandably, but I am afraid they need more practice. More practice than what is done in
school. I wonder how long they will be able to remember the vocabulary with reviews, but now homework? I still give
them individual work, called self-work. Again, there is no cementing of ideas at home, but lots of time is used in class to
repeat ideas. I did not get to the self work today, but we will do the self work as a warm up tomorrow morning.
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