LessonPlan

Template
1.LessonPlanInformation
Subject/Course:Mathematics
GradeLevel:5&6
Topic:Geometry

Name:JenniferAndrusyszyn
Date:Nov20,2014Time:11:2011:50
LengthofPeriod:30mins

2.Expectation(s)
Expectation(s)(DirectlyfromTheOntarioCurriculum):
OverallExpectation(Gr5):Identifyandclassifytwodimensionalshapesbysideandableproperties,and
compareandsortthreedimensionalfigures.
OverallExpectation(Gr6):Classifyandconstructpolygonsandangles.
SpecificExpectation(Gr5):Distinguishamongpolygons,regularpolygons,andothertwodimensionalshapes.
Identifyandclassifyacute,right,obtuseandstraightangles.
Identifytriangles(ieacute,right,obtuse,scalene,isosceles,equilateral),andclassifythemaccordingtoangle
andsideproperties.
SpecificExpectation(Gr6):Sortandclassifyquadrilateralsbygeometricpropertiesrelatedtosymmetry,
angles,andsides,throughinvestigationsusingavarietyoftoolsandstrategies.

LearningSkills(Whereapplicable):
Thestudentswillbeworkingonindependentwork(duringtheworksheetportionofthelesson).Theywillalso
beworkingonselfregulationduringtheactivitywiththehandson(tangramactivity).

3.Content
Todaylearnerswill:(LearningGoal(s)
Thelearnerswillbeworkingonapplyingshapestocreateanewlargershape(tangram)andalsocompletinga
worksheetfortheteachertoassessthestudentsprogress/learning.
WhatdoIwantthelearnerstoknowand/orbeabletodo?
Thelearnerswillbeabletosortandclassifydifferentpolygons.Theywillalsobeabletoapplytheseshapesto
largerimages.

4.Assessment(collectdata)/Evaluation(interpretdata)
(RecordingDevices(whereapplicable):anecdotalrecord,checklist,ratingscale,rubric)
Basedontheapplication,howwillIknowstudentshavelearnedwhatIintended?
Thestudentswillbeabletocompletethetangramactivity,oratleastattemptit.Thestudentswillalsobeableto
understandthequestionsfromtheworksheetandbeabletocorrectlyidentifythemajorityoftheshapes.

LearningSkills:
Skill(s)RecordingDevice:
Thestudentswillbeworkingonindependentworkandselfregulationduringthislesson.Theywillbeassessed
visuallyaswellasthroughachecklistthathasallthestudentsnamesonit(classlist)wheretheteacherwillbe
makingnote(checking)whatstudentsareunderstandingthematerial,iftheyareworkingwell(selfregulated)
andhowtheyworkindependently.
5.LearningContext

A.TheLearners
(i)Whatpriorexperiences,knowledgeandskillsdothelearnersbringwiththemtothislearningexperience?
Thestudentshavecompletedpriorlessonstogaintheknowledgeandmathematicallanguagetobeableto
understandpolygonsandtheirattributes.Thestudentshavehadhandsonexperiencetobeabletoapplywhat
theyhavelearnedintoanapplicationtask.

(ii)HowwillIdifferentiatetheinstruction(content,processand/orproduct)toensuretheinclusionofall
learners?(Mustincludewhereapplicableaccommodationsand/ormodificationsforlearnersidentifiedas
exceptional.)
Thelearningwillbedifferentiatedforthosestudentswhohavedifficultywithmaththroughhandsonlearning.
Thesestudentswillhavetheopportunitytolearnthroughdoingaswellasextraassistancefromtheteachertore
explainconcepts.Forthosestudentswhohavedifficultywithreading/writingandthecomprehensionofthe
questionbasedontheirreadingability,theteacherwillhaveahelpdesksetupintheroomforthesestudentsto
comeandaskquestionsorgetextraassistancewithoutconstantlygettingofftopicandraisingtheirhand.

B.LearningEnvironment
Thestudentswillbeseatedattheirdeskswithintheclassroombutworkingonhandsonactivities.
C.Resources/Materials
Studentsmathtoolkit
Studentactivitysheet(forassessment)
Tangramgame(blocksandcards)
Documentcamera
Assessmentchecklist
6.Teaching/LearningStrategies
INTRODUCTION
HowwillIengagethelearners?(e.g.,motivationalstrategy,hook,activationoflearnerspriorknowledge,
activities,procedures,compellingproblem)
(2mins)
Thelessonwillbeginwiththestudentsworkingthroughanactivitycalledtangram.Thisisamathgamethat
uses7differentshapestobuildanothershape.Eachstudentwillbegivenachard(withashadowofashapeon
it)andasetoftheirowntangramblocks(7blocks).

MIDDLE:
Teaching:Howdoesthelessondevelop?
Howweteachnewconcepts,processes(e.g.,gradualreleaseofresponsibilitymodeled,shared,and
guidedinstruction).
(20mins)
Theteacherwillexplaintheactivitytothestudentsbyshowingashadowofthefinalproductandthenhowto
builditwiththeshapes.Thiswillbeshownonthedocumentcameraforthestudentstoseeandunderstand.The
teacherwillthenaskthestudentstoreexplaintheinstructionstotheteachersothatsheknowsthestudents
understandwhatisgoingonandwillnotconstantlybeaskingwhattheyaredoing.Followingtheinstructions,
thestudentswillbegivenasetoftangramshapestobeworkingwithandashadowofashapecardthatisdouble
sided.Theteacherwillthenexplainthatthestudentshavetochooseoneoftheshapesandtrytomakeitwith
their7blocks.Thisactivitywilltakesometimesotheymayonlycreate1or2basedonhowthestudentsare
doingwiththisactivity.
Consolidationand/orRecapitulationProcess:HowwillIbringalltheimportantideasfromthelearning
experiencestogetherfor/withthestudents?HowwillIcheckforunderstanding?
Thestudentswillbelearningthroughahandsonexperienceandtheywillalsohavetheopportunitytoaskthe
teacherquestionsaboutwhattheyaredoing/moreabouttheattributesofeachpolygon.Thiswillgivetheteacher
theopportunitytowalkaroundtheclassroomandassessthestudentsbasedontheirparticipation,theirself
regulationandtheirunderstandingofthegeometricshapes.

Application:Whatwilllearnersdotodemonstratetheirlearning?(Movingfromguided,scaffolded
practice,andgradualreleaseofresponsibility.)
Thestudentswillbeworkingonthisactivitytohelpthemworkwithandlearninmorehandsonwayabout
differentpolygons,thinkingabouttheirattributesandhowtheycanmanipulatetheshapestomakenewshapes
andimages.Thiswillalsoallowthemtobeabletoseetheseshapesinareallifeapplication.
CONCLUSION:HowwillIconcludethelesson?
(8mins)
Followingthisactivity,thestudentswillbeaskedabouttheactivityandwhattheylikedaboutit,ifitwashardor
iftheystruggledwithanything.Thiswillstimulatesomeconversationandthestudentswillbeencouragedtouse
mathematicallanguagewhenspeakingaboutshapesandtheirattributes.Thiswillalsohelpthestudentsto
reviewwhattheyalreadyknow.
Iftimepermits:
Thestudentswillbeworkingonasheet/activityfortheteachertobeabletoassesswherethestudentsareatwith
theirknowledgeofgeometryandtwodimensionalshapes.Thissheetwillcoverthedifferenttypesofvocabulary
thatthestudentshavelearnedthepastfewlessonssuchas(angles,vertices,quadrilateral,irregularpolygon,
polygon,etc).Thissheetwillbehandedintotheteachertobeevaluatedofthestudentsknowledgeofthetopic

oftwodimensionalobjects.Thiswillalsohelptotelltheteacherwhatthestudentsknow/needmorehelpwith
andifthewholeclassisstrugglingorjustselectedstudents.

7.MyReflectionsontheLesson
WhatdoIneedtodotobecomemoreeffectiveasateacherinsupportingstudentlearning?
Theinstructionpartofthelessonwentwellasthestudentsunderstoodwhattodowell.
Ineedtoberemembertousetheproperterminologywhendiscussingtheattributesandbeableto
explaintostudentsmoreabouttheattributeswhentheyaskquestions.
MyassessmentneedstoremainconsistentthroughoutthelessonasIfeltthatIwasassessingatthe
beginningandtheend,notasmuchthroughoutthelesson.
Thelessonwentwellbecausethestudentswereengagedandexcitedtobeusingmanipulativesfortheir
mathlesson,howeverbytheendtheybecamefrustratedwhentheywerentabletocompletetheshape
theyweregiven.ThiswasthepointwhereIwasabletohaveotherstudentsassistthemwiththe
manipulationoftheshapesaswellastrytheirshapefromadifferentpointofview.
Ifeelasthoughthestudentshaveabetterunderstandingaboutthematerialthatwearecoveringin
geometrynowfollowingtheuseofthemanipulativesinadifferentwaythattheyareunfamiliarwith.