Final Math Project

Final math presentation

carina leal

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Lesson as A Whole

• Characteristics of Polygons

• CCSS.MATH.CONTENT.3.G.A.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."

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Original

15 Minutes

15 Minutes

Independently work on the worksheets in the next slide that have students sort shapes on their desk

Teacher models if a shape is a polygon or not by asking class to draw a shape on a sticky note. Then as a class they decide if it is a polygon or not and places it on a t-chart with its placement

Have students complete an individual assessment categorizing polygons and close with a gallery walk to see where students sorted their shapes

15 Minutes

Modified

20 Minutes

Discuss shapes and define polygon and quadrilateral as a class after brainstorming with table group; remember from previous lesson

Have students complete an individual assessment categorizing polygons and close with a gallery walk to see where students sorted their shapes

Work in groups to place shapes in polygon or nonpolygon category as a group. Students will argue for why they think it is or is not a polygon based on our class definintions

15 Minutes

10 Minutes

Click me!

Homework: Practice polygon shape sorting on IXL

Lesson Worksheets

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Assessment

Practice

3X3 Format

For my lesson I did the Launch, Explore, Share option. This helped me outline how I was going to start, discuss, and then expand upon the info that the students were learning. In the launch, I talked about how they will split into groups and brainstorm about shapes and the definition of polygons. Then during explore, students will use the worksheet to practice putting shapes in two categories with their group. Finally in share, they will take an assessment, and be assigned homework to assess and practice with the level they are at.

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Overall Changes

I made these changes to make it a more student directed lesson, where I can see who needs the most help and have the time to aid them. By having them work in groups and argue with who is right about shapes being polygons or not, it also makes them learn the concept better. If they can teach it to someone else, they will know it better.

• Working in Groups
• Arguing for their Point with Other Students
• Homework for Practice

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Thanks!