Lesson Overview: Using the book, The Greedy Triangle, by Marilyn Burns, students will learn to identify and sort two-dimensional and three-dimensional objects. Sources/References: Burns, M. (1994). The Greedy Triangle. New York, NY: Scholastic. Cranston, L. (n.d.). Going on a Shape Hunt: Integrating Math and Literacy. Retrieved March 09, 2016, from http://www.readwritethink.org/classroom-resources/lesson-plans/going-shape-hunt-integrating-776.html?tab=1#tabs Sherman, L. (2008). Teaching The Greedy Triangle: A Lesson with First and Second Graders. Retrieved March 9, 2016, from http://www.mathsolutions.com/documents/9780590489911_l.pdf NCTM: Geometry Indiana Math Standard: 1.G.1 Identify objects as two-dimensional or three-dimensional. Classify …show more content…
Objective(s) At the end of the lesson, students will be able to identify two-dimensional and three-dimensional objects with 75% accuracy. Assessment Tool with Assessment attached Students will be assessed using the shape sort activity sheet and the shape walk investigation activity sheet. Mastery or Performance Level, Criteria Students will participate in a shape walk investigation where they will identify real life examples of two-dimensional and three-dimensional shapes using the shape walk investigation activity sheet. Passing criteria will be 3 out of 4. For those students who do not achieve this criterion, we will review both two and three-dimensional shapes with these students in small groups to insure understanding. Instructional …show more content…
Measure and cut your cardboard into eight 6” x 1” strips. 2. Using your hole punch, punch one hole approximately 1” from the end of your strips on all eight strips. 3. Punch another hole approximately 1” on the other end of the strip. But do this for only six of your strips. 4. Take one of the strips that has only one hole punched at the end and connect it end to end with a strip that has two holes punched using one of your fasteners. 5. Now take another strip that has two holes punched and connect one of hole punched ends to the other end of the piece that you connected to your base. 6. Continue to string the strips together end to end with the fasteners. 7. Once all of the pieces are connected your piece will fold like an accordion and open up when you pull on each individual strip. Shape Bucket: (1 bucket for every four students.) • 1 6 qt. bucket • 1 piece of poster board • 1 Marker • 1 wooden block • 1 toilet paper or paper towel roll • 1 foam craft cone • 1 post it note • 1 paper ruler • 1 empty Tolberone box • 1 Christmas ball
grids. I then decided to look at a 3 x 3 square on a 10 x 10 grid, to
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Step 4: Pull the clamping handles present on either ends of the machine down, and clamp the sheet metal.
8. Tie an arm-length piece of string through each of the holes punched in the corners. Tie their open ends together.
Steen, Lynn Arthur . "Integrating School Science and Mathematics: Fad or Folly?." St. Olaf College. (1999): n. page. Web. 12 Dec. 2013..
For example there are three arrangements of rectangles that form a 3 foot long runner. Note that the
Step 4:Make sure the person holds the clothespin between their thumb and index finger and squeeze until the two ends meet.
middle of paper ... ... Barr, C., Doyle, M., Clifford, J., De Leo, T., Dubeau, C. (2003). "There is More to Math: A Framework for Learning and Math Instruction” Waterloo Catholic District School Board Burris, A.C. "How Children Learn Mathematics." Education.com.
Students will be able to identify the shapes in the book. (circle, triangle, square, and rectangle)
Honestly, what were you thinking? It took me hours to figure how exactly what you had constructed for them. I don't even know how you set up what you did. It makes no sense to me. One sharp end through the draws on the right side, and the sharp end handing from the anchors on the other? That's just weird.
Next we would put the starch solution, the right amount of course, into the plastic sandwich bag and secure it with the twist tie.
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
...ett, S. (2008) . Young children’s access to powerful mathematical ideas, in English, Lyn D (ed), Handbook of international research in mathematics education, 2nd edn, New York, NY: Routledge, pp. 75-108.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.