Getting Into Shapes! Created by: Diana Misso

Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw shapes? ▪ How can I improve my essential question(s)?

Elementary Level Learning Experience ▪ Trinity Catholic Academy – Urban Catholic School in South Buffalo – PK – 8 – Approximately 120 students ▪ Taught in March 2013 – One week (5 days) of 45 minute classes

Grade Level/Ability of Students ▪ Second Grade Class of 10 students – 5 boys, 5 girls ▪ Two students have IEP’s ▪ Two students receive Title 1 Math services ▪ Rules & Procedures have been established (Page 19)

NYS Common Core Learning Standard 2.G.1 Standard Area: Mathematics Domain: Geometry (G) Cluster: Reason with shapes and their attributes. Standard 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.

Objective To recognize and identify two- dimensional shapes in order to develop a deeper understanding of geometry and its’ role in everyday life.

Enduring Understandings Geometry is a representation of the world around us. Geometric shapes exist in the natural and the man- made world. Objects can be analyzed, sorted, and compared by attributes.

Essential Questions How can I use shapes and equal parts? How do we use geometry to make sense of the real world?

Guiding Questions How many sides & angles does a shape have? Describe a shape by its given name, number of sides, and/or number of angles. What are examples of objects in school that look like 2D shapes?

Assessing Prior Knowledge 2D Shapes Pretest (Page 27)

Anticipatory Set Read aloud: The Greedy Triangle, by Marilyn Burns ( Create an anchor chart as a whole group

Day One Model & practice creating shapes on geoboards

Day Two Sort pattern blocks and work in math textbook

Day Three Problem Solving with 2D Shapes Example on page 30, 31

Day Four “My Polygon Riddle” (Page 30)

Summative Assessment Independently create a “What’s in a Shape?” booklet Oral Assessment Written Posttest

Results of Pre & Post Testing

Recognizing Shapes

What’s in a Shape? Rubric

What’s in a Shape? Student Work begins in Appendix III (Page 33) Number of Students performing at a level of… ▪ Distinguished: 3 ▪ Proficient: 5 ▪ Developing: 2

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