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Published byGarry Burns Modified over 9 years ago
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Getting Into Shapes! Created by: Diana Misso
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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)?
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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
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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)
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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.
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Objective To recognize and identify two- dimensional shapes in order to develop a deeper understanding of geometry and its’ role in everyday life.
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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.
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Essential Questions How can I use shapes and equal parts? How do we use geometry to make sense of the real world?
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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?
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Assessing Prior Knowledge 2D Shapes Pretest (Page 27)
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Anticipatory Set Read aloud: The Greedy Triangle, by Marilyn Burns (http://youtu.be/kPuI4XyyZUE)http://youtu.be/kPuI4XyyZUE Create an anchor chart as a whole group
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Day One Model & practice creating shapes on geoboards
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Day Two Sort pattern blocks and work in math textbook
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Day Three Problem Solving with 2D Shapes Example on page 30, 31
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Day Four “My Polygon Riddle” (Page 30)
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Summative Assessment Independently create a “What’s in a Shape?” booklet Oral Assessment Written Posttest
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Results of Pre & Post Testing
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Recognizing Shapes
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What’s in a Shape? Rubric
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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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Thank You… Members of TLQP and EDU518 for your continued feedback.
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