Lesson+Plan+Unit

= =  **Geometry Lesson Plan**

__Analyze Learners:__

 * Third Grade
 * Geometry

__State Objectives:__
__Sunshine State Standards__:    __Learning Objectives:__
 * MA.3.G.3.1: Describe, analyze, compare, and classify two-dimensional shapes using sides and angles - including acute, obtuse, and right angles - and connect these ideas to the definition of shapes.
 * MA.3.G.3.2: Compose, decompose, and transform polygons to make other polygons, including concave and convex polygons with three, four, five, six, eight, or ten sides.
 * MA.3.G.3.3: Build, draw, and analyze two-dimensional shapes from several orientations in order to examine and apply congruence and symmetry.
 * Given a drawing of an object, the third grade student will be able to identify the line of symmetry with 90% accuracy.


 * Using background knowledge, the student will discuss the presence of geometric shapes in everyday life to the best of their ability.


 * Given paper and a pencil, the student will be able to draw congruent figures with 95% accuracy.


 * Using a virtual geoboard, the students will model geometric shapes correctly.


 * Given a worksheet with shapes illustrated on it, the student will be able to sort and classify the geometric shapes with 85% accuracy.


 * When shown a picture of a geometric shape, the student will be able to identify it accurately.

__Bloom's Taxonomy:__ Through this lesson I am trying to target at least 5 of Bloom's taxonomy levels. By having the student sort and classify shapes the students are reaching the Analysis level. When the students identify and label shapes the Knowledge level is targeted. The Application level is approached by have the students model the shapes and apply them to their everyday life. When the student discuss the shapes and match them the Comprehension level is targeted.

__Select Instructional Methods, Media, and Materials:__

 * Pens/Pencils
 * Paper
 * Computers
 * Virtual Geoboard
 * Smartboard
 * Name That Angle Worksheet
 * Classify Shape Worksheet
 * Lines of Symmetry Worksheet
 * Pretzel Sticks

__Utilize Media and Materials:__
I will utilize these materials by displaying the different shapes using the Smartboard. I will have the computers use the computers to play educational games and by using the virtual geoboard. The student will use pencils and paper to draw shapes themselves and use them to complete the worksheets. The pretzel sticks will be used in Day 4 for a demonstration.

__Require Learner Participation:__
__**Daily Lessons**:

Day 1 - Lines and Angles:__ On Day 1, I will be going over lines and angles with the students. In class I will go over the definitions of a line, a point, a ray, a line segment, and parallel lines. I will also show examples of these terms on the Smartboard. Next I will teach about angles. I will go over the definitions of angles, obtuse angles, acute angles, and right angles. We will then play a quick game of Simon says with the different types of angles. I will tell the students an angle, and they will have to display that angle with their arms. When a student displays an incorrect angle they are out and must sit down. The winner/winners will get to pick from the prize box. The students will then complete the Name That Angle worksheet and turn it in to me.

__Day 2 - Polygons:__ On Day 2, I will teach the students about polygons. I will start by going over the definitions of polygons, triangles, quadrilaterals, pentagons, hexagons, octagons, concave, and convex. I will display pictures of these shapes on the Smartboard. Then, I will have a discussion where the students can share when/where they have seen these shapes in everyday life. The students will be given the Classify Shape Worksheet to complete. When the students are done with the worksheet (and turned it in to me) they will be allowed to go on the computer and play a matching game with shapes.

__Day 3 - Quadrilaterals:__ On Day 3, I will go in to greater detail about quadrilaterals and teach the students about the different types. First I will review with the students what a quadrilateral is. Then, I will go over trapezoids, parallelograms, rectangles, and squares in a hierarchal order. On the Smartboard, I will display pictures of the different quadrilaterals. I will have the students complex a venn diagram with the different shapes in order to help them understand that they can have some of the same properties. The students will then go to the computers to use the Virtual Geoboard. They will create the different quadrilaterals on the geoboard.

__Day 4 - Triangles:__ On Day 4, I will go in to a detailed explanation of triangle. I will review the properties of a triangle with the student and I will then introduce new information. I will describe to the students what an isosceles triangle, an obtuse triangle, and an equilateral triangle are. I will then pass out 3 pretzel sticks (that are even in size) to the each student in the class. I will have the student put the pretzels into the shape of a triangle, and I will explain that since all of the sides are equal it is an equilateral triangle. I will then ask the student to bite off a piece of one of the pretzel sticks and then form the pretzels into a triangle, this will display an isosceles triangle. Then I will have the students bite off a piece of a different pretzel, and this will display a scalene triangle. Next, I will review the angles we learned in the previous lesson. I will then go into the classification of triangles by angles (right, acute, and obtuse). The students will then go on the computer to the virtual geoboard to create right, obtuse, acute, equilateral, scalene, and isosceles triangles.

__Day 5 - Symmetry, Congruency, and Similarity:__ On Day 5, I will teach the class about Symmetry, Congruency and Similarity in shapes. I will fist go over the definition of each of the mentioned terms. On the Smartboard, I will then display to the student objects that are symmetrical and objects that are not symmetrical. I will also display congruent and similar shapes on the Smartboard. On a sheet of paper I will have the students draw similar shapes one side and congruent shapes on the other. The students will also complete a Lines of Symmetry Worksheet. After the students turn in the worksheet they will be allowed to go to the computers and work on the Virtual Geoboard. Here they will create a figure then use another rubber band to mark its line of symmetry. They will also create similar and congruent shapes on the geoboard.

__Evaluate and Revise:__
To evaluate the students I will review the worksheets they turned into me. I will also be able to check student progress by the activities done in the classroom. After I have completed this lesson I will evaluate how it worked. I will see if I accurately evaluated the ideas that I taught. I will revise or eliminate the lesson if necessary