Grade 2
Domain: Reason with shapes and their attributes.
Standards:
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Learning Progression
I can define and identify a triangle.
I can define and identify quadrilaterals.
I can define and identify pentagon.
I can define and identify a hexagon.
I can define and identify cubes.
I can show how to draw a triangle.
I can show how to draw a quadrilateral.
I can show how to draw a pentagon.
I can show how to draw a hexagon.
I can show how to draw a cube.
I can demonstrate my understanding of how the same-size squares can make up a rectangle.
I can identify the number of same-size squares in a rectangle.
I can describe what half of an object is.
I can describe what a third of an object is.
I can describe what a fourth of an object is.
I can explain that two halves equals a whole.
I can explain that three thirds equals a whole.
I can explain that four fourths equals a whole.
I can demonstrate how to divide a circle into two halves.
I can demonstrate how to divide a circle into thirds.
I can demonstrate how to divide a circle into fourths.
I can demonstrate how to divide a rectangle into two halves.
I can demonstrate how to divide a rectangle into thirds.
I can demonstrate how to divide a rectangle into fourths.
I can recognize that equal shares of identical wholes do not always have to be the same shape.
| Learning Progression | Formative Assessment |
| I can define and identify a triangle. | Pre-made signs with different shapes spelled out |
| I can define and identify quadrilaterals. | Pre-made signs with different shapes spelled out |
| I can define and identify pentagon. | Pre-made signs with different shapes spelled out |
| I can define and identify a hexagon. | Pre-made signs with different shapes spelled out |
| I can define and identify cubes. | Pre-made signs with different shapes spelled out |
| I can show how to draw a triangle. | Whiteboards |
| I can show how to draw a quadrilateral. | Whiteboards |
| I can show how to draw a pentagon. | Whiteboards |
| I can show how to draw a hexagon. | Whiteboards |
| I can show how to draw a cube. | Whiteboards |
| I can demonstrate my understanding of how the same-size squares can make up a rectangle. | Teacher observation of activity |
| I can identify the number of same-size squares in a rectangle. | Teacher observation of activity or exit slip |
| I can describe what half of an object is. | Entrance Slip |
| I can describe what a third of an object is. | Exit slip |
| I can describe what a fourth of an object is. | Exit slip |
| I can explain that two halves equals a whole. | Teacher Interview (One on One) |
| I can explain that three thirds equals a whole. | Teacher Interview (One on One) |
| I can explain that four fourths equals a whole. | Teacher Interview (One on One) |
| I can demonstrate how to divide a circle into two halves. | Teacher observation of manipulative activity |
| I can demonstrate how to divide a circle into thirds. | Teacher observation of manipulative activity |
| I can demonstrate how to divide a circle into fourths. | Teacher observation of manipulative activity |
| I can demonstrate how to divide a rectangle into two halves. | Teacher observation of manipulative activity |
| I can demonstrate how to divide a rectangle into thirds. | Teacher observation of manipulative activity |
| I can demonstrate how to divide a rectangle into fourths. | Teacher observation of manipulative activity |
| I can recognize that equal shares of identical wholes do not always have to be the same shape. | Worksheet or Manipulatives |
Summative Assessment: Summative Assessment
| Learning Progression | Summative Assessment |
| I can define and identify a triangle. | Chart |
| I can define and identify quadrilaterals. | Chart |
| I can define and identify pentagon. | Chart |
| I can define and identify a hexagon. | Chart |
| I can define and identify cubes. | Chart |
| I can show how to draw a triangle. | Chart |
| I can show how to draw a quadrilateral. | Chart |
| I can show how to draw a pentagon. | Chart |
| I can show how to draw a hexagon. | Chart |
| I can show how to draw a cube. | Chart |
| I can demonstrate my understanding of how the same-size squares can make up a rectangle. | Teacher brief meet to use manipulatives |
| I can identify the number of same-size squares in a rectangle. | Teacher brief meet to use manipulatives |
| I can describe what half of an object is. | Partitioning chart |
| I can describe what a third of an object is. | Partitioning chart |
| I can describe what a fourth of an object is. | Partitioning chart |
| I can explain that two halves equals a whole. | Partitioning chart |
| I can explain that three thirds equals a whole. | Partitioning chart |
| I can explain that four fourths equals a whole. | Partitioning chart |
| I can demonstrate how to divide a circle into two halves. | Partitioning chart |
| I can demonstrate how to divide a circle into thirds. | Partitioning chart |
| I can demonstrate how to divide a circle into fourths. | Partitioning chart |
| I can demonstrate how to divide a rectangle into two halves. | Partitioning chart |
| I can demonstrate how to divide a rectangle into thirds. | Partitioning chart |
| I can demonstrate how to divide a rectangle into fourths. | Partitioning chart |
| I can recognize that equal shares of identical wholes do not always have to be the same shape. | Rectangle graph chart |
EDU 373/573 Mini Lesson, Assessments, and Reflection
| Before Lesson Considerations | |
| Standard/Learning Objective | “ I can define and identify a triangle.” |
| Materials | Work sheets Paper with all the pictures on it for each groupPencils/pens Have the classroom set up with pictures of triangles and the word |
| FormativeAssessment | For the formative assessment the students will hand in their worksheet where they have to circle the triangular shapes, word triangle, and circle the shapes that represent a triangle from a list of shapes. This will allow me to collect targeted data and decide if the students are ready to move on to the next lesson. |
| During Lesson Considerations | |
| • Hook • Instructional Strategies• Active Engagement• Link | Hook- During this lesson students will be going over how to define and identify a triangle. This lesson is going to be around 30 minutes. Students will be working in pairs, table and whole group discussions. The class will be partaking in a triangle hunt today. Tell the class- Students, I want you to think about what we have been reviewing over the last couple of days. Who can share with me what we have been talking about? Since this is the first one on the learning progression we will talk about we learned last unit and how it relates to this one. Example students will know what a triangle looks like. Instructional Strategies- To first start this lesson the teacher will tell the class we are going to start with a think, pair, share. They will turn to their partner and discuss what they think a definition of a triangle is. Following this activity we will have a whole class discussion on what the students think a triangle is. The teacher will write down what the students said and the class will come up with a definition that makes sense to the whole class. Example, a triangle has 3 sides. Once the students have a good understanding of what a triangle is the students will see a picture pulled up on the screen with the definition then will start the activity. I Do- I will draw a triangle and define the triangle in my option. Next I will have a bag of many different shapes. I will pull one out and explain why it is not a triangle or if it is a triangle and why. If it has 3 sides and creates angles that would be considered a triangle. We Do- Next the students will watch me pull on different shapes and the students will tell me why it is a triangle and how they got that answer. Then the teacher will ask if the class can agree with the answer stated. Why or why not they can use whiteboards to write down their answers. You do- “Triangle hunt” explained in active engagement Active Engagement- The students will have an understanding of what a triangle is and what it looks like and following this the class will partake in a “triangle hunt”. I will give an example to the class that we see triangles everyday in our life. Such as pizza slices, house to the eiffel tower. The students will work as a table and will be given a piece of paper with objects. These objects will be in different shapes and the students will be able to circle the ones that are triangles. If the students finish early the students will work as a table to create a list of triangles they see everyday and even in the classroom. Once each group is done the class will have a discussion of what triangles we saw on the sheet and if anyone can name any triangles they see in their life that wasn’t demonstrated on the sheet, like that they have a doll house at home. Lastly to end the lesson the students will complete a paper activity where they have to circle the shape triangle and circle the word triangle and the sheet will include different shapes as well as a list of different qualities of a triangle and circle the ones that apply to the triangle. Link- Going over past knowledge will partake in the first activity the students are completely today. To come up with the definition of a triangle. The students can use the word list on the wall of words that can help them define a shape. They will also have seen pictures of different shapes and have a background understanding of the image of a triangle and what the qualities are for the shape to be a triangle. Since this in the first one in the learning progression a am going to link this activity to a later lesson “I can draw a triangle” and “define other shapes” by pulling out other shapes they will see what they look like and qualities that do not make a triangle also seeing the triangle is allowing them to understand 3 sides with 3 angles to draw it for the future lessons. |
| Differentiation | Using terms that all the students understand Having visuals around the roomGiving students different ways of understanding a triangle because each student learns in a different wayResources for students (seating, tools needed)Students are allowed to use different strategies and techniques |
| ClassroomEnvironment andManagementConsiderations | How we should support students when working together in calm voices with calm bodies What to do if you need help examples- (raise hand, ask a friend)How we treat materials What to do if students need a movement break Preset-up tables and partners |
| After Lesson Considerations | |
| Evaluation of Student Objective | How I will evaluate the students is walking around the room and hearing the students discussion following each student will be able to tell the class how they define a triangle this will allow the teacher to have a better understanding of what they understand and a better understanding of the information they need more support with. The activity will also allow the students to understand the triangle and what it looks like and the qualities the triangle needs to have to be classified as a triangle. Lastly collecting the worksheet/quiz will give future information on what the teacher should review more and the point the students understand. |
| Reflection | We will not use this piece in this class. |
If the whole group is grasping the fourths concept and understands that a fourth makes a whole, and an individual fourth is part of the whole then more onto the next learning objective with doing the same but with rectangles as it applies the same knowledge with another shape.
If using a math program view the enrichment materials and pull out the relevant questions to the learning objective and practice them as a group. This can ensure their understanding of the circle partitioning before moving onto another shape.
If the group is not grasping the concept or can not see the connection between the fourths and a whole review the vocabulary and use more real work connections to help them make the connection.
If using a math program look to find relevant re-teach materials for this objective and/or the extra practice materials.
The manipulatives and the written portion will help visual, hands-on learners and the manipulatives are relatively large so everyone should be able to grab them with ease. Another option would be printed and laminated manipulatives that are easy to drag and rearrange on a desk.
Classroom Environment and Management Considerations:
The manipulatives may be a distraction at first and students may want to play with them. Guided math is precious time so it is necessary to make it clear that they are not for play and we are going to use them like mathematicians or set a 30 second timer and let them know they have 30 seconds to build or play with the manipulatives.
The color of the manipulatives also needs to be the same to minimize arguments over color and to also help them differentiate from the different sizes. All the halve pieces should be the same color, thirds pieces should all be the same color and so forth.
While in guided math other students will be at the other stations and must know their expectations and understand the SOPS.
All students working at other stations should be working on previously mastered learning objectives that they can do with success and not needing teacher assistance.
It is important to have an SOP that instructs them to ask a friend if they need help and it is necessary as a teacher to pay attention to their behavior to identify if the student is being frustrated by the work, so you can adjust the material they are working on.
Maybe include station check ins where students bring a sheet with them around to each station and star rate the work they did at the station on a frustration/challenge scale and they hand it in at the end of the math block. This way you can see their feelings about the work they are doing at each station and can make necessary changes. This also will show the students feelings towards their independent learning and this is an important component of student focus and success and will make them feel like they have a say in their learning.
Differentiation:
Students should be working on the standard they are struggling with at their guided math station and the standards they are at an independent level with should be worked on at their IXL, math practice and math games stations.
Students can use manipulatives, or white boards during guided math to show their thought process.
Classroom Environment and Management Considerations:
There is an SOP in place for students walking to the rug, answering questions and rotating stations.
Since students are working at independent stations on material that they are familiar with, they should not be interrupting the guided math station.
Geometry-
During this class we focused on second grade geometry. A Lot of these standards were building blocks to higher math problems. Teaching geometry is very important at these grade levels because it allows students to have a wider understanding of shapes and real world situations, and allows helpful information that can relate to other subjects such as science. One part of the lesson plans was understanding shapes and what they look like. This allows for a better understanding of spatial use. The use of size, and how it can relate to the word we live in. During my lesson plan I focused on triangles and how we see them in everyday life, for example some of us may eat pizza which is in the shape of a triangle. Allowing students to understand that math can be seen in a fun light and is useful is very important.
I really enjoyed these standards as well as unpacking them. My group found these lessons to be very engaging and allowed for students to have fun with a great amount of support. Something we talked about was how we want students to feel supported during our lessons and how we want them to be engaged. Something else we discussed was, we do not want all of the evaluations to be through testing. We believe that assessments do not best determine what students know. Furthermore, we talked about how some students struggle to do the best of their ability on exams for numerous reasons, we also do not want to limit our students. A way we can do this is by allowing the students to come up in small groups and meet with the teacher to reciprocate the information they have learned. This is a more engaging and fun way to test students’ knowledge, as all students sitting at their desks taking a silent exam can be intimidating to some and cause anxiety. Anxiety and the mentality of being intimidated are not good characteristics to have when trying to do your best. I am going to include this into my next lesson plan. I really like the skills we are learning in this class due to the fact that I didn’t grow up loving to complete or learn math. Teaching math is allowing me to see a different side of math and how to make it engaging for students and allowing them to see how they can use it in the real world.
Why this meets all the Standards-
This unit of study demonstrates all the Maine common core teaching standards with consistent demonstrations. It shows examples of learner development though how the teacher understands how different students learn and develop through different areas. This can show collaboration with peers, independent work and help with the teacher. This unit of study also allows for learning differences, students with disabilities and individual learning styles are taken into consideration to ensure inclusion. If students are struggling with the lesson, the teacher can use differentiation, such as, resources for the student or extra work challenging the student if students are finding the unit very easy. As a future educator we want to create a supportive and safe classroom environment for the students to encourage learning. Learning environments are supporting students’ importance of creating a positive learning environment to engage the students. This can include table work or partner work overall collaboration. Content knowledge is also seen in this lesson plan with linking past lesson plans the students have learned to the lesson they are currently learning in class today. This allows for students to understand that the material they are learning is meaningful and it is important to link their knowledge. Students can also be seen practicing in “I do, we do, you do” to promote independent learning and use questioning techniques which are innovative applications of content. The lesson plan allows for many different methods of assessment which can contain different ways to promote assessments. This can be seen when teachers evaluate students, different types of worksheets to collect targeted data and decide if students are ready to move onto the next lesson. When planning for instruction there are different learning styles and techniques students need to uphold that each student is getting instruction that supports the students learning, this can include visuals around the classroom or using manipulatives to meet different students’ needs. Different instructional strategies allow for encouragement of all learners to apply information. This can be to adapt from instruction from working in groups to individual work. Students will also be allowed to see how lessons connect with each other from using past knowledge from different lessons and applying them into future lessons in engaging content to see themselves as lifelong learners from reflection and continuous growth. Throughout the lesson plan, collaboration plays an important role. Students are learning new communication skills, working with diverse learners and taking leadership roles. Lastly technology is seen to implement lessons in engaging ways and proving positive ways to learn through the use of technology. Overall this unit of study has met all the Maine common core teaching standards with consistent demonstration of the many suitable aspects required to accurately and successfully meet the needs of the students.
