Download - Getting Into Shapes!
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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.1Standard 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)
1 2 3 4 5 6 7 8 9 101
4
01
78 8 8
10
7
Results of Pre Testing
Question Number
Num
ber
of S
tude
nts
Corr
ect
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Anticipatory Set
Read aloud: The Greedy Triangle, by Marilyn Burns
(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
1 2 3 4 5 6 7 8 9 100
2
4
6
8
10
12
Pretest PosttestQuestion Number
Num
ber o
f Stu
dent
s Cor
rect
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Recognizing Shapes
Circle
Trian
gle
Quadri
latera
l
Squa
re
Paral
lelogra
m
Penta
gon
Hexago
n
Trape
zoid
Rectan
gle0%
10%20%30%40%50%60%70%80%90%
100%
Pretest PosttestShape
Clas
s Per
cent
age
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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.