math unit plan may 8, 2014 lisa forcellina and kimberly ... forcellina and kimberly depaolis ece 415...
TRANSCRIPT
Domain and Standards
This unit plan explores the third grade geometry domain. We chose geometry as our
domain because we found that this was a domain that we had little experience with in terms of
knowing the specific standards thoroughly as well as creating lessons that aligned with these
standards. We decided to pair our geometry math unit with an around the world theme because it
allows for students to compare similarities and differences across cultures through the vehicle of
math. We both find cultural exploration to be a critical element of early childhood education.
This unit plan allows us to incorporate that exploration easily in the classroom by presenting
flags that represent different countries around the world and identifying the shapes that make
them up. This plan allows for students to apply both prior knowledge and new knowledge of
geometry to actively engage in culturally stimulating activities.
Our first lesson draws on children’s prior knowledge to identify shapes and their
attributes. This lesson aligns with CCSS.Math.Content.3.G.A.1 Understand that shapes in
different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having
four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).
Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples
of quadrilaterals that do not belong to any of these subcategories. This lesson aligns with this
standard because students will be identifying the characteristics that help us to identify and
classify shapes. For example, students will be asked, “How many sides does a square have?”
Our second lesson asks children to actively partition pictures of flags into quadrants.
Students will then look at how shapes and patterns within the flag are changed by the division
into four equal quadrants. This aligns with CCSS.Math.Content.3.G.A.2 Partition shapes into
parts with equal areas. Express the area of each part as a unit fraction of the whole. This lesson
aligns with this standard because students will represent the part-part-whole relationship while
exploring the various shape attributes on the flags.
Our third lesson, which includes children categorizing different shapes, also aligns with
CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four sides), and that the shared
attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles,
and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not
belong to any of these subcategories. This lesson aligns with this standard because when given a
flag of a different country, students will identify the shapes on that flag and categorize them as
triangles, quadrilaterals, polygons, and non-polygons. Students will be required to apply their
prior knowledge of the attributes of shapes to accurately classify them.
Our fourth lesson asks students to combine and apply geometry knowledge gained from
previous lessons to create a classroom flag. This lesson aligns with both geometry standards
because the children, given instruction with specific shapes and quadrants, will have to create
their shape in the specified quadrant on the classroom flag.
Unit Plan Overview
Lesson one: Students will work to identify shapes with an emphasis on their specific attributes.
This lesson is helping to progress the child’s ability to classify into various categories later on.
Lesson two: Students will divide rectangles (flags) into four quadrants. Students will notice what
changes this makes to the patterns and shapes that were previously identified within the
rectangle. Students will become more familiar with part-part-whole relationships.
Lesson three: Students will work in small groups to identify the different shapes on a given flag
and categorize those shapes as triangles, quadrilaterals, polygons and non-polygons.
Lesson four: Students will create a classroom flag by producing shapes given on an instruction
card and placing them in the specified quadrants of the flag.
The lessons were placed in a sequence that allows for students to gradually progress from
applying prior knowledge to applying new and more advanced knowledge. The final lesson
incorporates all of the knowledge that students have acquired from the previous lessons and
provides a fun way to wrap up the unit while producing something that represents their
knowledge and will be showcased in the classroom.
Curricular Connections:
Our math unit plan includes subject integration with social studies and language arts.
With connecting our geometry math unit plan with an “All Around the World” theme, we are
integrating social studies. Before the start of the unit, the children will be bringing home a letter
to their families (see end of unit plan), which asks that families to submit a flag that represents
their ethnicity. This will stimulate a conversation about the families within the classroom and
their culture. Families are welcome to come into the classroom to talk about their ethnicities and
the flags that represent them before beginning our math unit relating to those flags. We also
incorporated the use of literacy very strongly in our math unit plans by using literature to initiate
our different activities. The content of the books include shapes, shape categories, quadrants and
flags. We also have a list of other books (see end of unit plan) that will be present within the
classroom throughout the math unit for the children to read during free time or reference during
the different activities planned.
Effective Teaching Strategies:
Within our math unit plan, there are many effective teaching strategies that would be
used. To start with, our unit plan exemplifies great differentiation. With each lesson and activity,
there are different types of grouping strategies used. This is because all children have different
preferences when it comes to working with one another. Therefore, we present the opportunity to
work in a number of different scenarios by pairing them, putting them in small groups, and
having whole group lessons, as well as working individually. These grouping strategies allow for
children to expand on their abilities to work cooperatively with one another, scaffold one
another, as well as work alone for the students who may work better that way or prefer to do so.
Also along the lines of differentiation, we created a variety of different ways that each
lesson could be adapted to fit the needs for our students that are enriched or need additional
assistance. These adaptations range from providing different materials needed, such as self-
assisted scissors, to creating instructional cards that vary in terms of range of difficulty for the
final lesson. It is our goal to create lessons and adapt them to all of our students’ needs so that
each child is comfortable, excited to learn each day and no matter what pace they work at or
what materials they use, they’re all essentially still learning the same content.
Finally, our instruction creates great opportunity for teachers to scaffold the children.
Within the initiations and instruction, the plans indicate that the teacher will provide an example
of what is to be done by physically doing what the children are expected to do. The teacher will
also be available during small group and individual work for the children to reference. Parents
and family members are invited into the classroom each day so that there are more adults to help,
especially when the children are in small groups or working individually, which provides a
greater number of resources to scaffold student thinking.
Family Participation
If this unit were to be implemented within a classroom setting we would have asked
parents to send in an image of the flag that represents the ethnicity of their family prior to the
start of our unit. We would base our lesson around the various flags from the collected images or
countries. For this assignment’s purposes, we went ahead and selected six flags that display
different shapes with various attributes that meet the varying needs of students within the
classroom. The flags that we chose represent the following countries: America, Brazil, Japan,
Israel, Kuwait and Nepal.
To further involve parents in the classroom life and unit, we will begin by providing
some guiding questions to help stimulate conversation with their child while finding an image of
the flag that is representative of their country. In addition to these crucial at home conversations,
parents will be invited to come and share personal stories and general information regarding the
culture of their country. This will help students to understand that a flag is symbolic of people,
culture, and ideas, and is not simply just an item. Parents will be welcome at all times during this
unit to work directly in the classroom with the students. Parent volunteers will be especially
critical when it comes to putting together our classroom flag (during lesson four), as there will
likely be a need for additional support. Students will look forward to sharing what they have
learned with their parents.
Technology
There are many technological components to this unit plan. All four of the lessons will
require a smart board for whole group instruction activities. It will provide an additional visual
source for the children. In addition to the smart board, students will be using various
technological applications including; math cat’s polygon playground, and geoboards. Both of
these apps will allow students to explore shapes in a creative way.
Eastern Connecticut State University Lesson Plan One
What makes a shape?
Student Teacher Lisa Forcellina and Kimberly DePaolis
Grade Level Third Date of lesson TBA
Institution Eastern Connecticut State University Length of lesson 30 minutes
Content Standards:
CCSS.Math.Content.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
Prior Knowledge/Connections:
Students will be able to identify the following shapes: square, rectangle, circle, triangle, star,
trapezoid, rhombus, hexagon.
Students will be able to classify shapes into the following categories: square rectangle, circle,
triangle, star, trapezoid, rhombus, hexagon.
Students will know what a flag is and be able to identify the flag that represents the United States
of America.
Student Learning Objective(s):
Students will be able to identify properties that can be used to classify various shapes; sides and
angles.
Students will be able to count sides, angles.
Students will be able to classify based on similarities in shapes.
Vocabulary:
Angles, sides, square, rectangle, circle, triangle, star, trapezoid, rhombus, hexagon, flag,
countries, similar, different, attributes, classify
Assessment-Essential Key Question:
Essential Question: What parts of the shapes can we use to help us identify them and classify
them?
Assessment: Students will be assessed informally, as the teacher observes participation in whole
group lesson, and work in partners.
Students will be assessed formally, via a summative assessment which students are to complete
in partnerships. Students will turn in this worksheet and the teacher will provide feedback based
upon the following rubric:
Student
correctly drew
each shape.
Student correctly
recorded the
amount of sides.
Student
correctly
recorded the
number of
angles.
Student
identified a
pattern.
Notes:
Materials/Resources:
Pencils
What makes a shape? Worksheet (one per child)
Clipboards
Shapes by David Goodman and Zoe Miller
Geoboards app
Technological resources:
Smart board
tablets/class iPads
Learning Activities:
Whole group- 10 minutes- Picture walk through the first half of Shapes by David Goodman then
use of Geoboards App on the smart board
Partners- 15 minutes- Complete What makes a shape, a shape? Worksheet
Individual- if there is extra time- Use of Geoboard app on class iPads
Initiation: To begin the teacher will say- “Today we are going to look at many different types of
shapes, many of them you might already know! I want you to think about all of the parts of each
shape and how you know what shape it is when you see it.” Allow for children to contribute/ask
questions.
Lesson Procedures: “This book is about shapes, there are many images. Let’s look at the first
page for example, what shape you see here?” children will respond. “What are some
observations you might make about this circle?” Teacher will scaffold children’s thinking to
identify that a circle has no sides, and no angles. Teacher might ask students to identify circles
around the classroom. Teacher will ask whether or not a circle can be made on the geoboard (on
the smart board), and ask a student to try. Teacher will repeat these steps for each of the two
dimensional shapes in the Goodman and Miller text. Students will be placed in partnerships.
Teacher’s helper will pass out clipboards to all students. Teacher will pass out worksheet to be
completed and as students to read the directions aloud. Students will spread out around the room
and complete the graphic organizer. When the worksheets are completed, students may get an
ipad and work on the Geoboards app until all students have completed their work or until math
has come to an end.
Closure: “It is time to clean up, please place your worksheets in the blue basket, if you have not
finished you will be able to work on it during choice time, if you are using an ipad, please log
off, place it back in its cubby and then everyone join me on the carpet.” Teacher will have six
flags laid out on the carpet. “Can you all take a look at these flags and name some of the shapes
that you see?” Teacher will call on students. Teacher will scaffold student’s responses by asking
questions like, “what have you observed about this shape?” or “What attributes of this shape help
us identify it?” Teacher will transition students to next activity.
Intervention:
Students can have access to shape prompting cards if necessary, this will aid in
completion of the worksheet (image a)
Students will have guidance and prompting from adults in the classroom
The geoboard images from initiation will be left on the smartboard as a point of reference
for all students
Enrichment:
Students will be given a written description of shape attributes instead of the name when
they are asked to draw it on their “What makes a shape?” Worksheet
Students may be asked to draw a shape with the same number of sides that is different
than the represented shape, on the back of their worksheet
Square Image A
What makes a shape?
Name:__________________________________
Partner’s Name:_________________________ Date:_________________________
Please draw the following shape:
Record how many sides:
Record how many angles:
Draw a shape that has the same
number of sides:
Square
Rectangle
Circle
Early Childhood Education Technology Evaluation Toolkit
Date:Spring 2014 Evaluator(s):Lisa Forcellina and Kimberly DePaolis Organization:Eastern Connecticut State University Age group: School Age (Grades : third) Type: Regular Education, Special Needs Title: Geoboards
GOALS
___X_a. Approaches to learning (curiosity, attention, flexible thinking/creativity, persistence)
____b. Language/Literacy __X__c. Mathematics ____d. Science
____e. Social Studies ____f. Social-Emotional (cooperation, collaboration, identifying emotions)
HARDWARE
__X__a. Desktop or laptop computer (mouse and keyboard) _X___b. Desktop or laptop computer (touch
screen)
__X__c. Interactive whiteboard __X__d. Tablet __X__e. Multi-touch table or surface
SOFTWARE
Software Title: Math Learning Center (1=No 2=Unsure 3=Somewhat 4=Yes)
1. Educational a. Learning versus focus on winning? 1 2 3 4 b. Content research and/or learning standards based? 1 2 3 4
c. Feedback informative/teaches? 1 2 3 4
2. Appropriate a. Appropriate cognitive skill(s)/subject matter? 1 2 3 4
b. Set in interesting/appealing context? 1 2 3 4
c. Pre/non-readers can navigate? 1 2 3 4
d. Free from bias? 1 2 3 4
3. Child-Friendly a. Simple/clear choices? 1 2 3 4
b. Multiple, positive opportunities for success? 1 2 3 4
c. After adult support, children can use independently? 1 2 3 4
4. Enjoyable/Engaging a. Enough activities with varieties? 1 2 3 4
b. Appropriate use of rewards? 1 2 3 4
c. Realistic graphics and appealing to intended age? 1 2 3 4
d. Activities match well to attention span? 1 2 3 4
5. Progress Monitoring/Assessment
a. Covers all the key areas the software teaches? 1 2 3 4
b. Easy to use and interpret? 1 2 3 4
6. Individualizing Features
a. Can be customized for child’s needs? 1 2 3 4
b. Allows creation of new activities? 1 2 3 4
INTEGRATION
a. Initial training/professional development on integration included? 1 2 3 4
b. Ongoing training/professional development opportunities? 1 2 3 4
SCORE
(Total Score ÷ 80) x 100 = __83.75%-B
(90-100=A,80-89=B, 70-79=C, 60-69=D, <59=F)
__X__Purchase ____Continue to Consider this Option
____Do Not Purchase ____Consider other Options
COMMENTS
Eastern Connecticut State University Lesson Plan Two
What’s in your Quadrant?
Student Teacher Lisa Forcellina and Kimberly DePaolis
Grade Level three Date of lesson TBA
Institution Eastern Connecticut State University Length of lesson forty minutes
Content Standards:
CCSS.Math.Content.3.G.A.2 Partition shapes into parts with equal areas. Express the area of
each part as a unit fraction of the whole.
Prior Knowledge/Connections:
Students will be able to identify shapes on the flag by their name.
Students will be able to recognize the number of sides that each shape has.
Students will know what a flag is.
Student Learning Objective(s):
Students will be able to partition a flag into four equal parts.
Students will understand that each area is a quadrant.
Students will identify shapes within each quadrant.
Vocabulary:
Shapes, attributes, quadrants, equal, part, whole, divide
Assessment-Essential Key Question:
Essential Question: How can we divide a flag (an image) into equal parts?
Assessment:
Teacher will informally assess students by monitoring whole group participation, small group
participation, and worksheet completion. Teacher will have a class list complete with areas next
to each child’s name to record notes as he or she observes each child around the classroom.
Materials/Resources:
6 Images of the flags from the following countries: American, Japan, Brazil, Israel,
Kuwait, Nepal
Ziploc baggies
tape
Quadrant recording sheet
Pencils
“Shape” by David Goodman and Zoe Miller
Scissors
Rulers
Technological resources:
Smartboard
Learning Activities:
Whole group- twenty minutes- initiation/mini-lesson, reference Shape by David Goodman and
Zoe Miller, smart board quadrant activity
Individual- fifteen minutes- completion of flag partitioning
Small group- five minutes- quadrant guessing game
Initiation:
Students will be seated around the carpet facing the smartboard. The teacher will have a
document open on the smart board that displays four quadrants and a bank of shapes on the side
of the document. The teacher will start by saying, “Today we are going to talk about ways in
which we can divide a shape into equal parts.” The teacher will show and read the pages from
the Shape text that discusses the division of shapes.
Lesson Procedures:
The teacher will hold up a large (11x14 inches) image of the American flag. The teacher will ask
student to identify the shape of the flags and the shapes that they see on the flag. The teacher will
then ask the students how they can divide the flag into two equal parts, he or she will scaffold
children’s responses so that it is clear that there are two equal halves of the flag. The teacher will
then physically cut the flag into two halves. The same steps will be repeated until the flag has
been divided into quadrants, or four fourths. After dividing the flag, students will sort the shapes
in the shape bank by sliding them into the respective quadrant on the smartboard. Next, children
will be divided into five groups of four. Each group will be given a designated flag and each
child in the group will receive their own image of the flag. Students will work independently to
record the shapes that are present in each quadrant of the shape.
Closure:
After the completion of quadrant division recording sheet students will be asked to find the
image of the flag that they are working hung on the wall around the room. The four students in
each group will reach into the bag (underneath the image of the whole flag) and select one slip of
paper (one quadrant of the flag, the top and bottom of the quadrant will be labeled directly on it).
Students will not show the others in their group the quadrant they have selected but instead will
verbally describe the quadrant. The three other children in the group must work to actively listen
to the clues to decipher which quadrant their friend is describing. Students may use their
recording sheet. Once the students have correctly guessed the quadrant they must glue it on top
of that part of the flag. Students will have completed the activity when all four quadrants are
successfully glued in the accurate places on the flag.
Intervention:
Students will have access to adult assistance folding/divid ing the paper equally
Students will have pre-cut tracers that will help determine equal parts before division
Students will have access to self-assisted scissors
Enrichment:
Students may be asked to give a size relationship when describing their shape- i.e. “There
is a shape with four sides that are each one inch long on my quadrant.”
Students may be asked to divide shapes with their flag into quadrants- i.e. divide a star
from the American flag into quadrants
Name: ______________________________
Country that your flag represents: _________________________________
(You may use the Flags of All Nations text if you are unsure.)
Date:_______________________
First, you need to div ide and cut your flag into four equal parts.
Each of these parts is called a quadrant and represents ¼ of your
whole flag.
Label all four of the quadrants below.
Use the quadrants below to describe the shapes represented in
each quadrant of your flag using pictures and words.
You may want to label your cut quadrants or refer to the image of
your whole flag
Eastern Connecticut State University Lesson Plan Three
Student Teacher
Kimberly DePaolis
and Lisa Forcellina Grade Level: 3
Content Standards:
CCSS.Math.Content.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
Eastern Connecticut State University Lesson Plan Three
Upper left quadrant quadrant
quadrant quadrant
Student Teacher Kimberly DePaolis and Lisa Forcellina Grade Level: 3
Content Standards:
CCSS.Math.Content.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
Prior Knowledge/Connections:
Children will have already reviewed the identification of varying shapes and what a quadrant is
in the previous lessons. The activities from those lessons have reinforced this knowledge.
Student Learning Objective(s): Identify specific and measurable learning objectives for this
lesson.
Students will be able to accurately identify and categorize different shapes including
triangles, quadrilaterals, polygons and non-polygons.
Vocabulary:
Shapes
Sides
Quadrilaterals
Triangles
Non-polygons
Polygons
Categorize
Assessment-Essential Key Question:
Essential key question: What types of shapes belong in the following categories: triangle,
quadrilateral, polygon and non-polygon?
The assessment type that will be used in this lesson is informal assessment. While the children
are in small groups, the teacher will walk around and visit each group to observe each child’s
input on the shapes and their categories. When the children share their findings in front of the
class, the teacher will observe their work based on the accuracy of the categories they placed
their shapes in as well as their explanations for why. The teacher will have a class list and check
off when a child shares something about the categories accurately. If the child says something
that is inaccurate, the teacher will circle the child’s name so that he or she knows to work further
with that child.
Materials/Resources:
American Flag
Brazil Flag
Japan Flag
Nepal Flag
Kuwait Flag
Israel Flag
Recording sheets
Picture cards (for children needing additional accommodations)
Technological resources:
Smart board
Learning Activities:
Whole group – initiation (15 minutes) – read “Shape Up!” and identify the different attributes of
shapes in specified categories.
Small group – 10 minutes – classify the different shapes on a given flag
Initiation:
Instruction for this lesson will be completed in a whole group setting. The teacher will read aloud
the book, “Shape Up!” to the whole group, which describes triangles, quadrilaterals, polygons
and the characteristics that make different shapes fit into these categories After the book is read,
children will have the opportunity to ask questions they may have about shapes. The teacher will
then review the material to the whole group by holding up different shapes and having the
children raise their hands to identify what type of shape it is. All answers will be recorded on
chart paper along with an explanation for what makes the shape fit into the specified category
(ie. “It’s a quadrilateral because it has 4 sides). The teacher will then explain in whole group the
activity for categorizing shapes.
Lesson Procedures:
In whole group, the teacher will take the time to explain the categorizing shapes activity and give
an example. The teacher will review triangles, quadrilaterals, non-polygon, and polygon and
referring to the chart paper from the initiation, and again describe the attributes that make certain
shapes a part of these specific categories. The teacher will then hold up the American flag as an
example. The teacher will identify out loud the different shapes seen on the flag and record them
on another piece of chart paper. Once this is completed, the teacher will introduce the recording
sheet that will be used during the activity, which includes a chart for students to record the
different shapes found on their flag according to the shape categories. Using a smart-board, the
teacher will put the worksheet on the board for all the students to see and with each shape on the
American flag, scaffold her thought process for putting it in a certain category. The teacher will
then split the class into five small groups. Each group will have a different flag: Japan, Brazil,
Nepal, Israel or Kuwait. The groups will be instructed to work together to identify the different
shapes on the flag as well as the categories that those shapes belong in. Their work will be
written on the recording sheet given. The book, “Shape Up!” will be available for reference and
the chart paper from the initiation will also be posted for children to refer to about the categories
and the shapes’ features within those categories.
Closure
At the closure of this lesson, each group will be asked to hold their flag in front of the class and
identify each shape within the flag, the category that shape belongs in and why. At this time,
other children in the class will be able to ask questions to the presenting group about their shapes
and categories.
Intervention:
Children who require accommodations to their instruction will be prompted to start by describing
shapes by their attributes. For example, “Both the rectangle and the rhombus have 4 sides.” This
will allow them to create an understanding of what is similar between the shapes before
attempting to categorize them as quadrilaterals. These children will be provided with picture
cards of shapes that are quadrilaterals, triangles, polygons and non-polygons, so that they have a
visual in front of them of what the different shapes in those categories include while categorizing
the shapes on their flags.
Enrichment:
For students who benefit from unique challenges within the classroom curriculum, the teacher
will ask the children to not only provide a verbal explanation of the attributes of the shapes in
each category, but also a written explanation. These children will then be encouraged to assist
the students who require accommodations to their instruction by sharing their written
explanations to further the students’ understanding of the shapes and the different categories.
What shapes are on your flag?
Name(s):______________________________________________________________________
Flag: _________________________
Working together, list and draw the different shapes you can find on your flag in the section of the
shape category that they belong in.
Triangles Quadrilaterals Polygons Non-polygons
Eastern Connecticut State University Lesson Plan Format
Lesson Plan 4
Student Teacher Kimberly DePaolis and Lisa Forcellina Grade Level: 3
Content Standards:
CCSS.Math.Content.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
CCSS.Math.Content.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole
Prior Knowledge/Connections:
Students from the previous lessons will have background information on different shapes,
quadrants and categorizing shapes. These lessons have reinforced this knowledge through the
various activities planned.
Student Learning Objective(s):
Students will be able to accurately produce specified shapes in specific quadrants on a classroom flag.
Vocabulary: Identify essential terminology to be used during instruction.
Shapes
Quadrants
Quadrilaterals
Triangles
Non-polygons
Polygons
Categorize
Assessment-Essential Key Question:
Essential key question: How can we use our prior knowledge on geometry to create a classroom
flag?
The assessment type that will be used in this lesson is a formal assessment. The teacher will be
using a rubric for each student that assesses the students’ abilities to accurately produce a shape
in the correct quadrant according to the specific instructions given while creating the classroom
flag. The rubric follows this lesson plan.
Materials/Resources: List the materials you will use in each learning activity.
Colored felt
Scissors
Large piece of fabric for flag
Markers
Glue
Instruction cards (example follows lesson plan)
Picture cards (for children needing additional accommodations)
Shape blocks (for children needing additional accommodations)
“The Flag Maker” by Susan Campbell Bartoletti
Technological resources: List the technology resources that you will use in this lesson.
Smart board
iPad
Application: Polygon Playground
Learning Activities:
Whole group – Initiation (15 minutes) – read “The Flag Maker” and discuss processes of making
a flag
Individual – 10 minutes - Follow instructions to create the specified shape in the given quadrant
on the flag
Initiation:
The initiation for this lesson will be completed during whole group, using the book “The Flag
Maker” which is about a young girl and her mother whom made the American flag and the
different steps they had to go through to do so. After reading this book, the teacher will ask the
children to reiterate what processes the flag maker in the story had to go through to create the
American Flag. All of the children’s answers will be recorded on a large piece of chart paper.
The teacher will then explain that together, the students will create a flag for the classroom.
Lesson Procedures:
The teacher will then hold up an instruction card that specifies the shape that a child needs to
produce for the flag and in which quadrant and read it out loud. The teacher will then go over to
the smart board, where the “Polygon Playground” application will be presented, and show the
children how to use it by dragging the shapes to the different quadrants on the screen. The
teacher will exemplify this process by again reading her instruction card out loud and creating
what the instructions say on the application. Once the children verify that the teacher is correct
based on the instructions given, he or she will produce the given shape on a piece of felt, cut it
out and glue it to the flag in the given quadrant. The teacher will then give each child an
instruction card and one by one they will read their card to the class, go up to the smart board to
demonstrate what they will be making on the flag, the class will verify if they are correct or not
and help the child if they are not correct, and then they will produce the shape and place it on the
classroom flag. Each child will take a turn doing this.
Closure:
At the end of this lesson, the children will all help the teacher determine an area in the classroom
to hang the flag and then assist the teacher in doing so. The students will then gather on the rug
as a whole group and help the teacher write a letter to visitors of the classroom on a large piece
of chart paper that explains how the flag they created represents what they learned throughout
the math unit. The letter will then be hung in the classroom next to the flag and family and
friends will be welcomed to come view the flag and read about what the children learned.
Intervention:
Children who require accommodations to their instruction will have extra assistance while
producing their shape and placing it on the classroom flag. Depending on the level of assistance
needed, the child will have the opportunity to work with a partner in the class to complete his or
her assigned instruction. For children who have difficulties with fine motor skills, there will be
shape tracers available as well as self-assisted scissors. There will also be picture cards and/or
shape blocks available to help children visualize the given shapes.
Enrichment:
For students who benefit from unique challenges within the classroom curriculum the teacher
will have more advanced instructions for the shapes and quadrants, or give clues rather than
explicit instructions. For example, the student will have to work to solve the clues “A four sided
shape that does not have equal sides in the upper left quadrant” rather than be told “Place a
rectangle in the upper left quadrant.”
Early Childhood Education Technology Evaluation Toolkit
Date:Spring 2014 Evaluator(s): Lisa Forcellina and Kimberly DePaolis Organization: Eastern Connecticut State University Age group: School Age (Grades: third) Type: Regular Education,Special Needs Title: Polygon Playground
GOALS
_X__a. Approaches to learning (curiosity, attention, flexible thinking/creativity, persistence)
____b. Language/Literacy _X___c. Mathematics ____d. Science
____e. Social Studies ____f. Social-Emotional (cooperation, collaboration, identifying emotions)
HARDWARE
___X_a. Desktop or laptop computer (mouse and keyboard) __X__b. Desktop or laptop computer (touch
screen)
__X__c. Interactive whiteboard _X___d. Tablet __X__e. Multi-touch table or surface
SOFTWARE
Software Title:__Math Cats_____________________ (1=No 2=Unsure 3=Somewhat 4=Yes)
1. Educational a. Learning versus focus on winning? 1 2 3 4 b. Content research and/or learning standards based? 1 2 3 4
c. Feedback informative/teaches? 1 2 3 4
2. Appropriate a. Appropriate cognitive skill(s)/subject matter? 1 2 3 4
b. Set in interesting/appealing context? 1 2 3 4
c. Pre/non-readers can navigate? 1 2 3 4
d. Free from bias? 1 2 3 4
3. Child-Friendly a. Simple/clear choices? 1 2 3 4
b. Multiple, positive opportunities for success? 1 2 3 4
c. After adult support, children can use independently? 1 2 3 4
4. Enjoyable/Engaging a. Enough activities with varieties? 1 2 3 4
b. Appropriate use of rewards? 1 2 3 4
c. Realistic graphics and appealing to intended age? 1 2 3 4
d. Activities match well to attention span? 1 2 3 4
5. Progress Monitoring/Assessment
a. Covers all the key areas the software teaches? 1 2 3 4
b. Easy to use and interpret? 1 2 3 4
6. Individualizing Features
a. Can be customized for child’s needs? 1 2 3 4
b. Allows creation of new activities? 1 2 3 4
INTEGRATION a. Initial training/professional development on integration included? 1 2 3 4
b. Ongoing training/professional development opportunities? 1 2 3 4
SCORE
(Total Score ÷ 80) x 100 = 83.75%-B
(90-100=A,80-89=B, 70-79=C, 60-69=D, <59=F)
__X__Purchase ____Continue to Consider this Option
____Do Not Purchase ____Consider other Options
Rubric
Student: ____________________________
1 2 3 4 5
Shape Identification
and production
Student cannot
accurately produce the identified
shape.
Student shows some
difficulties producing the
identified shape and
needs assistance to complete.
Student can independently
and accurately produce the
identified shape.
Quadrants Student
cannot accurately
place the shape in the given
quadrant.
Student can
accurately and
independently place the shape in the
given quadrant.
Notes:
Example of Instruction Cards (Varied difficulty for student differentiation):
Create and place a trapezoid in
the lower right quadrant of the
flag.
Create and place a polygon of
your choice with more than 4
sides in the upper left quadrant
of the flag.
Create and place a circle in the
upper right quadrant of the flag.
Create a shape that has 4 sides.
Not all of the sides should be the
same size, but the ones parallel
to each other should measure
the same. Place this shape in the
lower left quadrant of the flag.
Below is a list of child-friendly literature that may aid in understanding of our All Around
the World/GeometryUnit:
Adler, David, and Nancy Tobin. Shape Up! New York, New York: Square Moon Productions,
1998. Print.
Bartoletti, Susan, and Claire Nivola. The Flag Maker. New York, New York: Houghton Mifflin
Company, 2004. Print.
Elting, Mary, and Franklin Folsom. Flags of All Nations and the People Who Live Under Them. :
International and Pan-American Conventions, 1969. Print.
Firestone, Mary, and Matthew Skeens. Our American Flag. Minneapolis, Minnesota: Picture
Window Books, 2007. Print.
Goodman, David, and Zoe Miller. Shape. Milbank, London: Tate Publishing, 2008. Print.
Prince, April, and Joan Paley. Meet Our Flag, Old Glory. New York, New York: Little, Brown
and Company: Time Warner Book Group, 2004. Print.
May 2014
Dear Parents,
It is a very exciting time in our classroom and we need your
help! Our class is beginning our Around the World Unit; this will
encompass many parts of our day. One of our main focus’ are
flags, as symbols, and as shapes.
To help us get started we ask that you submit an image of the
flag that represents the ethnicity of your family. If it is not possible to
submit an image, simply the name of the country of origin would be
appropriate. This is an excellent opportunity to create meaningful
dialogue with your child. Try asking questions like, why do you think
the flag makers chose this design? What shapes make up the flag?
We also have quite of few projects that we will be completing
during this unit (on 5/20, 5/21, and 5/23) that could use extra adult
support. The students are always excited and proud to have the
opportunity to share their knowledge, classroom, and friends with
you! Please complete and submit the bottom half of this sheet by
Monday May 12, 2014. Thank you for your constant support!
Ms. Forcellina and Ms. DePaolis
1) We have attatched an image of the flag that represents our family’s
country of origin to this sheet OR we have written our family’s country
of origin on the line below:
______________________________________
2) I am looking forward to visit ing the classroom and would like more
information regarding t ime and activity on
___________ 5/20
___________ 5/21
___________5/23
Please call me at: ________________ or email me at: __________________
Feel free to contact Ms. Forcellina or Ms. DePaolis, with any quest ions,
comments, concerns or ideas!