Backward Design Template

Unit Name:

4th Grade Geometry Mini Unit

Group Members:

Crystal Bennett

Stage 1 – Desired Results

Established Goals

1. Students will understand and use lines, angles, and triangles to identify and construct real-world models.

Understandings

(BIG IDEA – SO WHAT?)

Students will understand THAT lines, angles, and triangles are used in real life construction of buildings.

Essential Questions

(Question must be open ended to be a true EQ)

How do lines, angles, and triangles come together to form models?

Students will know….

Types of lines Difference between parallel and

perpendicular lines Types of angles Types of triangles

Students will be able to…..

Produce a model of a building that labels all lines, angles, and triangles used in the construction of a building.

Stage 2 – Assessment Evidence

Performance Tasks

Students will collaborate using Twiddla to create a presentation that shows pictures of real life objects that illustrate the use of lines, angles, and triangles. Students will label geometric terms appropriately.

Other Evidence

Using graph paper, students will draw one example of each geometric term to construct a real world sample.

Students will complete Tenmarks math assignment relating to lines, angles, and triangles.

Stage 3 – Learning Plan

Learning Activities

Teacher will show interactive flipchart on lines, angles, and triangles that includes a BrainPop video, class KWL chart, vocabulary, images, small group activities, and directions for learning activities.

Learning Activity 1: Individually, students will play an interactive game that supports the

vocabulary and key terms of geometric shapes. (http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/line_shoot.htm)

Learning Activity 2: With a partner, students will classify geometric shapes and angles through a Jeopardy game. (http://www.math-play.com/Angles-Jeopardy/Classifying-Angles-Game.html )

Learning Activity 3: Individually, students will use critical thinking skills to complete cumulative tasks through a game. https://www.mangahigh.com/en-us/games/atangledweb

Crystal Bennett4th Grade Math

Geometry Mini Unit: Lines, Angles, TrianglesTopic/Objective Lines

I can identify and compare lines, line segments, and rays. I can draw lines to create real world images. I can find real world examples of parallel and perpendicular lines.

AnglesI can identify and compare angles. I can estimate angle measurement to determine angle type.

TrianglesI can identify and compare triangles. I can determine the type of triangle based of angles.

I can collaborate using Twiddla to create a presentation that shows pictures of real life objects that illustrate the use of lines, angles, and triangles. I can label geometric terms appropriately.

Standards MCC.4.G1 MCC.4.G2

MCC.4.G1 MCC.4.G2

MCC.4.G2

Vocabulary Line, line segment, ray, point, intersecting lines, perpendicular lines

Obtuse, Right, Actute, 90 degrees, Protractor

Scalene, Isosceles, Equilateral

Procedures/Task Show BrainPop on Lines and Angles

Complete KWL on Lines, Angles, and Triangles

Present Lines Flipchart Slides

Individually, students will play an interactive game that supports the vocabulary and key terms of geometric shapes. (http://www.sheppardso

Show Dr. Seuss Types of Angles

Present Angles Flipchart Slides

With a partner, students will classify geometric shapes and angles through a Jeopardy game. (http://www.math-play.com/Angles-Jeopardy/Classifying-Angles-Game.html )

Show Rocking the Standards: Triangle Song

Present Triangles Flipchart Slides

Individually, students will use critical thinking skills to complete cumulative tasks through a game. https://www.mangahigh.com/en-us/games/atangledweb

ftware.com/mathgames/geometry/shapeshoot/line_shoot.htm)

Assessments Ticket out the Door: Using graph paper, students will draw a scene that shows each of the vocabulary terms. Students must include at least two different sets of parallel and perpendicular lines.

Students will complete Tenmarks math assignment relating to lines and angles.

Students will collaborate using Twiddla to create a presentation that shows pictures of real life objects that illustrate the use of lines, angles, and triangles. Students will label geometric terms appropriately.

21st Century Learning (application of 4Cs)

Through the development of the Geometric Mini-Unit, I carefully consider the application of 4Cs to the lesson plan and assessments. Although this mini-unit may appear basic at first, I have found that the vocabulary rich terms these standards cover are crucial in students understanding and application of geometry in the real-world. I knew I wanted to develop a plan that would utilize one of the new tools I discovered, Twiddla. By using Twiddla, the application of 4Cs can be demonstrated. Students must use critical thinking skills to construct real life objects that illustrate the use of the geometric terms. Twiddla allows for collaboration among students, and it features a communication tool that is embedded into the site. Students have the ability to be as creative as they would like in constructing their presentation.

In analyzing my lesson to the OSPI tier matrix, I feel that it is at a tier 3 level. I feel the lesson appropriate for introducing the new concepts, but it also allows for in-depth exploration of terms. Additionally, one of our school wide assessments is how we can relate learning with the real-world. Students being able to learn and apply these new geometric terms to real-life objects will provide the connection from school to home.