Lesson Plans

PEPE Lesson Plan Format

(Alabama Professional Education Personnel Evaluation Program)

Written by: Donita Hale, tandd@HiWAAY.net

Athens State University (Summer 2002)

Graphics, Editing, & Formatting by: Dr. Beth McCulloch Vinson

I. Preparing:

§ Materials:

The Greedy Triangle, by Marilyn Burns

Geoboards and rubber bands

Geopaper

Alabama Course of Study: Mathematics, page 30, numbers 29 & 30

Rulers

Pencils

§ Objectives: The students will:

(Knowledge) recognize geometric shapes with acute angles,

(Synthesis) make geometric shapes with acute angles on geoboards, and,

(Application) draw acute angles on geopaper.

§ Grade Level: 3^rd

II. Orienting:

§ Anticipatory Set: The teacher will read The Greedy Triangle, by Marilyn Burns. Then the class will discuss the story, questions about the story, and talk about shapes.

§ Purpose: The teacher will discuss the importance of shapes in our world. We have different purposes for different shapes, such as; a stop sign is an octagon shape.

§ Connection to previous learning/Build background knowledge: The teacher will remind students of shapes discussed in past lessons and show that differences in these shapes are the different angles within these shapes.

III. Presenting:

§ Teaching Procedures: Let students write the names of the new shapes on the board. Spell the words for them as they write. Say the words together as a class. Write how many sides each shape has. The teacher will show students an acute angle and tell them an acute angle is smaller than ninety degrees. Ask which shapes have acute angles (Application). Ask what kinds of shapes we have in our classroom (Application).

IV. Practicing and Summarizing:

§ Review: The teacher will review the shapes and talk about the number of sides on each shape. Then, the teacher will ask which shapes did we discuss that have acute angles (Knowledge)? The teacher will remind students about The Greedy Triangle, and tell students that each shape is different and important, just as each student is different and important.

§ Guided Practice: Each student will get a geoboard and rubber bands. The students will work in groups to make a triangle, a parallelogram, and an octagon. As the teacher comes around to each group, the students will tell the name of each shape, the number of sides, and if the shape has acute angles.

§ Independent Practice: Each student will work individually and draw the three shapes that we discussed in class today. Students must identify the shapes and tell which have acute angles. Students will then color their shapes as the shapeshifter examines each shape. The teacher will ask one student at a time to come to her desk to check student’s work. Every student who makes three shapes gets a shape stamp on the hand showing that he or she saw the shapeshifter.

§ Summarizing: Ask students to tell what objects they saw in The Greedy Triangle that made acute angles. The teacher will put the book on the Elmo visual presenter and ask students to help find the shapes with acute angles. The students will also tell what shape in which the acute angle was found. Therefore, we can see that acute angles are very important to us in the world.

V. Assessment:

§ Informal: The teacher will give the student a check if he or she is successful in making the three shapes in independent practice. Students having trouble with this will get individual instruction at the teacher’s desk when the student sees the shapeshifter.

§ Formal: Students will identify by name the shapes from the board, tell how many sides each one has, and identify which shapes have acute angles.

Also, see the Geometry PowerPoint Slide Shows at:

http://www.athens.edu/pt3/vinson/quadrilaterals.ppt

http://www.athens.edu/pt3/vinson/polygons.ppt

Also, see the Area and Perimeter PowerPoint Slide shows at:

http://www.athens.edu/pt3/vinson/area.ppt