Math Lesson Five:

Parallelograms & Quadrilaterals

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Chapman Elementary School Mrs. Johnsons 2nd Grade 10 students 60 minutes Taught on October 25, 2011 Alaska Standard: KPBSD Performance Standards/Grade Level Expectations Draw, copy, or describe a variety of shapes Identify or draw lines of symmetry for simple shapes Construct, compare, classify, and describe the relationship among geometric figures Describe attributes of a triangle, circle, square, and rectangle, hexagon, and trapezoid Students will learn about triangles, parallelograms, and quadrilaterals through hands on manipulation of shapes Geometry-parallelograms Hands on manipulation of shape pieces, drawing and writing

Goal: Topic: Methodology:

Objective(s): Use words to describe squares, rectangles, triangles, parallelograms Use shape pieces to manipulate into parallelograms Use shape pieces to manipulate into quadrilaterals Draw parallelograms

Student Assessment: Describes 1-2 attributes of squares, rectangles, triangles, and parallelograms with words (assessed on paper) Creates multiple parallelograms with shape pieces (assessed through observation) Draws different parallelograms (assessed on paper)

Materials: List all materials used, including technology. Smart board or white board and appropriate marker Shapes and shape pattern cards Triangle shapes (plastic or wood) - 6-10 per student Paper & pencils for each student Activities: What will the teacher and children do to address the objectives?

Introduction Draw shapes (square, rectangle, triangle, parallelogram) up on the board and have students think about what they are named, what they have the same, and how they are different. Pass out triangle shapes while students are brainstorming about shapes on board and let students start arranging them.

Learning Activities Write Facts About Shapes 1. Refer to the square on the board. Have students share facts about the square. Once they have shared, have them all write them down. You may choose to write down the facts next to the shape on the board. Squares have four sides. Their sides are equal. A square can be rotated and still be a square. Their sides are parallel. Squares are a special rectangle. 2. Repeat step one for rectangles. They have four sides. They have square corners. They can be different sizes. Their sides are parallel. 3. Repeat step one for triangles. They have three sides and three corners. They can have different or same length sides. Parallel lines and parallelograms 1. Introduce parallel lines by drawing both parallel lines and perpendicular lines on the board. Point out the parallel lines and how they are different from perpendicular. Each pair of parallel lines are like train tracks that will never run into each other. 2. Have the students take two pencils and make parallel lines and not parallel lines. 3. Repeat step one from the previous learning activity by drawing several different parallelograms on the board and having them share what is the same about all the parallelograms. They have four sides, two pairs of lines that are parallel. Squares and rectangles are parallelograms, too. Finding possible shapes with triangles 1. Make sure each student has several triangle pieces. 2. Encourage students to see if they can make a parallelogram with two triangles. After letting them try, demonstrate and encourage them to try again. 3. If students are grasping this quickly, ask them to make a larger parallelogram using more triangle pieces. 4. Have the students see if they can make different shapes that are still parallelograms. Have them then draw their different parallelograms on their paper. Closure Once students have finished their work, encourage them to meet at a back table where shape cards and the tub of shapes are waiting for them. Have them create the shapes on the cards and have fun. Ask questions to have them think about their shapes. Can they point out parallelograms? Which ones are quadrilaterals? Could they combine different pieces to make the same shape?

Differentiation for special learners: Varying Academic Levels: Students can learn from each other when sharing details about shapes. Visual Learners: Drawings on the board and shapes to look at can stimulate visual learners. Different colored shapes can create an easier to recognize difference in shapes. Kinesthetic learners: Students will hold, move, and use their hands to work with shapes. Auditory Learners: Teacher will talk and guide when needed. How is this lesson sensitive to cultural and language issues?: This lesson is universal culturally speaking as it deals with shapes. Provisions could be made for non-English speaking students. For discussion with host teacher or supervisor: Examples of questions for reflection after the lesson: How did the lesson go? The students remained engaged in the activity for the hour and completed their work. Several of them shared new points about shapes that others hadnt thought of, making this a successful lesson. Did the students meet the objective? How do you know? The assessment closely matched the objective points. Each student completed the objectives and were observed participating. Were there any unexpected events? How effectively did you respond? There were no unexpected events. Comment on one student who did particularly well and one who did not meet your expectations. Why did this happen? What can you do to follow up with the student who did not do well? All students met my expectations in this lesson. One student that did particularly well made some good observations about shapes that the other students hadnt thought of. All the students did well drawing shapes and manipulating the triangles. Are there any changes you would make in this lesson if you could do it again? Why? The students really enjoyed the closing activity. This could have also been used as an attention getter or introduction. The lesson seemed to be extremely successful and having the shape activity at the end was a good fun closing. Id ideally like to find a way to incorporate the shape puzzles into the entire lesson. This may mean making up specialized cards, which I think I would do if I had my own class. * The students had their test over this concept (and a few other concepts) a couple days after this lesson was given. After reviewing the tests it seems that the majority of students did quite well, further supporting the success of this lesson. There was a bit of confusion on quadrilaterals so the next time I might teach this lesson I would make sure I covered quadrilaterals (they only had them one day before testing on them, not enough repetition perhaps?) and parallel lines sooner so they had more practice with them before the exam. Math Lesson Basis: This lesson was based on the text Elementary and Middle School Mathematics (Van De Walle). The first lesson was adapted from Write Facts About Shapes (adapted 20.29 page 430). Information on parallel lines and parallelograms was also closely related and the learning activity of using triangles was based on figure 20.41, page 430: finding possible shapes with triangles.

Student Profile: All second graders, ages range from 7-9. 3 students have IEPs and can have tests read to them and are allowed extra assistance by the aide in the classroom when needed. In this lesson, she reiterated directions a few times. Artifacts:

Above: Students working at their desks, using the green triangles to create parallelograms and then drawing the shapes they make. This took place after a group discussion and writing about different shapes. Below: Students move shapes around to compare and contrast (left) and then have fun following shape cards to close the lesson (right).

Taught by Lindsey Blaine