Teacher: Alex Date: 10/22/16 District: North School: Nance

Subject
Novak
Math Grade Math
K-5 Game
Unit
West ISD
Geometry Lesson
Elementary
Shape It Up
area: Level: Title Title:
Purpose and Lesson
Standard(s): Understanding goals(s): Essential Question(s):
See TEKS alignment. Students will understand: How do you classify
How to classify shapes and shapes?
name specific attributes at an What are
appropriate grade level. parallelograms,
trapezoids, and
quadrilaterals?
How do you know
what a shape is based
on the attributes
given?
Student Assessment of Lesson Steps/Activities including Timeline &
Objectives: Objectives: Grouping
Students will Students will have Title: Shape It Up
be able to: met the objectives
when they: Topic:
-classify Geometry: properties of shapes
specific shapes -Answer each
based on the question correctly. Purpose: Thid interactive math game allows students
attributes to work with a team to practice specific math skills by
taught at their -Provide input to answering questions based upon the TEKS. The game
grade level. the group and is modified to fit any grade level from kindergarten to
show support for fifth grade.
-cooperate with others.
others in a Description:
respectful and Students will practice their math skills in an interactive
friendly game in which they will work with teams to answer
manner. specific questions over the TEKS from the previous
year. The game will serve as practice and a refresher.
Specific questions are designed for each grade level
that can be changed to meet the needs of the students.
Students will learn from their piers through group
discussion and a comparing of answers between the
teams. Students will be motivated by the chance to play
and win a tic-tac-toe game.

Parts of the Game:

1
 Math Game

TEKS Alignment:

Grade Level Math Strand TEKS Changes in Strand

k.6 (A) identify two-dimensional Two dimensional
shapes, including circles, shapes: circles,
triangles, rectangles, and triangles, rectangles,
squares as special rectangles; and squares
1.6 (D) identify two-dimensional rhombuses, and
shapes, including circles, hexagons
triangles, rectangles, and attributes of 2D
squares, as special rectangles, shapes
rhombuses, and hexagons and
describe their attributes using
formal geometric language;
2.8 (A) create two-dimensional Creating 2D shapes
shapes based on given
attributes, including number
of sides and vertices;
3.6 (B) use attributes to parallelograms,
recognize rhombuses, trapezoids, and
parallelograms, trapezoids, quadrilaterals
rectangles, and squares as
examples of quadrilaterals
and draw examples of
quadrilaterals that do not
belong to any of these
subcategories;

4.6 (D) classify two-dimensional Parallel and

figures based on the presence perpendicular lines
or absence of parallel or angles
perpendicular lines or the
presence or absence of angles
of a specified size.

2
 Math Game
5.5 (5) Geometry and Classifying
measurement. The student sets and subsets
applies mathematical process
standards to classify two-
dimensional figures by
attributes and properties. The
student is expected to classify
two-dimensional figures in a
hierarchy of sets and subsets
using graphic organizers
based on their attributes and
properties.

Explanation of Alignment:

Starting with kindergarten, students begin with learning basic two dimensional shapes
including circles, triangles, rectangles and squares. They then move on to the second grade in
which they add in rhombuses and hexagons and begin talking about the attributes of each shape.
Next they use their knowledge of attributes to create their own shapes when given specific
instructions. In third grade they begin to learn about parallelograms, trapezoids, and
quadrilaterals. Afterwards, they they learn about how certain shapes have parallel and
perpendicular lines and can also be classified by different types of angles. Lastly, in fifth grade
they use all of their previous knowledge to be able to classify shapes into sets and subsets based
on their attributes.

It is important for teachers to know what students should have learned the grade before
because if they have in fact learned that information, then the teacher will know not to spend as
much time teaching specific information. Instead they can build off of the information previously
learned. It is equally as important to understand what students will need to know in the future
because that will reveal which information is imperative for them to understand. For instance,
some topics will not be taught again, which means that the students need to understand the
information one hundred percent the first time. Another advantage to knowing the students
future learning is being able to frontload information so that when students learn about a specific
topic they will understand it a little better. Knowing how the TEKS transform through out each
grade level will assist in teaching students effectively.