INTASC+4B+Lesson+Plan

INTASC 4B: Geoboards

Pictures Pre-assessment: ** It has been observed that students need more practice finding the area of composite figures.

**Objectives:** Students will be able to recall the strategies to find the area of a composite figure. Students will also be able to use the geoboard website to create their own composite figures and find their area.


 * Assessment:** Students will be assessed based on their ability to create and accurately compute the area of their composite figures.

Topic C.** Application of Measurement - ** 21 copies of conversion worksheet - pencils
 * MSC: Standard 3.0 Knowledge of Measurement
 * Indicator 1. ** Estimate and apply measurement formulas
 * Objective c. ** Find the area and the perimeter of any closed figure on a grid
 * Materials:

**Preparations:** - Sign up to use the computer lab - design and make copies of the worksheet - transfer the website to the “hand-out” folder for easy student access


 * Technology**: The Hollifield Station computer lab will be used for this lesson. Students will become engaged in the geoboard lesson by using an online, web based version of the math manipulative.


 * Procedures: **


 * 1. ** Welcome students to math. Usual routine. Homework stamp person. Missing homework.


 * 2. ** Instruct students to take a pencil to the computer lab.


 * 3. ** Give students a brief snapshot of what we will be doing in the computer lab. Sing in, open the class folder, and wait for instructions.


 * 4. ** Once we get to the computer lab walk around to monitor students. Sign into the teacher computer. Open the website and pass out worksheets. Write steps on the board so class can follow along.


 * 5. ** Do example problem together. See web page picture below. Show students how to find the length of the base and the height by counting units.


 * 6. ** Have students practice making shapes for ~3 minutes. Give directions about worksheet expectations.


 * 7. ** Assist students who have trouble with the activity.


 * 8. ** With ~8 minutes left, ask students to sign off. Return to the classroom, collect the worksheets, have students pack up.


 * Differentiation:** Expectations of work completion will depend on each student. Student “GT” will have a worksheet that has been modified to allot more work space.


 * Adaptations for students with special needs:** This group of math students does not contain any students with IEPs, however, some students are English Language Learners. In order to meet their needs I will be sure to check for understanding and monitor their progress throughout the activity.


 * Extension for Early Finishers:** Students who finish early will be instructed to practice making more composite figures using the geoboard website. If there is more than ten minutes remaining, the early finishers were be given another Geoboard Worksheet to complete for extra practice.


 * Multicultural Considerations:** For this lesson, multiculturalism will be incorporated in the example problems during the discussion. Relating the given shapes to different things such as origami paper, monuments or well known world buildings will incorporate different cultures into this math lesson.


 * Homework:** A worksheet will be assigned for students to complete as homework. This worksheet will focus on finding the area of triangles and polygons.


 * Analysis: **

· Out of the class of 19 students, 10 students earned full credit on their Composite Figure worksheet. 2 students earned a 5 out of 6 on the worksheet, 2 students earned 4 out of 6 possible points, 1 student earned half credit, 2 students earned 2 out of 6 points and 2 students did not earn credit on this worksheet due to one no name paper and one missing paper. · From the scores on the worksheet I believe that the majority of the students understood the central concepts. Based on the criteria for grading some students made small errors in their sketch and therefore lost points.


 * Reflection: **

· Students were on-task in the computer lab and engaged with the lesson. · I liked being able to write on the whiteboard where the introduction shape was displayed, similar to that of a Smart Board. · The scale of the worksheet was not square which made sketched pictures appear incorrect compared to the shape seen on the computer screen. · All the computers worked and students were able to find the website in the “hand-out folder.” · I wish the scores on the worksheet were a little higher, but from the students’ work I was able to tell that I need to clarify when to use appropriate formulas for area.

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