Lesson Overview:
Title: Sorting Shapes
Subject: Math
Grade: 6
Unit Description
This unit is designed to:
§ Understand some important properties of polygons and recognize polygonal shapes both in and out of the classroom
§ Investigate the symmetries of a shape – rotation and reflection
§ Determine which polygons fit together to cover a flat surface and why
§ Draw or sketch polygons with certain properties
§ Reason about and solve problems involving shapes
Lesson Description for the day:
In this lesson, students will sort triangles by lengths for example: no equal sides (scalene), two equal sides (isosceles), or three equal sides (equilateral). Students will also sort quadrilaterals by the categories of no side lengths equal, two side lengths equal, or opposite side lengths equal.
State Standards:
NJ CCCS: 4.2 – Geometry and Measurement – Students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe, and analyze phenomena.
Goals:
The student will be able to:
§ Sort shapes according to some special properties and describe these properties.
Time Frame: 90 minute block
Do Now: (10 Min) – Draw two different shapes with an area of 16 square units. What is the perimeter of each shape? (Review and Reinforcement)
Review of homework: (10 Min) Review answers to ACE assignment page 12, 9-18. Ask students which
Methods:
Anticipatory set: (15 min)
§ Introduce vocabulary necessary for today’s lesson: polygon, vertex, line, line segment, equilateral, isosceles, scalene, rectangle, square, parallelogram. Written definitions and/or graphic organizers available.
§ Tell the story of bees and use transparency 1.1B to show picture of a honeycomb. (MMR) Ask the students: Why do you think bees use this shape? (MMEx)
§ Tell the students that the cells in a honeycomb are polygons with six sides. Discuss the shapes in the piece of art presented by Auguste Herbin. Ask students: What shapes can you identify in the painting?
§ In pairs, have students list the various shapes in their notebooks. (MMEx) Ask students to share their answers with the group.
§ Put up transparency 1.1C of polygons versus non-polygons Ask students: What properties do the set of polygons have in common?
§ Explain to students that many different shapes can be found in art, architecture, and nature. Ask students to share example of where these shapes can be found.
Guided practice: (25 Min)
§ Explain to students that polygons are named after the number of sides they have. Use transparency 1.1D to explain line segments in polygons (sides) and where the two points meet are called (vertices) .Give examples using a chart to identify common polygons. (MMEx)
§ Distribute plastic shapes sets to class. Allow students the opportunity to pick a shape and think about its properties. Call on a student and have the student describe the shape without naming it. Let the rest of the class guess the name of the shape the student is describing.
§ Also explain to students that various geometric shapes can also form other shapes. Using the Smartboard, introduce the students to tangram pieces which can be arranged to make various shapes. (MMR)
Independent Practice: (20min)
Challenge students by having them sort the shapes by common properties and record them on chart paper. While students are working on this activity in groups of 2-4, two students will be called to the Smartboard at time and given approximately 5 min to arrange the tangram shapes on the Smartboard into one shape. Example: Two triangles to make a square, three triangles to make a trapezoid, etc.
§ Teacher will circulate the room to look for more clues about students’ prior knowledge of shapes.
§ Ask questions to make certain students understand some of the common properties of polygons
Wrap up: (15 min) Summary
§ Make a chart of the board and have students take turns filling in the chart by categorizing the common properties.
§ Ask students to volunteer to come to the Smartboard and explain how they arranged the tangram pieces to make various geometric shapes.
Homework: (10 Min)
Application, Connection, and Extensions page 17, 1-5
Materials:
Transparencies 1.1A-D
Transparency markers
Overhead Projector
Shape set
Markers and Poster paper
Student notebooks
UDL Principles
Multiple means of representation: Laptop, SMART Board, Written Answers
Multiple means of action and expression: Think-Pair-Share, Class Discussion
Journaling
Multiple means of engagement: Laptop usage, Partner activity, Individual activity
Assessments:
Teacher observation
Group participation
Class discussion