Constructing/ Individual Finding Different Areas, Keeping Perimeters the Same MGSE3.MD.7 MGSE3.MD.8 In this task, students will use given perimeters to draw rectangles and compare areas of various rectangles. Constructing/Whole Group/Partner Estimating and Measuring Perimeter and Area, Using Different Units of Measurement MGSE3.MD.7 MGSE3.MD.8 In this task, students will use square units to estimate and measure the perimeter and area of a figure and compare the perimeter and area using different units. Constructing/Small Group Making Different Rectangles, Finding Different Perimeters with Same Area MGSE3.MD.7 MGSE3.MD.8 In this task, students will manipulate squares to alter the perimeter of given shapes in order to maximize seating potential. Students will then determine the size table cloth needed for the table of their choice. Scaffolding/ Constructing/ Individual/Partner Measuring Sides to Create Line Plots MGSE3.MD.4 In this task, students will use rulers to measure side lengths of different shapes. They will use this data to create a line plot. Constructing/ Individual/Partner Constructing Shapes to Create Pictures, Collect Data and Create Graphs MGSE3.MD.3 In this task, students will use pattern blocks to create pictures and then collect data from their picture. Afterwards, they will represent this data in a picture and bar graph. Constructing/ Individual/Partner/ Group Reasoning with Shapes, Partitioning Shapes MGSE3.G.1 MGSE3.G.2 In this task, students will use a vocabulary graphic organizer to make a booklet that demonstrates all that they have learned about standard including shapes and partitioning shapes into equal areas. Culminating Task/ Individual/Partner/ Group Reasoning with Shapes, Partitioning Shapes, Representing and Interpreting Data MGSE3.G.1 MGSE3.G.2 MGSE3.MD.3 MGSE3.MD.4 In this task, students will be given a choice board to demonstrate their understanding of the content covered in this unit
Do you think shapes could be grouped together in the same family or classification? Explain. How do you know the difference between shapes if several of them have the same number of sides? MATERIALS Math Journals Chart Paper Small Tangram triangles (4 per student; these can be paper copies if manipulative is unavailable.) Tangram tracing paper GROUPING Groups (4 students per group works well)/Individual NUMBER TALK By now number talks should be incorporated into the daily math routine. Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. In addition Catherine Fosnot has developed “strings” of numbers that could be included in a number talk to further develop mental math skills. See Minilessons for Early Multiplication and Division by Willem Uittenbogaard and Catherine Twomey Fosnot. (2007) TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION PART I: (SMP 1, 2, 3, 4, 5, and 7) Display the following shapes using the small triangles in the Tangram set. Ask the students which shapes are created when the edges of the triangles match. Ask three different students to create shapes where the edges of the triangles match completely (examples below). Ask the students how they know that the shapes are different. Explain to them that closed shapes with line segments meeting to make an angle are called polygons.
Throughout this unit, students should begin to identify and describe the attributes of various quadrilaterals beyond the common characteristic. What makes a square a rectangle but a rectangle can’t be a square? FORMATIVE ASSESSMENT QUESTIONS/PROMPTS What part of the task was the hardest for you? How would you explain to your parents or guardians the difference between the quadrilaterals? Why should you know that different shapes can be in the same category? When would you use this information as an adult? DIFFERENTIATION Extension: Have students further investigate the difference between parallelograms and trapezoids. Then have them can write a riddle based on their findings. Intervention: Allow students to use other shapes with the quadrilaterals. * TECHNOLOGY CONNECTIONS Complete lesson on rectangles and parallelograms Shape Up Lesson from Illumination Name __________________________ Date ________________________ Quadrilateral Riddle Choose two quadrilaterals that are similar but have at least one difference. The first three lines of the riddle refer to one quadrilateral and its attributes. The last two lines of the riddle refer to the second quadrilateral and its attribute(s) that make it different from the first quadrilateral. Use specific math vocabulary to describe the attributes. If I were a _________________________________________________
Content Presentation content is engaging and interesting and appropriate for the intended audience. Presentation content contains interesting information, but has limited appropriateness for the audience. Presentation content has relevance, but is not appropriate for the audience. Content is not relevant and does not focus on learning assessment. Preparation The presenter is well prepared with all necessary materials. Includes more than one activity for A, B, and C. Most of the necessary materials are readily available. Includes at least one activity for A, B, and C. Some of the necessary materials are unavailable or cannot be located. Includes only 2 activities. The presenter displays a lack of preparation and lacks necessary materials. Only includes 1 activity for A, B or C. Presentation Presentation is engaging and easily understood and clearly stated for the audience. Presentation is understood, but offers limited engagement of the audience. Presentation has value, but is not engaging for the audience. Presentation is not engaging and does not offer worthwhile information for the audience. Relevance Presentation demonstrates a clear connection to the student and his/her success in math. Presentation is relevant, but no support is given for "why" the assessment is relevant to success in math. Presentation has little relevance to the child's success in math. Presentation is not relevant to the child's success in math. Impact This presentation will have a significant impact on my students' success in math. This presentation will have a positive impact on my students' success in math. This presentation will have a minor impact on my students' success in math. This presentation will have no impact on my students' success in math. Mathematics All content was mathematically correct, and student could explain why One or two mathematical inaccuracies. 3 mathematical inaccuracies. More than 3 mathematical inaccuracies.