Grade level: Kindergarten
Objective: By the end of the lesson, students will be able to: Recognize each shape when shown to them in class with a 100% accuracy level. Compare different shapes in a worksheet with a 100% accuracy level. Sort shapes into categories based on their attributes, in their home teams, with a 100% accuracy level.
Primary Standards Addressed:
MAK.1.1 Students read and represent numbers up to 9.
MAK.1.4 Students count with understanding up to 20 objects to solve problems.
MAK.2.1 Students recognize, name, compare, and sort geometric shapes (circle, square, triangle, and rectangle.)
Materials and Equipment Needed: …show more content…
A circle. What is an object that is in the shape of a circle? Answer: A clock. Where else in everyday life do we find shapes? Answer: Shapes are in my home, in school, on the playground, in the store, etc.
Opening: The teacher will take 2 minutes to read the book The Greedy Triangle by Marilyn Burns to the students. This attention grabber will not only focus the children’s attention, but it will also activate students’ prior knowledge about geometric shapes. The teacher will pass out the pattern blocks to each student at the conclusion of the book.
Guided Practice: • Prior to the lesson, shapes cut out of construction paper, glue, scissors, string, hangers, and miscellaneous items have been placed at each table of students.
• “We have just learned four of the major shapes. I want all of you to say out loud these shapes with me.” CIRCLE, SQUARE, RECTANGLE, AND TRIANGLE. Now that we know the names of these shapes, we are now going to make a shape mobile. You have been provided with circles, squares, rectangles, and triangles that have been cut out of construction paper. There are also cups of different items in the shape of the four shapes we have talked about. You need to glue at least four circle objects on your paper circle, four rectangle objects on your paper rectangle, four triangle objects on your paper triangle, and four square objects on your paper square. From there, we …show more content…
Circles aren’t typically part of the pattern blocks but it has been added for this assessment and lesson. Their shape mobiles will also be formally assessed as this displays their ability to sort and compare the four different shapes discussed in the lesson. A rubric is provided at the end of the lesson detailing how to assess the students using both the pattern blocks and the shape mobile.
Advanced: Students compare and sort circles, squares, rectangles, and triangles by including 4 of each shape on their Shape Mobile.
Proficient: Students compare and sort circles, squares, rectangles, and triangles by including 3 of each shape on their Shape Mobile.
Basic: Students compare and sort circles, squares, rectangles, and triangles by including 2 of each shape on their Shape Mobile.
Below basic: Students compare and sort circles, squares, rectangles, and triangles by including 1 of each shape on their Shape Mobile.
Advanced: Students name, identify, and describe a circle, square, rectangle, and triangle.
Proficient: Students correctly name, identify, and describe three of the four shapes
Basic: Students correctly name, identify, and describe two of the four shapes.
Below basic: Students correctly name, identify, and describe one of the four
Children in this group were provided with base-10 and unit blocks. Each base 10 block is 1 cm × 1 cm × 10 cm in size. Each unit block is 1 cm × 1 cm × 1 cm in size. The research assistant gave explicit demonstrations of how to use both base-10 block and unit blocks to construct two-digit number. First, the research assistant placed out ten unit-blocks in a line and then put a base-10 block along to the ten unit-blocks.
Here I am given a selection of shapes that will act as objects when placed on the world. Creation method is how I create the object by mouse click allowing me to create the object as a whole or in stages. Parameters allows me to fine tune the object to a specific size and segments. 1.2. Modifying pivot point
They would match their answers from their worksheet to their bingo board Lesson 4- Students were shown and explained an example of a poster similar to the one they would create. After they created their own poster, they created a group poster with all properties. They were also provided with an example on the Smart Board while they were working.
All five of the activities were chosen in order to encourage children’s numeracy skills. The activities were based around the development of the four fundamental skills of numeracy learning. These are the ability to name and draw basic shapes and colours, able to count up to ten, begin to understand time and start to recognise patterns and routines. Monday’s activity, the Shape Art Mural, was chosen to allow four year olds to further their development for the milestone of naming and drawing basic shapes and colours. By incorporating both shapes and colours it allows for the activity to be more interesting for the kids.
Part Three: Reflection D. Explain how the tool from part C will enhance student learning during the lesson. The math tool playing cards will enhance student learning by providing a physical tool to manipulate with easy to read numbers. Cards have numbers and sets of objects to represent the number, to help students count. Using the playing cards students will easily create addition and subtraction problems then solve. E. Explain how your lesson plan incorporates each of the following components: 1.
Should SAT scores play a bigger part than high school GPA in admission to a college? Since the early 1900s, the SAT test has been administered each year to high school students in the United States of America (College board 1). The SAT is a standardized test based on a students’ proficiency in math, reading and writing. In recent years questions has been raised about whether or not the SAT test can be used to measure any high school students’ skills.
Launch: Say, “After we talk about them you’re going to go on a scavenger hunt to find these different kinds of shapes. We’ve been talking how shapes are everywhere and today we’re going to find more. Sequence of Learning Activities: Activity #1: Video activity:
1A / 2A (Demonstration Stations): (12 minutes) The lead teachers will pass out a piece of drawing paper to each student. The lead teachers will then walk students through how to fold their papers, in order to create four separate boxes as we model for them the correct way to fold their papers.
Basic geometry skills are needed to have a career in animation, biology, or in the medical field. Essentially, geometry is used in many aspects of animation. An understanding of planes and points aid to create pixelated figures and objects. Shapes and dynamic geometric structures can be seen in any collection of animated works such as Disney Pixar’s iconic movies
Lesson 2 Duration of Lesson: 120 minutes Content Standards: CCSS.MATH.CONTENT.7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. CCSS.MATH.CONTENT.HSG.CO.B.8: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Standards for Mathematical Practice: CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. CCSS.MATH.PRACTICE.MP3
Drawing 100 is a class in which students are not only able to learn basic drawing techniques for the creation of a three-dimensional illusion of form and space in a two-dimensional composition, but also helps students from different majors adopt these techniques for their benefit to improve their work in their field of interest. In my case, I have noticed that Drawing 100: Form and Space has been very helpful to shape my view what type of artist I want to be in the area of Film and Television. My major is not only about filming a story, editing and playing it on a screen; it is about visualizing how you want to put words or images into movement to express something and transmit emotions to an audience. To be able to do this successfully, a filmmaker needs to consider the actors and the script, but also the setting, the background, lighting, among others.
C is an only child, living at home with her parents. She is Taiwanese, and her mother tongue is Mandarin. According to her age, C’s cognitive abilities should be at the beginning of Piaget’s concrete operations stage, which lasts from 7 to 12 years of age. At this stage a visual schema for art expression develops, and children become able to symbolize objects in relation to each