If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!
Overview: The teacher models how to organize data and use the vocabulary associated with collecting, organizing, and displaying data. Students learn the difference between rows and columns, how to label and select a title for graphs, and what comparative terms to use to describe relationships between and among the various sets of polygons.
DESIRED RESULTS:
TEKS and SE's
TEKS:
Mathematics:
1(A) compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models;
(D) read and write numbers to 99 to describe sets of concrete objects;
6(A) describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle);
(C) describe and identify two- and three-dimensional geometric figures in order to sort them according to a given attribute using informal and formal language;
9 (A) collect and sort data; and
(B) use organized data to construct real-object graphs, picture graphs, and bar-type graphs;
10(A) draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs;
SE's:
Describe parts of the data and the set of data as a whole to determine what the data show.
Pose questions and gather data about themselves and their surroundings.
Sort and classify objects according to their attributes and organize data about the objects.
Represent data using concrete objects, pictures, and graphs.
Zip-top plastic bags to store polygons for future lessons
ASSESSMENT PLAN:
1. Observe and question: Do students identify the number of sides of each polygon as an appropriate label for each column? Do students compare the number of polygons placed in each column? Do students know the total number of polygons in the set? Do students draw conclusions about the sets of polygons with the least, most, or same number of polygons? Discuss how the student’s graphs compare with the demonstration graph. Probe those areas that are not clear to the students.
2. Product evaluation: Evaluate the student-created graphs using the Polygon Graph Rubric created with the students. Keep the recordings made by students to monitor their growth in understanding and application of sorting, classifying, organizing, and displaying data. See fig. 4.23, page 112 of Principles and Standards for School Mathematics for an example of such a data display.
Example of Possible Polygon Graph Rubric Created with Student Input and Collaboration:
Making a Graph With Columns and Rows:
4 3 2 1
My graph has columns My graph has columns My graph has columns and My graph does
and rows that are named and rows that are rows without names. does not have
for the shape and the named. Names are both columns
number of sides. not about shapes or and rows.
number of sides.
Sorting Polygons by the Number of Sides:
4 3 2 1
I sorted all the polygons I sorted most of the poly- I sorted about half I did not sort
into groups of polygons gons into groups with the the polygons into most of the
with the same number same number of sides. groups with the polygons.
of sides. same number of sides.
Placing Polygons on the Graph:
4 3 2 1
I put all the polygons I put most of the poly- I put about half of the I did not put most
in the correct place on gons in the correct place on polygons in the correct of the polygons
the graph. the graph. place on the graph. in the correct
place on the graph.
Performance Tasks
Student-created graph showing
the number of polygons in each set
(3, 4, 5, 6, or 8 sides).
Other Evidence
Student participation in lesson,
student discussion of concepts and
ideas, student ability to answer
questions and give information about
the polygon graph.
LEARNING PLAN:
Engage: Read aloud: If You Were a Polygon (Math Fun) by Marcie Aboff.
Explore:Select one set of polygons saved from previous lessons. Organize polygons so that each row and each column has a unique property. Using an overhead projector or document camera, and a grid allows all students the opportunity to see the display of the polygon data. To ensure one-to-one correspondence between and among columns, be certain that no more than one polygon is in each space.
Explain:Discuss with students what name would be appropriate for each column. When all the polygons are placed, ask students to identify and describe observations about relationships between and among the polygons, such as which set has the most polygons, which has fewest, how many more are in the various columns, and what is the total number of polygons.
Elaborate: Model the use of an appropriate title for the graph and labels for the columns. Record and post the demonstration models for students to reference. Have students record on plain paper the demonstration graph you created. Make certain to reiterate the need to align the columns in rows to ensure one-to-one correspondence as you would when using a grid.
Evaluate: Prior to the lesson, develop a rubric with the students to evaluate their work with recording and communicating information about polygons. Include the use of math vocabulary, communicating the results of the sort, organizing information, recording legibly, making connections, and asking and answering questions based on the recorded information. Refer to the rubric throughout the lesson. Encourage students to evaluate their work, both individually, and as a group.
Time:
10"
5"
15"
10"
20"
Extensions: Sort polygons based on different criteria than number of sides, and create graphs to represent data. Examples: polygons containing right angles, polygons with 2 sides of the same length, polygons with all sides of different lengths.
Modifications: Sort a lesser number of polygons, using a more basic attribute, and create graphs to represent data. Examples: sort triangles and quadrilaterals into 2 groups; sort quadrilaterals into rectangles and squares. Provide students with the graph on grid paper, and have them record the information, rather than having them create the graph on plain paper.
Unit Section: Language Arts, Visual Arts, Technology
Unit Lesson: Digital Artifact Authentic Assessment
Unit Length: 6 Weeks
Overview: Students will use digital cameras to take photographs of various polygons found in and around the school building. Students will identify attributes of polygons, and use Capzles (http://www.capzles.com/#) to create a digital artifact to document and share their understandings and observations about the attributes of polygons and their use in the environment of the school building and campus.
DESIRED RESULTS:
TEKS and SE's
Mathematics:
6(A) describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle);
(C) describe and identify two- and three-dimensional geometric figures in order to sort them according to a given attribute using informal and formal language;
Technology Applications:
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) use technology terminology appropriate to the task;
(B) start and exit programs as well as create, name, and save files; and
(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.
(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning experiences; and
(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.
SE's:
recognize, name, build, draw, compare, and sort two- and three-dimensional shapes;
describe attributes and parts of two- and three-dimensional shapes;
Geometric figures/shapes are used in many different ways in our world.
We can find examples of geometric figures in our world.
A polygon is a closed figure with straight sides.
We can find a variety of polygons in our environment.
Polygons can be identified by their attributes (number of sides, length of side).
Technology is a tool for learning and for creative expression.
Essential Questions
How are shapes used in our world?
Where can we find shapes in our world?
What is a polygon?
What polygons can we find in our environment?
What are the attributes of different polygons?
How can we use technology to document and share our learning?
Learning Goals and Objectives
Identify polygons in our environment (classroom, school building, campus grounds).
Identify attributes of different polygons (number of sides, length of sides).
Take digital photographs of polygons.
Use digital photographs to create an artifact to document learning.
Materials Needed
Paper
Clipboards
Pencils
Examples of polygons.
Previously created chart of polygons listed by number of sides.
Digital cameras.
Computers.
Internet Access
Adult volunteers to assist students recommended
ASSESSMENT PLAN:
1. Observe and question: Do students understand what a polygon is and what shapes are not polygons? Do students sort polygons by number of sides? Do students notice the difference in polygons with sides of equal lengths and polygons with sides of unequal lengths? Are students familiar with digital cameras? Are students comfortable with using the computer, specifically using a web browser?
2. Product assessment: Evaluate the student product using the Polygon Digital Artifact Rubric.
Polygon Digital Artifact Rubric
Photographs:
4 3 2 1
There are 6 or There are 4 or There are 2-4 There are 0-2
more photographs. more photographs. photographs. photographs.
All are polygons. All are polygons. At least half Photographs
are polygons. are not polygons.
Text to Accompany Photographs
4 3 2 1
Each polygon is Most polygons Some polygons Polygons are not
correctly named. are correctly are correctly named or are named
named. correctly named. incorrectly.
Culminating Text
4 3 2 1
4 or more 2-3 sentences 1-2 sentences 0-1 sentence. Sentence
sentences with relevant with some rele- contains little or no evidence
with relevant observations vant observations of knowledge of attri-
observations regarding the regarding attri- butes of polygons or
regarding the attributes of butes of polygons their use in the environ-
attributes of polygons or or the use of poly- ment.
polygons and use the use of poly- gons in the environ-
of polygons in gons in the ment.
the environment. environment.
Performance Tasks
Students will take digital photographs of polygons found in the school building or campus grounds, and use the application Capzles to upload photographs, add text to name each polygon, and write a culminating paragraph that includes attributes of polygons and their use in the school environment.
Other Evidence
Student participation in lesson,
student discussion of concepts and
ideas, student ability to answer
questions and give information about
the polygons, and the process of creating a Capzle.
Conduct a polygon hunt in the school building and on the school grounds. Discuss and review the attributes of polygons. Give students clipboards, paper and pencils. Tour the building and campus and record the polygons found in the environment.
Explain:
Discuss with students how we could use digital cameras to take pictures of some of the polygons they found in the environment, and create a picture story about polygons using the computer. Show students an example capzle about polygons that you made prior to the lesson. Show students how to use digital cameras. Return to the building and campus grounds to take digital photographs with adult helpers.
Elaborate:
Show students the Capzle site and demonstrate how to create a capzle, upload photographs, add text, and save. Students then create their own Capzle with adult helpers.
Evaluate:
Students share their capzles with the class, and discuss the content.
Time:
10"
20"
Two 30" sessions
Two to Three 45" sessions
Two 30" sessions
Extensions:
Create capzles with more than 6 photographs. Write more than 4 sentences about polygons. Publish capzles to the class website. Choose a different application for creating a digital artifact (such as an animoto slide movie, or a shape story video made with a flip video camera.)
Modifications:
Reduce the number of photographs required to 3. Adults may scribe (type) the text to accompany the polygon photographs in the capzle. Omit the culminating essay for the capzle. Use a different application, and create a simple slide show of polygon photographs with no accompanying text; provide opportunities for students to narrate the slide show orally.
Listen to a Student Narrate "Polygons on the Playground":
Comments (0)
You don't have permission to comment on this page.