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Quintessence Lesson Plans

Page history last edited by Pamela Calabrese 13 years, 11 months ago

 

         

 

                                          

 

                        Graphing Attributes of Polygons                                                                

 

Submitted by: Pamela Calabrese
Date: March 15, 2010
Edited by:
Date:

 

 

Unit Name:    Let's Go Fly a Kite

Unit Section:  Exploring Polygons

Unit Lesson:  Graphing Attributes of Polygons

Unit Length: 6 Weeks
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:

  1. Describe parts of the data and the set of data as a whole to determine what the data show.
  2. Pose questions and gather data about themselves and their surroundings. 
  3. Sort and classify objects according to their attributes and organize data about the objects.
  4. Represent data using concrete objects, pictures, and graphs.

Critical Vocabulary

Shapes, geometric figures, polygons, set, sides, lines, length, triangle, square, rectangle, trapezoid, rhombus, pentagon, hexagon, octagon, count, total, number, graph, column, row, data, compare, create, represent, show, analyze, question, determine.

Enduring Understandings (Big Ideas)
  • Polygons are closed shapes with straight lines.
  • Polygons can be sorted into groups based on the number of sides they contain.
  • The most common regular polygons are triangles and quadrilaterals.
  • A graph is a tool for communicating information.
  • A graph has columns and rows.
  • The results of sorting can be shown with a graph on a grid.
  • A graph can be used to ask or answer questions, and make comparisons.

Essential Questions

  • How many columns of polygons are there?
  • How many different sets of polygons were parts of this group?
  • Which column has more polygons?
  • Which column has the fewest polygons?
  • Are there any columns that are equal in length? If columns are of equal length are they also equal in number? How do you know?
  • What other questions could you ask about or answer from this graph?

Learning Goals and Objectives

  • identify the difference between rows and columns
  • label and select a title for graphs
  • use comparative terms to describe relationships between and among the various sets of polygons

Materials Needed

  • Set of polygons from previous lessons
  • Overhead projector or document camera
  • Transparency of/sample of Grid Paper 
  • Plain paper 
  • 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.

Adapted from Amazing Attributes by Grace M. Burton and Carol Midgett, Illuminations (http://illuminations.nctm.org/LessonDetail.aspx?id=U186)

 

 

Website to Enhance Sorting Skills/Attributes of Rectangles:

http://www.coppschool.lancsngfl.ac.uk/Classwork/Classwork/flashaids/carrol.htm

 

 

 

 

 

 

 

 

    

 

 

 

                                               

                    Digital Artifact Reflection                                                  

 

 

Submitted by: Pamela Calabrese
Date: April 27, 2010
Edited by:
Date:

 

 

Unit Name:  Let's Go Fly a Kite

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;

Critical Vocabulary

Web browser, open, close, digital, artifact, create, upload, edit, save, publish, geometric figure, polygon, attributes, environment.

Enduring Understandings (Big Ideas)

  • 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.

LEARNING PLAN:

Engage:

View and Discuss:

 

 

Geometric shapes can be seen all around us. We often do not notice them until we look for them. Examples of different polygons: triangles, rectangles, and squares are shown.
© 2005  Discovery Education
Grade(s) K-2 CC EDIT STUDENT

 

Explore:

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":

 

Discover Simple, Private Sharing at Drop.io

 

 

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