Math LP- Shapes (MAE Macro Lesson) Standard: MA.CC.K.G.1.2 correctly name shapes regardless of orientations or overall size.

MA.CC.K.G.1.3 Identify shapes as two-dimensional MA.CC.K.G.2.4 Analyze and compare two dimensional shapes, in different sizes and orientations, using informal language to describe similarities and differences, parts, and other attributes. Background: Students have been learning about different polygons: squares, triangles, rectangles, hexagons, and pentagons. They have been learning about how many sides and vertices each has. This will be their third day of instruction on shapes. Objective: By the end of this lesson, students will be able to identify the given shapes and be able to determine how many sides and vertices each shape has. Material: worksheet, plastic page, toothpick, gumdrops or marshmallows, and a string (for the circle. Do not tell students that this is what the string is for they should figure that out on their own.) Procedure/Plan: - Begin with math problem of the day in their math notebooks, plus asking students to draw a shape that has 0 vertices. (5-7 minutes) - Review the shape chart. (3-5 minutes) - Hook: Introduce Archie the Architect and his problem. This is Archie the Architect. Architects are people who use shapes every day to build many different things. Today, hes going to need your help to build polygons. He needs you to build all of the polygons (shapes) that we have been learning about. He brought everyone a bag with gum drops/marshmallows and toothpicks. You will need to build all of the polygons for Archie and fill out this paper so he knows what the names of the polygons are, how many sides, and how many vertices. Please watch me do the first one so you can make sure that you do it the right way for Archie. (3-5 minutes) - Model how to make a square with the candy and toothpicks. Then model how to fill out the paper by referring to the chart to spell the name of the shapes, and using my model of the shape that I built to find out how many sides and vertices the shape has. I know that this is where Im going to put how many sides, because I see this word starts with S and sides starts with the Ssss sounds (3-5 minutes) - Allow for time to make all shapes and do the worksheet. When students finish building all of their shapes, they will put them back into their baggy and will be able to take them to lunch. The worksheets will be collected (assessment). (25-30 minutes) - If students get done early, they will practice drawing the shapes. Assessment: Students will be getting assessed throughout this assignment through formative observations and conversations. During the math problem of the day asking students to draw a shape that has 0 vertices, we will be doing a pre-assessment to see what students recall from the previous lesson. This will help guide how much time we spend reviewing vertices and shapes when we review the chart. Then during the shape building activity, we will be able to see how students are interpreting how each shape looks, plus how seeing how they discover how many sides and vertices each shape has. The goal is for them to see the correlation of the toothpicks being the sides and the candy being the vertices. To see if this instructional goal is achieved, we will have to have conversations with students during the activity. This can easily be done while walking around the classroom and observing their work and monitoring their behavior. At the end of the activity, we will have their worksheets to see if they understood which shapes are which and what their attributes are.

Macro Lesson Questions:

1. What is your inquiry topic? Does this incorporate your individual research implementation? My inquiry topic was how to effectively introduce mathematics to primary learners. In one of my articles, I read about using non-traditional teaching practices. In my classroom, I noticed a lot of instruction coming from the students text book. After numerous lessons with the textbook, I noticed how most of it seems to be teaching using drill and practice more than teaching the concepts. This translated into the instruction being more of a drill and practice rather than focusing on conceptual ideas. Having the opportunity to teach math with this lesson, I decided to use a more non-traditional method. I begin with the Archie the Architect story to relate the math lesson to a real world situational problem. Not only do I hope to get students engaged through this, but I also hope to be able to give a deeper purpose to my students for completing the lesson. Additionally, I am having students work with shapes by physically having to build them from everyday objects (toothpicks and marshmallows). While there is a worksheet involved, this serves more as a guide for keeping students on track and focused on building shapes. 2. Which of the first 3 MP's will you incorporate? Reasoning abstractly and quantitatively. Students will be making models of 2D shapes and using them to tell of each shapes attributes. 3. What specific questions you would like the students to be able to answer? - What is a polygon? - What shapes are polygons? (knowing the names of the different shapes) - Is a circle a polygon? - What are vertices? - How many vertices are in each shape? - How many sides?