Marybeth Langin mboogren@nmu.

edu

Chapter 10 Review
Required time: 60 minutes Date: 9/17/2013 Grade: 3 OBJECTIVE (S)/STANDARDS: CCSS
CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories

Lesson Objectives: Students will know what a triangle, quadrilateral, pentagon, hexagon, and octagon are. Students will know how to identify a right, acute, and obtuse triangle. Students will know how to identify a trapezoid, parallelogram, rectangle, rhombus, and square.

MATERIALS/MEDIA: YouTube Video on triangles http://www.youtube.com/watch?v=DUNxLGhFCqM Chalk board and chalk Flash cards Pencil and eraser Math notebooks Math terminology chart Geometric shapes Projector Apple T.V. Internet Laptop Anticipatory set/introduction: Introduction: I will show a video about triangles and the students and I will sing. While the students sing along they will be performing gestures that they learned earlier in the week that go along with the song.

o http://www.youtube.com/watch?v=DUNxLGhFCqM Procedure: Review the main concepts in chapter 10. Basic Geometric Shapes I will use three-dimensional shapes in the classroom to review basic geometric shapes. The review will cover the names of the shapes, and the terms face, edge, vertex, and vertices. Lines and Line Segments I will review points, lines, line segments, parallel lines, and intersecting lines. I will use the chalkboard to draw points, lines, and line segments. The students will be asked to discuss with their partner what is being drawn on the board. For parallel and intersecting lines I will say parallel or intersecting lines. The students will show me by crossing their arms or keeping their arms parallel. I will review the definitions for intersecting and parallel lines. Angles I will review angles and rays, specifying right, acute, and obtuse angles. I will tell the students a right angle forms an L or square corner, an acute angle is smaller than a right angle, and an obtuse angle is bigger than a right angle. 1. Students will stand up. 2. I will say acute, right, or obtuse and the students will show me using their arms the correct angle. Polygons I will review that a polygon is a closed figure that is made up of straight lines. I will draw three objects on the board. 1. One will be a polygon. 2. One will be a figure that is not closed. 3. One will be a figure that is closed but has curved lines. I will ask the students: Is the shape a polygon, why or why not? If they thing the shape is a polygon they will put their thumbs up, if it is not they will put their thumbs down. Students will discuss with their partner and then share their answer. I will have playing cards 3,4,5,6,and 8 (the numbers signify how many sides and vertices the polygon has). I will use the select a student app on the classroom Ipad and the student selected will draw a card. They will show the card to the class and the students will discuss with their partner which type of polygon it is. I will raise my arm and count to three and when I drop my arm the class will answer as a whole. Answers: 1. Triangle 2. Quadrilateral 3. Pentagon 4. Hexagon 5. Octagon

 Triangles Students will be asked to go to the back of the room and together we will sing and gesture the triangle song. Then I will go through the triangles (right, acute, obtuse, equilateral, isosceles, and scalene) and the students will then tell me their defining characteristics as a whole group. Quadrilaterals Students will take out their math notebooks to use for their quadrilateral review sheet. I will place a quadrilateral poster on the board as a second reference. With their desk partners students will complete a classifying quadrilateral worksheet. As a class we will correct the worksheet. Closure: Together we will read the quadrilateral poster. ASSESSMENT: 1. Students oral responses in class discussion 2. Quadrilateral worksheet 3. Chapter 10 test Accommodations: Visual, music and gestured (kinesthetic and auditory learning), and partner differentiated learning strategies are used to assist students in their understanding of the content. Students that dont find the material as challenging as other students are given the opportunity to teach their peers during partnered learning. There are four students that go to the resource room to do their math. There they receive the assistance they need to complete their math curriculum benchmarks.