Topic: Mathematics Developed by: Laura Crandall Grade level: 5

Theme/Strand: Shape and Space

Universal Design for Learning Representation 3.1 Activate or supply background knowledge. The students background knowledge on quadrilaterals from the previous lesson is activated during this lesson. Working on the activities will require the use of some of this previous knowledge. Working with the manipulatives will also assist students in remembering the material on quadrilateral because they are the same manipulatives. 3.3 Guide information processing, visualization and manipulation. There is much use of manipulation in this lesson from both the manipulatives and the Mira. Action and Expression 5.2 Use multiple tools for construction and composition. Multiple tools (Mira, Graphing paper, Quadrilateral cards, Pattern Blocks, and Power Polygons) are used during this lesson because different materials are used for the different activities. 6.2 Support planning and strategy development. Strategy and planning must be used during the activities. The rotations activity in particular will require that the group plans together on how to do the rotations of their designated shape. Engagement 7.2 Optimize relevance, value and authenticity. The manipulatives give some authenticity to the material as students use them to help their understanding. It is particularly easier for spatial and visual

Outcomes GCO: Shape & Space (SS): Use direct and indirect measurement to solve problems. SCO: SS6: Identify and sort quadrilaterals, including: rectangles; squares trapezoids parallelograms rhombuses according to their attributes. SS7 Perform a single transformation (translation, rotation, or reflection) of a 2-D shape (with and without technology) and draw and describe the image. SS8 Identify a single transformation, including a translation, rotation, and reflection of 2-D shapes. SWBAT (in student friendly terms): understand and apply how 2D shapes can be transformed.

Required Materials, Tools and Technology Mira Graphing paper Quadrilateral cards Manipulatives: -Pattern Blocks -Power Polygons

Special Concerns There are quite a few materials being used in this lessons activities. Have students briefly do a check in between activities to make sure that none of the materials have been lost.

Assessment (formative/summative, self/peer) What prior data is informing your instruction? The ability to draw and identify 2D shapes (quadrilaterals) What assessment strategies will measure the learning from the outcomes? Assessment OF Learning- Exit ticket, students will be able to demonstrate all aspects of transformation. Assessment AS Learning- During the reflections, translation, and rotations activities. Students will have to think about what they know while doing the activities. Assessment FOR Learning- Quadrilateral Guess Who, students will be able to categorize their knowledge and apply it.

Differentiation Different multiple intelligences are engaged during the lesson. They are: Logical-mathematical Interpersonal Kinesthetic Spatial Manipulatives, visuals, and multiple explanations will all be used.

In-Class Support Any support will be done while working on the activities. If an individual or group is having difficulty then the teacher can assist with clarifying any points needed for understanding.

Timeline / Elaboration Before (APK) 10 m Focus Question: Quadrilateral Guess Who Materials: Quadrilateral card deck. (2 players). Setup: Sort the quadrilaterals by type. Each player puts one quadrilateral of each type face up in front of them, and the others go face down in the middle. Each player draws a card from the middle and keeps it hidden from the other player.

Cross-curricular Connections Art connections. During the activities each student will be required to do some drawing as part of the activity. These brief sketches bring in an art component to the lesson.

learners to understand the material when they have manipulatives. 8.2 Vary demands and resources to optimize challenge. There are three major activities going on in this lesson that each require slightly different resources and challenges. The material leads into one another, but each activity presents a unique challenge. 8.3 Foster collaboration and communication. This is done during the pair and group activities. The students must work collaboratively and communicate during these activities.

Gameplay: On your turn you can ask one question about the other players hidden quadrilateral. That player answers yes or no. Turn face down the quads you have that dont match. Winner: first player to guess the other players card. During 30 m Reflections Students will be given Graphing paper (grid paper), a Mira and a variety of Power polygons of different shapes. Students will use the Mira and draw the reflections of the shapes and describe changes that occur in their own words. Translation Work in pairs. From an existing shape one student describes the translation (vertically, horizontally, or diagonally) and the other student draws the new shape. The students then switch roles and continue on for 3-5 translations for each student. Rotations Clear lots of space in the classroom. Separate into groups of 3-4 based on their table groups. Each group will be given a designated shape (square, triangle, etc) and a list of rotations from a variety of rotation points and degree of rotation (ex. Square- Rotate 90 about the center point. Triangle- Rotate 120 about point A) Opportunity for individual/small group instruction These opportunities will occur during each of the activities. The teacher will monitor each group and assist with any questions or problems that develop. After 10 m Exit TicketStudents will be given a power polygon as a template shape that they will have to draw on a page of grid paper. Various transformations will be given (Rotate 90 about the center, double the lengths of sides, reflect the shape, etc) and the students have to show the changes to their initial shape. Students will have to submit their work on the way out.

Reflection -I enjoyed working with the new UDL lesson plan and found it very easy to work with in comparison to last semesters lesson plan template. I used the checklist to help form the UDL components of the lesson plan. That checklist made the completion of the UDL section very easy to incorporate. -I liked the activities we created for this lesson and think that they are great for visual and spatial learners. A lot of handson work is being done in this lesson in order to bring understanding to the material. I like the strand on shapes and space because it is possible to create activities that are both fun and informative.