First Lesson Plan

Rachel Mixtacki
Lesson Topic: Triangle Exploration

Grade level: 3rd

Total Time: ~35 minutes

# Students: 2 (small group)

2/5/15

1:45~2:20

Learning Goal:
(Content
Standard/Common
Core)

Students will be able to

Mathematical Practices:
SMP5-Useappropriatetoolsstrategically.
SMP6Attendtoprecision.
SMP8Lookforandexpressregularityinrepeatedreasoning.
ContentStandards:
3.MD.8Solverealworldandmathematicalproblemsinvolvingperimetersof
polygons,includingfindingtheperimetergiventhesidelengths,findingan
unknownsidelength,andexhibitingrectangleswiththesameperimeterand
differentareasorwiththesameareaanddifferentperimeters.

Target Goal or Skill:

Essential Question(s):
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)

Students will review vocabulary for the properties of a triangle and

create and explore by building different types of triangles.
-Why do we need to identify 2D shapes and attributes of 2D shapes
in real life?
-Can the student name attributes of a 2D triangle?
-Give students a chance to explore and identify different types of
triangles.
Formative Assessment: Can students label a triangle with the
vocabulary that they have learned in lessons before? Can they use
the vocabulary when talking about a triangle? This will be shown
when labeling and throughout the lesson I will see if they use the
vocabulary that they have learned.
Summative Assessment: By using their words students will describe
a triangle and a right angle and when they see one.

Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications

******************************************************
*
Student B-> SLD, EBD, OHI, ADHD->difficulties staying on task,
processing difficulties->May be given a break if needed, slow down
teaching material, start with a review, label by moving labels to
correct place on triangle instead of writing. Modifying math some
boxes.
Student C-> OHI, ADHD->processing difficulties, difficulties
staying on task->going over the vocabulary and labeling the triangle
to make sure she is starting with the information she needs to know.
Modifying math boxes. May be given a break if needed.

Instructional
Procedures
(including specific
times)
Introduction:
(including motivational
hook where applicable)

Learning Activities:

Closure:

1:45I created a word document that was a group we will put

together. I will make copies for each student and cut out the labels.
It consists of a triangle that we will label with the vocabulary that
students are learning in this unit. Instead of having them worry
about spelling and taking their time doing that I thought modifying
and having them place the labels on the triangle would be more fun
and engaging for these students, we will glue labels down.
1:50Students will open up to page 134 in Math Journal (MJ) and
start working on part one---this needs a ruler or straight edge
students should be able to start once I read directions to them
(especially after the quick review)
--Move on to Part 2 of MJ togetherthis may be tricky labeling the
triangle. I may have them look on the triangle that we are doing
since the first letter is given to them I dont want them to think it is
only a two letter label for a triangle.
--Part 3 we will open up to Student Reference book page 107 and
take a closer look at the triangles on that page, talk about angles,
sides, vertices. We can measure sides, compare them to our triangle.
Have them point to the triangle in their book that is described in Part
3. *Right angles-how they are shown
--Part 4 is finding perimeter of the triangle by measuring the sides.
This is a review of the label of a side and then perimeter so this
should go smoothly.
2:10~2:20 We will close by doing math boxesThis will be done
together as it generally covers lessons before and not the lesson that
we did today
-Question three asks to give 5 equivalent names fore 1,800 we will
modify and try three, this is higher level thinking than 1,799+1
-Question six is an in-out and the rule is to double, I will start with
smaller numbers and then see if using a white board we can double
using our knowledge of how we double and half numbers.

Academic Language and

Student Language
Demands required in
the lesson

-Triangle
-Vertex (vertices)
-Angle
-Side
-Equilateral triangle
-Right triangle

Communication Skills
(see Handout)

5 Questions (Blooms or
DOK)

Curriculum (APA)
Materials

Notes

Function: Compare triangle attributes and describe different

triangles.
Vocabulary: Triangle, vertex, angle, side, equilateral triangle, right
triangle, right angle.
Syntax: Fill in the triangle with the correct labels.
Discourse: Discussing right angles in triangles and question what
are the parts of all triangles.
-Where is the vertex of the triangle that you drew? [Level 1]
-How would you label one side of the triangle? [Level 1]
-Can you demonstrate how we find the perimeter of a shape?
[Level 2]
-What are the parts of features of a triangle? [Level 4]
Everyday Mathematics: The University of Chicago School
Mathematics Project. Grade 3, Vol.1. (2012) McGraw Hill.
-Math Journals
-Pencils
-White board/marker/eraser
-Ruler or straight edge
-Student Reference books
-Triangle/ label sheet
-Glue
-Calculator (optional)
Try to get students using vocabulary when talking about triangles!