USF Elementary Education Lesson Plan Template (S 2014)

Westfall________________
Grade Level Being Taught: Subject/Content:
3
Math/Line Segments
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Name: ____________Brooklyn
Group
Size: 21

Date of Lesson: 10/6/16

Lesson Content
MAFS.3.G.1.1: 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.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

How can you describe line segments of polygons?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,

SWBAT determine if lines or line segments are intersecting, right angle (perpendicular),
or parallel with 75% accuracy.

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________________
Grade Level Being Taught: Subject/Content:
3
Math/Line Segments

Name: ____________Brooklyn
Group
Size: 21

Date of Lesson: 10/6/16

A: the student B: will be able

to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

I am teaching this objective as part of the Unit 4 two-dimensional shapes. This lesson
helps students understand lines and line segments and builds the necessary foundation
in Geometry for their math education. We are using popsicle sticks to create concrete
models for students to reference throughout the unit. There will be a robot rap video to
help students remember the line segments.

Evaluation Plan- How will

you know students have
mastered your objectives?

My formative assessment will be my CT and I walking around while they answer the
problem of the day and ensuring that each student is understanding it. The second
formative assessment will be their learning brochures with the popsicle sticks and seeing
that the line segments are correctly assembled and labeled. The third formative
assessment will be the classwork page 498, problems #2 and 3. Finally, during class
discussion I will ask for the private 1-4 understanding level under the chin.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in

My summative assessment will be their end of lesson exit ticket. My second summative
assessment will be their Unit 4 test.

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________________
Grade Level Being Taught: Subject/Content:
3
Math/Line Segments

Name: ____________Brooklyn
Group
Size: 21

Date of Lesson: 10/6/16

upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Teachers must understand the characteristics of two-dimensional shapes and line

segments.

Students need to know most of their shapes. This knowledge is foundational so this may
be the first introduction students have to line segments.
These learners tend to be advanced and catch on quickly. Lesson will need to be quick
and engaging and further enrichment will need to be provided for most.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Student may confuse the line segments with each other. They may not understand what
a polygon is.

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________________
Grade Level Being Taught: Subject/Content:
3
Math/Line Segments

Name: ____________Brooklyn
Group
Size: 21

Date of Lesson: 10/6/16

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions

The lesson will start as a whole group instruction. Once the EQ is written in their journals
and the problem of the day is solved, we will discuss making the learning brochures.
Once the directions are shared, students will work independently completing their
brochure. Finally, students will complete their classwork page or work at the back table
for further support.

Time

25
min

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher
1. Have students pull their math notebooks and copy down the EQ.

Who can remind me what a polygon is?

2. Have students speculate and question what line segments are

and how they are related to polygons.

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________________
Grade Level Being Taught: Subject/Content:
3
Math/Line Segments
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

15
min

Students
Students

20
min

Name: ____________Brooklyn
Group
Size: 21

Date of Lesson: 10/6/16

3. Discuss types of lines and types of line segments.

4. Show rap video
Who can explain the difference between lines and line segments?
How can you determine whether lines are parallel or not?
How can you determine whether or not an angle is right?
5. Use lollipop sticks to demonstrate line segments on shapes on the
board. Introduce students to their math baggie to help them solve
the problem of the day.
6. Show learning brochures example and explain additions to the
brochure, (right angle, and parallel lines)
7. Check for student understanding.
8. Distribute baggies and show students POTD to solve in their math
notebooks. Teachers are circulating and signing off on the problem.
9. Once students are checked off, they may begin their brochure.
10. Teachers will circle around, performing the formative check for
understanding.
11. Once the brochure is signed off, students begin the classwork
pages from GoMath 495.
12. Students at a level two or lower in understanding are invited to
the back table for extra support.

What will you do if

a student struggles with the content?

We provide further support and instruction at the back table during their independent
work time.

What will you do if

a student masters the content quickly?

Students at a level 3 or 4 understanding will have Polygon Capture as group or partner
work for enrichment. If a student finishes early in math they know to find the enrichment
folder to on their math projects or play games.

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________________
Grade Level Being Taught: Subject/Content:
3
Math/Line Segments

Meeting your students

needs as people and as
learners

Name: ____________Brooklyn
Group
Size: 21

Date of Lesson: 10/6/16

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Math is the universal language and needed by every student to be successful through
their schooling.
If applicable, how does this lesson connect to/reflect the local community?
Students who are mathematically literate provide better support to their communities as
they succeed in school and become productive citizens.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The enrichment folders are available to any student who masters the content quickly and
needs additional challenges.

How will you differentiate instruction for students who need additional
language support?
The uses of visuals throughout my lesson are in place because of the learning needs
within this classroom, they provide the necessary support for students who are not
auditory learners. Clear directions with modeling and demonstration will be provided
throughout the lesson as well.

Accommodations (If
needed)
(What students need specific
accommodation? List

B.A. Will want to answer everything so watch to not overcall

A.R. Usually NEEDS extra support after the whole group lessons
G.V. Usually WANTS extra support without trying first
L.G. May need to move during the lesson and will possibly need refocusing

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________________
Grade Level Being Taught: Subject/Content:
3
Math/Line Segments

Name: ____________Brooklyn
Group
Size: 21

Date of Lesson: 10/6/16

individual students (initials),

and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

21 GoMath Classwork Page 495

21 GoMath Homework Pages 245-246
65+ half popsicle sticks
20 math baggies (2 lollipop sticks, 1 square tile, polygon from POTD)