Tyler Homeschool

Unit Plan Template   

Grade 3 Math

Class:

3^rd grade math

Unit:

Geometry and spatial reasoning

Teacher:

Melody Eisenbach

Objectives:

The student will demonstrate an understanding of geometry and spatial reasoning.

Standards:

The student is expected to identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two- dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary. The student is also expected to identify congruent two-dimensional figures; create two-dimensional figures with lines of symmetry using concrete models and technology; and identify lines of symmetry in two-dimensional geometric figures. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.

Anticipatory Set:

We will use “wall words”. I will write key words on the wall and whenever I point to the word everyone calls out the definition (i.e. Adjacent means next to) We will also do a Tessellation in class. I will hand out 1 precut 2” triangle to each student and they will make a hexagonal tessellation.

Teaching: Input

A projector will be used to draw different shapes and number lines. Tessellation examples will be shown to the class. Wall words will be used so students can take notes on key words. We will draw figures of symmetry and congruency in our notes. We will discuss 2 and 3 dimension shapes.

Teaching: Modeling

Examples of tessellations will be shown and as students are working on their work I will show each step of how to do it correctly by doing one in front of the class and walking around with it.

Teaching: Checking for Understanding

Students should be following each step and I will go around to make sure they are doing it right. Each student will:

1. Cut out one side of the triangle from vertex to adjacent vertex.
2. Tape cut out piece to another side without flipping it.
3. Trace the new shape with the straight side about 1” from the left side of the paper
4. Slide the piece until it fits like a puzzle to the other side of the traced shape and trace again
5. Repeat until the traced shape becomes a hexagonal shape
6. Color

I will be asking questions to be sure we are all on the same step and no one is behind. Also I will be checking everyone’s notes.

Guided Practice:

I will go around the class again and encourage the students and hold up some of their tessellations as examples and praise.

Closure:

Directions will be given on what to do before turning in the tessellations (i.e.-put your name on the top, put away the crayons and scissors) to wrap up the project. We will go over all the wall words before closing.

Independent Practice:

Individual students will be called on to answer questions regarding geometric terminology and the material that has been reviewed.

Materials:

Chalk Board for wall words, a projector. Cut out triangles (paper). Each student must have:

1. Paper
2. Scissors
3. Crayons
4. Pencil

Duration:

Three math classes (about 40 min each)

This is an example of one of the Lesson Plan formats used in public schools today:

Types of Cells

Content Area:

Science

Grade Level:

Second Grade

Aim:

Students will learn about animal and plant cells.

Goal:

After using manipulatives, students will be able to draw a picture of a cell and be able to tell a few differences between animal cells and plant cells.

Note:

In this lesson I will be using manipulative materials to convey what a cell looks like.

Materials:

Pictures of cells, Water balloons, Fish Bowl, Pitcher of water, onion, magnifying glass, tweezers, worksheet, color pencils, and microscope with cell samples.

Anticipatory Set:

First I will explain to the students that we will be learning about cells. I will tell them that we will learn the differences between animal cells and plant cells. I will tell them that at the end of class they can look at real cells through the microscope.

Stated Objectives:

• Students will learn and write down facts about cells (i.e.- every living thing is made up of cells)
• Students will draw and color a picture of a cell
• Students will state the difference between animal and plant cells

Modeled Practice:

Pictures of cells will be passed around the class. I will take a fish bowl and fill it with the water balloons then explain that the fish bowl represents the tiny part of an animal’s body and the water balloons represent its cells. I will fill the fish bowl with water over the water balloons covering them and filling up the fish bowl. I will explain that in an animal fluid keeps the cells alive.

Next I will cut a small square out of an onion, pulling away the outside skin with a pair of tweezers, and press this onto a window pane. The students can see the cells with a magnifying glass. This helps the students see that plant cells are not soft and flexible like animal cells and that they have a tough outer wall which helps them keep their shape. Plus, some plant cells are much bigger than animal cells, which make them easier to see.

Guided Practice:

The students can come and look at the onion skin on the window pane with a magnifying glass. Next, one at a time I will help each student look at a cell under a microscope.

Independent Practice:

Next the students will be given a worksheet with a few questions on it about cells and will draw and color a picture of a cell.

Closure:

I will ask the class what they learned about cells (i.e.-all living things have cells). I will ask a few volunteers to show off their pictures of a cell. I will summarize the lesson by stating the differences between animal cells and plant cells.

This article is a brief review of the Individuals with Disabilities Education Act Video. To read the Act or see the video please go to: 

idea.ed.gov

Individuals with Disabilities Education Act

by Melody Eisenbach

Summary of the IDEA video:

This video explained the new laws about special education. Special Education students can be included in the public education system and the school should provide for the educational needs for the student by law. A student can be assessed by the social worker at the school if the teacher or parent requests an assessment to determine if the student has an emotional, social, behavioral, or mental disability. The student can remain in the same school and have services provided to him or her. The special needs student is required to learn the general subject of what is being taught to the other students but may not be required to learn all of the information provided. The video used the word “inclusion” multiple times. Special Needs students can be included now and no longer forced out of the public schools.

Three things I learned from this video:

I learned that it is good for the average student to have special needs students in the classroom because it will teach and prepare the average student for life outside of school. I also learned from the video that it was the parents that taught their special needs children when they were rejected from the public school. From this video I learned about the “Individuals with Disabilities Education Act” and it inspired me to go look at their website: idea.ed.gov

What surprised me about this video?

I am surprised that teachers now are expected to teach every range of special needs students with a class full of average and excelling students. I think it would be hard to keep everyone’s attention in the classroom when there is a student humming or rocking back and forth. I am surprised that this can even work. If you look that the TEA website you can bring up the old TAKS test and compare the special needs tests with the regular TAKS tests and the only difference seems to be that the font is larger and fewer choices (2wrong answers instead of 3 wrong answers) on the special needs test. So this means that the special needs students are required to learn the same material as all the other students.

Reaction Statement:

I think that the public education system and teachers are challenging the special needs students too much and may not be challenging the gifted students enough. Gifted students become bored when the teacher has to always slow down for the disabled students. It’s like the teacher has to teach 2 separate classes. I think special needs students need a different teacher that can focus more on them or just a few students at a time as the disabled students need more attention. On the other hand there are some students that have just a mild disability that could keep up with the average student with a little assistance. I hope that I’m wrong and that “inclusion” does work out for centuries to come. I think that disabled students are such a joy and very lovable and that other students and the teacher can learn a lot from them. But how can a teacher manage a classroom with both disabled and excelling students?

I recently studied the Math TAKS tests. The public school teachers have to stick to teaching for the TAKS. I do not recommend giving your homeschool child the TAKS test unless just for an evaluation to see if your child can transfer to a certain grade in public school. It is good to know for yourself, as a homeschool mom, what the public school is teaching. Here is a project paper I wrote about the TAKS test.

Math 1351: TAKS Project Paper

Fall 2008

Terminology

Ideas for teaching the mathematical terms that students must know and understand:

1. One term that is taught is “statistics”. It is good for the students to understand statistics so that they can reason through situations in life and hopefully make good decisions. (i.e.- If  I do not wear a helmet and I ride a motorcycle more than 70 mph, odds are I have a better chance of being killed than if I rode in a car.-If I bought all the possibilities of  “Pick 3” for $1each and I get $500 if I win then I will end up losing $500 for there are 1,000 possibilities.)
2. Another term that is taught is “Quantitative reasoning” which teaches students to calculate, simplify, convert, etc. different numbers or decimals. This will help a student think about prices of materials which will help him as a wise consumer or a retailer. Knowing how to use numbers helps a person at any occupation. A person needs to know how to use quantitative reasoning in order to thrive in today’s society. One example of quantitative reasoning: If I get paid every 2 weeks and I save $100 of each check to buy a house, I can afford a $10,000 down payment in 4 years.
3. Another term that is taught is “measurement”. Measurement includes perimeters, lengths, widths, areas, volumes, and circumferences. Measurements help us in everyday life whether consciously or subconsciously. When I am driving towards a stop sign I subconsciously know when to start applying the break. When I am cooking I consciously know how much sugar to put in a batch of cookie dough. Measurements are fun to teach students because you can apply it to anything (like sports).

Five resources that are good for understanding the terminology in the TAKS objectives:

1. 1.     The Texas Education Agency website:  www.tea.state.tx.us is a good resource of course because you can download the TAKS tests and read the objectives in detail of what is expected of each student. There is also assessments for the students that a teacher can download.
2. This is another good website for understanding the terminology in the TAKS objectives: http://www.thetakstutor.com/productgallery.htm because this website has tutoring information about the TAKS and how teaching a student to read better will help him on the TAKS test.
3. Another good website for understanding the terminology on the TAKS test is: http://quizlet.com/set/213720/ where a teacher can create flashcards for the students and play different computer games to familiarize the students with the terms.
4. A website that includes several practice TAKS tests is: http://www.mysatori.com/TAKS/TAKSmath.php Having students take a practice test will lessen his fear of the final test and prepare him more for it.
5. Another good website for flashcards for the TAKS test is: http://www.flashcardsecrets.com/taks/ which breaks down difficult questions to easier parts.

Scope and Sequence

In doing this TAKS project I realized how one test is preparing for the next and that those students that maybe never had a TAKS test might not be able to pass the 7^th grade TAKS even though they make good grades in 7^th grade. One idea that I saw develop through the TAKS was quantitative reasoning. In third grade students are expected to know the place values, add, subtract, and multiply one digit numbers and count money. In Fifth grade students are expected to know how to add, subtract, multiply, divide, round decimals, identify prime factors, and use models to show ratios.  In seventh grade students are expected to know how to convert between fractions, decimals, and percents, know ratios, multiply and divide decimals and fractions, and represent square roots using models. A second idea that I saw develop through the TAKS tests was algebraic thinking. In third grade a student must use patterns to solve problems and use charts to express patterns and relationships. In fifth grade a student must use models, pictures, charts, or diagrams to find patterns and make generalizations.  In seventh grade a student must solve problems involving proportional relationships and use equations to solve problems. A third idea that I saw develop was geometry and spatial reasoning where in third grade a student recognizes congruency and symmetry and points on a line. A fifth grader must know how to sketch the results of a translation and recognize the connection between ordered pairs of numbers and locations of points on a plane. In seventh grade a student uses coordinate geometry to describe location on a plane and sketch a solid when given the top, side, and front views.

I definitely thought that this project was worthwhile as I did not know much about TAKS tests because I was in a private school. I learned that public school teachers seem to be forced to teach this or that with not much wiggle room. But that in a public school it is probably a pretty smooth transition from one grade to the next because it is the same type of ideas just at a higher level.