Co-Teaching in the 5 th Grade Standards-Based Classroom Douglas County Day 4

MARY KAY BACALLAO AND BEVERLY EASTERLING

Co-Teaching in the 5th Grade Standards-Based Classroom

Douglas CountyDay 4

Team Building

Blind Polygon

Mystery Polygon

As a team, use the clues to determine what type of polygon is being described.

Today’s Goals

Extend understanding of the area of plane figures

Exposure to tiering as a form of differentiation

Opportunity to form investigative questions

Three’s a CrowdWork with your co-teacher to complete the vocabulary association table .

Create a new set to add to the given lists.

Dead-End Questioning

The Goal of a QuestionWhat does a

teacher asking questions of a class expect the class to

learn from the questioning

process?

What does a teacher asking questions of a class expect to

learn about their class from the questioning

process?

Closed ItemClosed Item Revised Open-EndedRevised Open-Ended

Which of the following numbers are prime?

7, 57, 67, 117

Fred thinks that 57 and 67 are prime because they both end in 7. Juanita says he is wrong. Who is correct and why?

Questioning

ClosedClosed Revised Open-Ended Revised Open-Ended

What are the next three numbers in the following sequence?

1, 4, 7, 10, 13, __, __, __

Consider the following sequence:

1, 4, 7, 10, 13, __, __, __

Is 100 a member of this sequence? Explain your reasoning.

Questioning

ClosedClosed Revised Open-EndedRevised Open-Ended

Find the LCM of

18 and 24

Why can’t 48 be the LCM of

18 and 24?

Questioning

Questioning

Circle Tool

Area of Trapezoids, Parallelograms and Triangles

Area of a Triangle Using Parallelograms

Area of a Parallelogram Using a Rectangle

Tiered Assignments

Tiered Assignment M5M1. Students will extend their understanding of area of geometric plane figures.a. Estimate the area of geometric plane figures.b. Derive the formula for the area of a parallelogram.c. Derive the formula for the area of a triangle.d. Find the areas of triangles and parallelograms using formulae.e. Estimate the area of a circle through partitioning and tiling.f. Find the area of a polygon (regular and irregular) by dividing it into squares,rectangles, and/or triangles and find the sum of the areas of those shapes.g. Derive the formula for the area of a circle.h. Find the area of a circle using the formula and pi ≈ 3.14.

Summarizing

In what part of your three part lesson will you incorporate tiered questions or assignments in the coming weeks?

What data collection tool or process will you use to record student responses to your questions or investigative learning time?

Circumference Exploration

Area of a Circle

Measurement Conversion

Each player or team needs:•custom dice•a game mat•23 inchworms•5 feet•1 yardA player rolls one die. The player is awarded that number of inchworms to place on the game mat in the inches section. When a player reaches 12 inchworms, the player trades the 12 inchworms in for 1 foot. When a player reaches 3 feet, the player trades in the three feet for 1 yard and the game is finished.The players take turns accumulating inches to reach the goal of one yard.

Summarizing

What portions of this task will your students struggle with the most? What types of support can you plan to have in place?

Quadrilateral Graphic Organizer

Area of Plane Figures

Stomachion Puzzle

Closing

Implementation Expectations A collection of artifacts that will be compiled throughout the school year as part

of your normal co-teaching duties.

Submit in portfolio form to your assigned GLRS staff member during the last support visit or during the last weekday class with the following contents: – Reflections for each day of training (time will be given in class to complete and template will

be provided)

– Sample lesson plans for each lesson observed during the support visit

– Copy of any feedback provided from support visit

– Summaries of 2 success stories that you would like to share regarding implementation of strategies learned in the course

AND ONE (1) OF THE FOLLOWING OR A COMBINATION OF THE TWO

– Cumulative reflection of co-planning experience for FY ’12 (minimum of one paragraph)

– De-identified reflections from 3 of your mathematics students of their experiences in your class this school year

Metro West GLRS1870 Teasley Dr., SW

Smyrna, GA 30080(770)432-5247

Mary Kay Bacallao: BACALLAO_MK@mercer.edu

Dr. Deshonda Stringer: deshonda.stringer@mresa.org

Beverly Easterling: beverly.easterling@mresa.org