Getting Into Shapes! Created by: Diana Misso
Feb 24, 2016
Getting Into Shapes!Created by: Diana Misso
Peer Review Focus Question
▪ Do my assessments fairly assess the students’ ability to recognize and draw shapes?
▪ How can I improve my essential question(s)?
Elementary Level Learning Experience
▪ Trinity Catholic Academy–Urban Catholic School in South
Buffalo–PK – 8–Approximately 120 students▪ Taught in March 2013–One week (5 days) of 45 minute
classes
Grade Level/Ability of Students
▪ Second Grade Class of 10 students–5 boys, 5 girls▪ Two students have IEP’s▪ Two students receive Title 1 Math services▪ Rules & Procedures have been established
(Page 19)
NYS Common Core Learning Standard
2.G.1Standard Area: Mathematics
Domain: Geometry (G)Cluster: Reason with shapes and their attributes.
Standard 1: Recognize and draw shapes having specified attributes, such as a given number of
angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons,
and cubes.
Objective
To recognize and identify two-dimensional shapes in order to develop a deeper understanding of geometry and its’ role in everyday life.
Enduring Understandings
Geometry is a representation of the world around us.Geometric shapes exist in the natural and the man-made world.Objects can be analyzed, sorted, and compared by attributes.
Essential Questions
How can I use shapes and equal parts?
How do we use geometry to make sense of the real world?
Guiding Questions
How many sides & angles does a shape have?
Describe a shape by its given name, number of sides, and/or number of angles.
What are examples of objects in school that look like 2D shapes?
Assessing Prior Knowledge
2D Shapes Pretest (Page 27)
1 2 3 4 5 6 7 8 9 101
4
01
78 8 8
10
7
Results of Pre Testing
Question Number
Num
ber
of S
tude
nts
Corr
ect
Anticipatory Set
Read aloud: The Greedy Triangle, by Marilyn Burns
(http://youtu.be/kPuI4XyyZUE
)
Create an anchor chart as a whole group
Day One
Model & practice creating shapes on geoboards
Day Two
Sort pattern blocks and work in math textbook
Day Three
Problem Solving with 2D Shapes
Example on page 30, 31
Day Four
“My Polygon Riddle”
(Page 30)
Summative Assessment
Independently create a “What’s in a
Shape?” booklet
Oral Assessment
Written Posttest
Results of Pre & Post Testing
1 2 3 4 5 6 7 8 9 100
2
4
6
8
10
12
Pretest PosttestQuestion Number
Num
ber o
f Stu
dent
s Cor
rect
Recognizing Shapes
Circle
Trian
gle
Quadri
latera
l
Squa
re
Paral
lelogra
m
Penta
gon
Hexago
n
Trape
zoid
Rectan
gle0%
10%20%30%40%50%60%70%80%90%
100%
Pretest PosttestShape
Clas
s Per
cent
age
What’s in a Shape? Rubric
What’s in a Shape?
Student Work begins in Appendix III (Page 33)
Number of Students performing at a level of…▪ Distinguished: 3▪ Proficient: 5▪ Developing: 2
Thank You…
Members of TLQP and EDU518 for your continued feedback.