To achieve this standard with South Cedar’s third
graders, I am planning a polygon unit for them.
One of the lessons toward the end of the unit focuses on octagons.
Here are the skills and abilities needed by the students
to be successful in this specific lesson:
· Know and explain the attributes of a polygon
(straight sides, closed shape, 2D)
o The
students will learn this information earlier in the unit when polygons are
introduced. Since children study shapes
from a very early age, and kindergarten, first grade, and second grade
standards all require students to know the names of qualities of shapes,
students will have prior knowledge concerning many shapes like squares,
rectangles, triangles, and so on. Using
this prior knowledge, they can apply their understanding that shapes like
squares and triangles have straight sides, have no gaps between connecting
lines, and are flat. They already know
the qualities of shapes, so in this unit they are just learning the classification
term (polygon) and learning which shapes belong in the category and which do
not.
·
Count to determine the name of a polygon based
on the number of sides
o Counting
skills and strategies begin in kindergarten, so by third grade students will be
able to count with one-to-one correspondence to determine the number of sides
on a shape. This will allow them to
determine if the shape is a triangle, quadrilateral, pentagon, etc. This skill will also allow them to count as
they create octagons to make sure they have the correct number of sides.
·
Use a straightedge to create octagons
o This
skill comes from both art, math, and from practical usage in other fields.
Students have experience connecting two dots with a ruler or edge of a book. I have watched them all do as much as they
created shapes in earlier math lessons.
·
Open the GeoBoard iPad application and create
polygons, including octagons
o The
school received iPads at the beginning of the school year. At that time, all of the students were given
tutorials. Each student has a chance to
use an iPad about every other day, so they keep up on their abilities. Every student knows how to turn on an iPad,
locate a specific app, open the app, and use it. We introduced the GeoBoard app during a
lesson about area and perimeter earlier in the year, so I know that they can
successfully use it.
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