Phase III

Duration

1 instructional period of 1 hour and 15 minutes

Materials

Promethean Board, ActivePen, “Lines, Rays, and Angles” flipchart, “Line Segments and Angles” resource sheet, “Symbols and Representations” resource sheet, class set (30) of mobile Netbook computers, www.ixl.com, Harcourt math textbooks (1 teacher edition, 18 student editions), “Symbols and Representations” exit card, “Lesson 17.1 Practice” worksheet

Lesson Plan

·         The teacher will introduce the concept of geometry by talking (whole group) about a line. Questioning strategies will be used such as: “How would you describe a line?” and “What do you know about lines?”

·         The teacher will work through the first half of the “Lines, Rays, and Angles” flipchart with students (whole group), providing definitions and examples of lines, line segments, rays, angles, and points. During the discussion, the teacher will conduct a preliminary assessment of student understanding based on student responses to verbal questions.

·         Students will receive a copy of “Line Segments and Angles” resource sheet.

·         The teacher will continue working through the “Lines, Rays, and Angles” flipchart by discussing with the class (whole group) different symbols and representations for lines, line segments, rays, angles, and points. During the discussion, the teacher will conduct a preliminary assessment of student understanding based on student responses to verbal questions.

·         Students will receive a copy of “Symbols and Representations” resource sheet.

·         The teacher will distribute Netbook computers to each student and direct them to the IXL website (www.ixl.com). Students will navigate to Fourth Grade -> Geometry -> P. 26 Lines, Line Segments, and Rays.

·         Students will work through the activity “Lines, Line Segments, and Rays” independently while the teacher monitors the room. During this time, the teacher will pull small groups of students (about 6 students in each group) to work through sample problems (#5-22) on page 322 of Harcourt math textbooks. The teacher will provide individual instruction to clarify questions and deepen understanding.

·         Students will complete the “Symbols and Representations” exit card independently and turn in at the end of class.

·         Students will complete “Lesson 17.1 Practice” worksheet (from Harcourt math) for homework.

Duration

1 instructional period of 1 hour and 15 minutes

Materials

Promethean Board, ActivePen, “Line Relationships” flipchart, “Symbols and Representations” warm-up, “Lesson 23.1 Line Relationships” worksheet, class set (30) of mobile Netbook computers, www.ixl.com, “More Line Segments, Rays, and Lines” worksheet, “Lesson 17.2 Practice” worksheet

Lesson Plan

·         The teacher will review the concepts learned during the lesson on lines, rays, and angles by completing the “Symbols and Representations” warm-up.

·         The teacher will introduce the concept of line relationships by defining the word “relationship.” Questioning strategies will be used such as: “If we know what a relationship is, what does that mean for lines?”  and “Do you have any ideas as to what a line relationship might be?”

·         The teacher will work through the “Line Relationships” flipchart with students (whole group), providing definitions and examples of parallel, intersecting, and perpendicular lines. During the discussion, the teacher will conduct a preliminary assessment of student understanding based on student responses to verbal questions.

·         Students will receive a copy of “Lesson 23.1 Line Relationships” worksheet. The teacher will lead students (whole group) as they complete the worksheet together.

·         The teacher will distribute Netbook computers to each student and direct them to the IXL website (www.ixl.com). Students will navigate to Fourth Grade -> Geometry -> P. 27 Parallel, Perpendicular, and Intersecting.

·         Students will work through the activity “Parallel, Perpendicular, and Intersecting” independently while the teacher monitors the room. During this time, the teacher will pull small groups of students (groups will be formed based on student performance on “Symbols and Representations” exit card from previous lesson) to work through the “More Line Segments, Rays, and Lines” worksheet. The teacher will provide individual instruction to clarify questions and deepen understanding.

·         Students will complete “Lesson 17.2 Practice” worksheet (from Harcourt math) for homework.

Duration

1 instructional period of 1 hour and 15 minutes

Materials

Promethean Board, ActivePen, “Measuring Angles” flipchart, “Acrobatic Angles” worksheet, 19 protractors, “What’s the Angle?” Worksheet, “Lesson 18.2 Reteach” worksheet, “Lesson 18.2 Practice” worksheet

Lesson Plan

·         The teacher will introduce the concept of angles by discussing how angles are named and represented (from lesson 1).

·         The teacher will work through the first half of the “Measuring Angles” flipchart with students (whole group), providing definitions and examples of acute, obtuse, and right angles. This is a concept that students were first introduced to during 3^rd grade, so the teacher will conduct a preliminary assessment of student understanding based on student responses to verbal questions before moving on to measuring angles.

·         The teacher will use her body to demonstrate lines, line segments, rays, and points and explain that body movements can be used to represent the different types of angles. Students will receive a copy of “Acrobatic Angles” worksheet to reinforce their knowledge of acute, obtuse, and right angles.

·         When the teacher determines that student understanding is strong enough, she will continue through the second half of the flipchart and discuss the tools required (protractor) and how to use them to measure angles.

·         After explaining and modeling the steps to measuring angles, students will receive a copy of the “What’s the Angle?” worksheet. The teacher will lead students (whole group) as they complete the worksheet together.

·         Students will receive a copy of the “Lesson 18.2 Reteach” (from Harcourt math) worksheet. Students will work with partners to complete the worksheet while the teacher monitors the room. The teacher will monitor discussions and work with small groups of students to increase understanding.

·         Students will complete the “Lesson 18.2 Practice” worksheet (from Harcourt math) for homework.

Duration

1 instructional period of 1 hour and 15 minutes

Materials

Promethean Board, ActivePen, www.ixl.com, “Angles in the Real World” Worksheet, “Measuring Angles with a 360°  Measurer” Worksheet, “Measuring Angles with a Protractor” Worksheet

Lesson Plan

·         The teacher will re-introduce the topic of angles by discussing the main points from the previous lesson. Questioning strategies will be used such as: “Can anyone remind me what the three different types of angles are” and “What kind of tool do we need to use to measure angles?”

·         As a warm-up activity, students will complete the “Angles in the Real World” worksheet to review the different types of angles.

·         Students will take out the “Lesson 18.2 Practice” worksheet and the teacher will lead the class (whole group) in checking their work.

·         The teacher will distribute Netbook computers to each student and direct them to the IXL website (www.ixl.com). Students will navigate to Fourth Grade -> Geometry -> Based on their understanding, students will either work on P. 11 Acute, Right, Obtuse, and Straight Angles or P. 13 Measure Angles with a Protractor.

·         Students will work through their activity independently while the teacher monitors the room. During this time, the teacher will pull small groups of students (about 6 students in a group) to work through the “Measuring Angles with a 360° Angle Measurer” worksheet. The teacher will provide individual instruction to clarify questions and deepen understanding.

·         Students will complete “Measuring Angles with a Protractor” worksheet for homework.

Duration

1 instructional period of 1 hour and 15 minutes

Materials

Promethean Board, ActivePen, “Classifying Quadrilaterals and Polygons” Flipchart , “Lesson 13.4 Polygons” Worksheet, “Lesson 18.6 Reteach” worksheet

Lesson Plan

·         The teacher will introduce the vocabulary words “quadrilateral” and “polygon.” Questioning strategies will be used such as: “What do you know about polygons?” and “What smaller words do you hear in quadrilateral?”

·         The teacher will work through the “Classifying Quadrilaterals and Polygons” flipchart by discussing the differences and rules for each classification.

·         The teacher will work with students to break down the names of each polygon to determine the traits for each (i.e. – triangle = tri or three; quadrilateral = quad or four; etc.).

·         Students will work with partners to complete the “Lesson 13.4 Polygons” worksheet and identify different types of polygons based on their characteristics while the teacher monitors the room. The teacher will monitor discussions and work with small groups of students to increase understanding.

·         Students will be instructed to clear their desks and the teacher will pass out Geoboards and rubber bands. The teacher will list attributes of different polygons and quadrilaterals on the Promethean Board and students will use what they know about these geometric figures to create the shapes on their boards.

·         The teacher will takes notes on how students complete this activity for use in determining small groups for the next lesson.

·         Students will complete the “Lesson 18.6 Reteach” worksheet for homework.

Duration

1 instructional period of 1 hour and 15 minutes

Materials

Promethean Board, ActivePen, “Quadrilateral Notes” Worksheet, “Faces, Edges, and Vertices” Flipchart, “Lesson 26.1 Reteach” Worksheet, class set (30) of mobile Netbook computers, www.ixl.com, “Lesson 26.1 Practice” Worksheet

Lesson Plan

·         The teacher will review concepts from the previous lesson by discussing and completing the “Quadrilateral Notes” worksheet with the class (whole group).

·         The teacher will work through the “Faces, Edges, and Vertices” flipchart with students (whole group), providing definitions and examples of the significant attributes of 3-dimensional figures. This is a concept that students were first introduced to during 3^rd grade, so the teacher will conduct a preliminary assessment of student understanding based on student responses to verbal questions.

·         Students will receive a copy of the “Lesson 26.1 Reteach” worksheet to work on independently.

·         There will be three computer stations around the room (with 6 netbook computers at each) all connected to www.ixl.com. Center One will be set up on the resource “Identify Planar and Solid Figures”, center two will be set up on the resource “Which 2-Dimensional Shape is being Described?”, and center three will be set up on the resource “Which 3-Dimensional Shape is Being Described?” Students will spend 20 minutes at each center working independently through each resource. During this time, the teacher will monitor discussions and work with individual students to increase understanding.

·         Students will complete the “Lesson 26.1 Practice” worksheet for homework.

Technology

Description

Access Plan

Promethean Board (w/ ActivPen)

A Promethean Board is an interactive whiteboard connected to one teacher computer through a projector mounted on the ceiling. It comes with additional wireless devices including two ActivPens, one ActivWand, one ActivSlate, and 30 ActiVotes.

I use the Promethean Board on a daily basis. There is one Promethean Board located in our classroom and one in the computer lab for easy access. Should the Promethean Board in my room not work, my class can move to the computer lab to continue our lesson and use of the computers.

ActivInspire Software Program

The ActivInspire software program is required for using the Promethean Board effectively. Through use of ActivInspire, teachers can create engaging and interactive flipcharts (similar to PowerPoint presentations) for use on the Promethean Board.

Every computer in the school (including student computers) comes equipped with ActivInspire, however, only teachers are trained in how to use it. I have taken trainings offered Montgomery County Public Schools on the most advanced uses of ActivInspire.

Netbook computers

My school recently purchased a class set (30) of mobile Netbook computers. These Netbooks are kept on three storage carts in the Media Center office. They can be signed out by any teacher in the school for use by students.

Each Netbook cart has a wireless network router that plugs into Ethernet ports in the classroom. This enables students to log in to their MCPS accounts.

While the mobile Netbook lab is very convenient, the computers have a very small working memory and take a long time to boot up, therefore, few teachers sign them out. I will need to plan for the days I need them, and sign them out in advance to prevent scheduling conflicts.

Once the Netbooks are in the classroom and passed out to students, all they need are their MCPS usernames and passwords to sign in.

IXL Math (www.ixl.com)

IXL Math is a website that is accessible to the general public that provides access to math resources for grades Pre-K through 8^th. Students can choose areas of practice by topic or by grade level.

My school has purchased a site license to IXL Math which enables students to access the program right from their school desktop. This makes it very easy to log in to their MCPS accounts and access the program.