Weekly Lesson Plan - May 17 - 21

Eureka Math

Module _8_ Morning Meeting & Mid Module 8 Pre-Assessment

Geometry: Reason With Shapes and Their Attributes.

Concept(s): Students will demonstrate their prior knowledge and understanding of identifying geometric shapes and their attributes.

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Module _8_ Lesson 4

Time, Shapes, and Fractions as Equal Parts of Shapes

Concept(s): Use attributes to identify and draw different quadrilaterals including rectangles, rhombuses, parallelograms, and

trapezoids.

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Module _8_ Lesson 5: 3-D Cube Draw/Attributes (Art: Mr. Barber)

Lessons 6-8: Composite Shapes

Time, Shapes, and Fractions as Equal Parts of Shapes

Concept(s): Combine shapes to create a composite shape; interpret equal shares within composite shapes.

Eureka Math

Module _8_

Lessons 9 & 10 Combined

Time, Shapes, and Fractions as Equal Parts of Shapes

Concept(s): Partition circles and rectangles into equal parts, and describe those parts as halves, thirds, or fourths.

Eureka Math

Module _8_ Lessons 11 & 12

Administer Post Assessment Mid Module Assessment as needed

Time, Shapes, and Fractions as Equal Parts of Shapes

Concept(s): Describe a whole by the number of equal parts including 2 halves, 3 thirds, and 4 fourths.

* Recognize that equal parts of an identical rectangle can have different shapes.

Standard/s:

2.G.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. (Sizes are compared directly or visually, not compared by measuring.)

2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Standard/s:

2.G.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. (Sizes are compared directly or visually, not compared by measuring.)

2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers,

yardsticks, meter sticks, and measuring tapes.

Standard/s:

2.G.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. (Sizes are compared directly or usually, not compared by measuring.)

2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Standard/s:

2.G.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. (Sizes are compared directly or usually, not compared by measuring.)

2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Standard/s:

2.G.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. (Sizes are compared directly or usually, not compared by measuring.)

2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Learning Target/Teaching Point:

I am learning to identify, describe, and partition geometric shapes and their attributes. 

Success Criteria:

I know I will be successful when:

-I can identify and name a quadrilateral, pentagon, hexagon, and triangle.

-I can identify the number of sides and angles of a hexagon, pentagon, square, triangle, and quadrilateral.

-I can draw and name a three-sided and four-sided  shape with square corners.

-I can draw a cube and identify the number of faces, edges, and corners.

-I can identify and partition a triangle, square, and rectangle into equal shares.

Learning Target/Teaching Point:

We are learning how to recognize and draw categories of polygons with specified attributes: the number of sides, corners, and angles.

Success Criteria:

I know I will be successful when:

-I can use various attributes (e.g., side length, parallel lines, right angles) to identify different quadrilaterals.

-I can use attributes to identify and draw rectangles, rhombuses, parallelograms, and trapezoids.

Learning Target/Teaching Point:

We are learning how to combine shapes to create a composite shape; create a new shape from composite shapes.

We are learning how to interpret equal shares within composite shapes.

Success Criteria:

I know I will be successful when:

-I can identify and name the different polygons based on their attributes.

-I can partition a composite shape into equal shares.

-I can describe equal shares as halves, thirds, or fourths. 

Learning Target/Teaching Point:

We are learning how to partition circles and rectangles into equal parts.

We are learning to identify and describe those partitioned shares into halves, thirds, fourths, and a whole.

Success Criteria:

I know I will be successful when:

-I can partition circles and rectangles into

equal parts.

-I can identify and describe partitioned shares using the words halves, thirds, half of, a third of, etc

-I can identify and describe the whole as two halves, three thirds, four fourths.

Learning Target/Teaching Point:

We are learning how to partition circles and rectangles into equal parts.

We are learning to identify and describe those partitioned shares into halves, thirds, fourths, and a whole.

Success Criteria:

I know I will be successful when:

-I can partition circles and rectangles into equal parts.

-I can identify and describe partitioned shares using the words halves, thirds, half of, a third of, etc

-I can identify and describe the whole as two halves, three thirds, four fourths.

-I can recognize that equal shares of identical wholes need not have the same shape.

Introduction/ Connection

Fluency- 5 minutes

Application Problem-   N/A

Concept Development: Pre-Assessment Mid-Module 8

Student Debrief- 10 minutes

Fluency (5 minutes):

●         AIMS Practice (5 minutes)

Application Problem:

N/A

Introduction/ Connection

Fluency- 5 minutes

Application Problem- N/A 

Concept Development- 45 minutes

Student Debrief- 10 minutes

Fluency (5 minutes):

●         Addition with Renaming 2.NBT.7 (5 minutes)

Application Problem:

N/A

Introduction/ Connection

Fluency- 12 minutes

Application Problem- 5 minutes

Concept Development- 33 minutes

Student Debrief- 10 minutes

Fluency (12 minutes):

●         Subtraction with Renaming 2.NBT.7 (7 minutes)

●          Grade 2 Core Fluency Differentiated Practice Sets 2.OA.2 (5 minutes)

Application Problem:

Mrs. Libarian’s students are picking up tangram pieces. They collect 13 parallelograms, 24 large triangles, 24 small triangles, and 13 medium triangles. The rest are squares. If they collect 97 pieces in all, how many squares are there?

Introduction/ Connection

Fluency- 15 minutes

Application Problem- 5 minutes

Concept Development- 30 minutes

Student Debrief- 10 minutes

Fluency (15 minutes):

●         Rename for the Larger Unit 2.NBT.1 (6 minutes)

●          Sprint: Subtraction Patterns 2.OA.2, 2.NBT.5 (9 minutes)

Application Problem:

Mr. Thompson’s class raised 96 dollars for a field trip. They need to raise a total of 120 dollars.

a. How much more money do they need to raise in order to reach their goal?

b. If they raise 86 more dollars, how much extra money will they have?

Introduction/ Connection

Fluency- 10 minutes

Application Problem- 5 minutes

Concept Development-35 minutes

Student Debrief- 10 minutes

Fluency (10 minutes):

●         Addition with Renaming 2.NBT.5 (5 minutes)

●          Grade 2 Core Fluency Differentiated Practice Sets 2.OA.2 (5 minutes)

Application Problem:

Tugu made two pizzas for himself and his 5 friends to share. He wants everyone to have an equal share of

the pizza. Should he cut the pizzas into halves, thirds, or fourths?

(Reinforces yesterday’s objective that 3 thirds equals a whole.)

Direct Instruction

Teachers administer the Mid-Module as a Pre-Assessment.  Mid-Module 8’s overarching big idea: 

Students will name and identify the number of sides and angles on  a quadrilateral, pentagon, hexagon, and triangle.

Students will draw a triangle and a quadrilateral by the appropriate specified attributes.

Students will accurately draw a square and a cube to identify the number of faces, edges, and corners.

Students will correctly identify a fourth, half, and whole of a triangle, square, and rectangle.

Teachers will remind students of the importance of naming and labeling each shape to its specific attributes to assist them with the assessment rubric.

Direct Instruction

TP:”Today, I want to introduce you to parallelograms. I want to teach you how to recognize parallel sides and square corners and to name quadrilaterals based on these attributes.”

Note: Students are not expected to memorize these but rather to have an experience drawing different quadrilaterals using the new attributes of square corners and parallel sides.

Teachers will define and model:

Quadrilateral: A four-sided polygon with four angles.

Trapezoid: A quadrilateral with at least one pair of parallel sides. (or exactly one pair)

Parallelogram: A quadrilateral with two pairs of parallel sides.

Rectangle: A quadrilateral with four square corners.

Square: A special rectangle with sides that are all the same length.

Rhombus: A quadrilateral with four sides that are all the same length.

Part 1: Drawing Square Corners and Parallel Lines

Part 2: Drawing and Identifying a Trapezoid

Part 3: Drawing and Identifying a Parallelogram

Part 4: Drawing and Identifying a Rectangle and Square and Relating the Rhombus to a Square

Teachers will guide and question students as follows: “Draw a quadrilateral with both pairs of opposite sides parallel. We call this a parallelogram.”

Next, “Now, draw a quadrilateral

with both pairs of opposite sides parallel and four square corners, or right angles. We call this a rectangle.”

Then, teachers will continue with, “Can you draw another quadrilateral that also has opposite sides parallel, but this time use your ruler to show that all sides are equal? We call this a rhombus.”

Turn & Talk: What do you know about parallel lines? Where do you see some in our classroom?

While students learn the various names of shapes, the emphasis remains on analyzing shapes based on their varied attributes. In doing so, students will begin to notice the similarities and differences between various quadrilaterals.

Think, Pair, Share: Can a shape have different names? Tell a partner other names that a quadrilateral can be called.

Students will check for understanding by defining a square corner. Next, use your fingers to show your partner a square corner. Use your fingers to show your partner an angle that is not square.

Teachers will voiceover with students that in today’s lesson we have many similarities.  What did all the shapes we talked about today all have in common? (They all were quadrilaterals, or four-sided polygons, with four sides and four corners or angles.)

Teachers will circulate and coach students as needed.  Teachers will listen to student’s responses checking for understanding.

Direct Instruction

Before the lesson, be ready to distribute individual bags of pattern block pieces for each student.

TP:” Today, I want to teach you how to combine shapes to create a composite shape. We will then interpret equal shares in composite shapes as halves, thirds, and fourths.”

Teachers and students will build and partition composite shapes, exploring fraction concepts as we identify the

relationships between parts and wholes.

Part 1: Creating Composite Shapes &  Using Composite Shapes Described as Halves

Teachers and students will explore the variety of ways they can compose new

shapes by repositioning the pattern block pieces.

Teachers will place pattern block shapes under the document camera to

show a larger triangle, a parallelogram with no square corners, and a

parallelogram that is a square, respectively.

Repeat this process for the parallelogram and square, and

record the shapes. (Label and Draw the partitioned shape)

Teachers will continue to model building and partitioning composite shapes, exploring fraction concepts as they identify the relationships between parts and wholes.

Teachers will remind students they can flip, slide, and turn the pieces to make the new shapes.

Turn & Talk: Students will share polygons they made by describing the attributes of each shape.

Part 2: Using Pattern Blocks to Create Composite Shapes Described as Halves, Thirds, and Fourths

Teachers will model halves using pattern blocks. Start with a hexagon.

Teachers and students will repeat this process for a rhombus, covering it with two equilateral triangles, and record on the chart. (Label & Draw the partitioned shape)

Repeat the process for a hexagon covered by three rhombuses, and

record on the chart.

Invite a student to show his or her composite square. Have students note how many parts are used to make the square and if they are even. (Label & Draw the partitioned shape)

Students will continue to use pattern blocks to build composite shapes from equal parts. For example, they see that a regular hexagon can be composed from two trapezoids, representing two equal shares, or halves. Alternatively, the hexagon can also be composed of three rhombuses described as thirds, or six same-size equilateral triangles.

Students may also use four square-inch tiles to compose a larger square and describe each part as a fourth.

Teachers and students will work to label equal parts as halves, thirds, and fourths.

Direct Instruction

TP: ”Today, I want to teach you how  to partition circles and rectangles into

equal parts, and describe those parts as halves, thirds, or fourths.” 

Teachers and students will decompose circles and rectangles into equal parts and describe them as halves (a half of), thirds (a third of), and fourths (a fourth of) or quarters.

For example, students will see that a

the circle can be partitioned into four quarter-circles, or parts, which can be described as fourths.

Students will learn to describe the whole by the number of equal parts. For example, one whole circle is composed of 4 fourths.

Finally, students will decompose a rectangle into four parts that have equal areas but different shapes.

Review Making Halves -

Pass out rectangles and circles template or have students practice drawing their shapes on their personal white boards.

Part 1: Making Thirds -

Teachers will model partitioning our circles and rectangles into thirds.

Have students practice drawing thirds in the circles. Repeat the process above, inviting students to choose the circle that shows the best thirds and to count each third.

Part 2: Making Thirds -

Pass out rectangles and circles template or have students practice drawing their shapes on their personal white boards.

Turn & Talk: How can 2 thirds be greater than 3 thirds?

Part 3: Making Fourths -

Teachers will model partitioning our circles and rectangles into fourths, or quarters. There are a few different ways we can do this. (Demonstrate and then allow students time to work.)

Have students continue to practice shading the following possible patterns: 2 fourths, 3 fourths, and 4 fourths.

Turn & Talk:

When you shaded 3 fourths, what part was left unshaded? How about when you shaded 1 fourth?

What is interesting about 2

fourths? Can you relate it to halves?

Part 4: Partitioning to Make Thirds and Fourths of a Sheet Cake and Pizza

Teachers will provide students with a scenario.

Have students continue to practice partitioning rectangles into thirds and fourths and then shading the following

possible patterns: 1 third, 2 thirds, 3 thirds, 1 whole, 3 fourths, 4 fourths, 1 quarter, and 2 quarters.

Turn & Talk:

If Jasmine looked at the shaded

rectangles and exclaimed, “3 thirds equals 2 thirds plus 1 third!” Do you agree with her? Why?

Debrief.

Direct Instruction

TP: ”Today, I want to teach you how  to partition circles and rectangles into

equal parts, and describe those parts as halves, thirds, or fourths.” 

Teachers and students will decompose circles and rectangles into equal parts and describe them as halves (a half of), thirds (a third of), and fourths (a fourth of) or quarters.

For example, students will see that a

the circle can be partitioned into four quarter-circles, or parts, which can be described as fourths.

Students will learn to describe the whole by the number of equal parts. For example, one whole circle is composed of 4 fourths.

Finally, students will decompose a rectangle into four parts that have equal areas but different shapes.

Teachers and students will continue to practice partitioning circles and rectangles into equal shares.  Students should be able to recognize that we can describe a whole by the number of equal parts including 2 halves, 3 thirds, and 4 fourths.

Students will work to identify and label fractional parts of a circle, rectangle, and/or any other polygon.

Part 1: Completing a Whole and Counting Thirds and Fourths in the Whole

Part 2: Making a Whole Circle from Paper Cutouts

Part 3: Drawing a Whole from One Part to the Whole

Turn & Talk:

What is the same and different about 2 halves, 3 thirds, and 4 fourths?

Recap: Remind students that we can describe a whole by the number of

equal parts including 2 halves, 3 thirds, and 4 fourths.

Apply 1: Dividing a Shape into Equal Parts in More Than One Way

Teachers will model (Draw a square on the board.) This is a whole square. Invite students to partition, or divide, the square into halves. (Divide the square diagonally or horizontally/vertically as shown.)

Discuss the different ways the shape can be partitioned equally.

Turn & Talk: If you split two rectangles of the same size into fourths and make four triangles or four rectangles, which fourth is bigger?

Apply 2: Proving the Equality of Halves with Different Shapes

Teachers and students will use paper squares to show halves in two different ways. (Give each student a paper square. Partners should have one of each color.) First, how can we tell if your square is the same size as your partner’s?

Discuss the different ways the shape can be sized.

Apply 3: Creating Multiple Shapes Using Equal Shares

Teachers and students will use the halves of our paper squares to make new shapes. Each partner should have a different color half.

Teachers will demonstrate making a different polygon out of our rectangular halves.

Students will practice making multiple shapes using equal shares.

Turn & Talk:

Tell your partner what polygon you made.

How many equal shares do you have?

When you rearranged your shares to create a new shape, what fraction was shaded?

Apply 4 - Extension (Optional):

4. Cut out the circle.

a. Cut the circle in half.

b. Rearrange the halves to create a new shape with no gaps or overlaps.

c. Cut each equal share in half.

d. Rearrange the equal shares to create a new shape with no gaps or overlaps.

e. Draw your new shape from Part (d) below.

Debrief. Remind students that equal parts of an identical rectangle can have different shapes.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the Mid-Module 8 Pre-Assessment with use of a modified practice/whiteboards/ and/or manipulatives.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Considerations for Differentiation:

Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Problem Set (You Do)

Students work to complete the Mid-Module 8 Assessment as a Pre-Assessment in the allotted time. Teachers will walk around, monitoring  and supporting students as needed.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Modified Assessment)

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Problem Set (You Do)

Students work to complete the Problem Set in the allotted time. (10 minutes) Teachers will walk around, monitoring  and supporting students as needed.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Problem Set (You Do)

Students work to complete the Problem Set in the allotted time. (10 minutes) Teachers will walk around, monitoring  and supporting students as needed.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Problem Set (You Do)

Students work to complete the Problem Set in the allotted time. (10 minutes) Teachers will walk around, monitoring  and supporting students as needed.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Problem Set (You Do)

Students work to complete the Problem Set in the allotted time. (10 minutes) Teachers will walk around, monitoring  and supporting students as needed.

Considerations for Differentiation:

Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)

Teaching Point:

Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students.

Debrief

Discuss with students  the Mid- Module Assessment 8 as a whole.  

Invite S. to review their solutions for the Mid-Module 8 Assessment.

After debrief – Students will share their challenges and successes. The teacher will use these to determine levels of student understanding.

Debrief

Discuss with students  the lesson and Problem Set as a whole.   

Invite S. to review their solutions for the Problem Set/Center Activities.

After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding.

Debrief

Discuss with students  the lesson and Problem Set as a whole.  

Invite S. to review their solutions for the Problem Set.

After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding.

Debrief

Discuss with students  the lesson and Problem Set as a whole.  

Invite S. to review their solutions for the Problem Set.

After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding.

Debrief

Discuss with students  the lesson and Recording Sheets (Problem Set) as a whole.  

Invite S. to review their solutions for the Center Activities.

After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding.