Becca+312+Fall

Reason with shapes and their attributes.
[|CCSS.MATH.CONTENT.3.G.A.1] Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

1. **Standards** [|CCSS.MATH.CONTENT.3.G.A.1] Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. **2. Student/Learning Objectives**Given cut-out paper shapes, students will be able to fold lines of symmetry of the different shapes.Students will be able to manipulate paper quadrilaterals, and draw examples of quadrilaterals to see if they have lines of symmetry by filling out the given chart. **3. Grade**Third Grade **4. Materials**Pre-cut paper shapes, pencil, given chart **5. Procedure**
 * The teacher will hand out a baggie filled with different shapes.
 * The teacher will ask the students if they have ever talked about lines of symmetry before (checking for prior knowledge).
 * The teacher will then have the students take out their paper shapes and check them out for a few seconds/talk to a partner about what they think we are going to do with them in this lesson.
 * One by one, the teacher and the students will go through the different shapes seeing if they have lines of symmetry.
 * The teacher will then hand out the chart sheet for the students to fill out and then go over the chart. The teacher and the students will complete the first one together.
 * Once the students have completed the chart individually, the teacher and the students will re-visit each question to see if the students got them correct.
 * The teacher will then collect the charts for grading.

Using a chart, students will fill out the checklist according to their found results.Students will then write a conclusion paragraph explaining their understanding of symmetry (which shapes are symmetrical, why or why not, etc.) Students and Teacher will then discuss the completed chart together as a class.Teacher will collect chart for grading.
 * 6. Assessment/Check for Understanding **

** 7. The Essential Question **Do Objects in Nature have Lines of Symmetry?What shapes have lines of symmetry?


 * Lesson #1 **

Work with equal groups of objects to gain foundations for multiplication.
[|CCSS.MATH.CONTENT.2.OA.C.3] Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. **1. Standards** [|CCSS.MATH.CONTENT.2.OA.C.3] //Determine whether a group of objects (up to 20) has an odd or even number of members//, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. **2. Student/Learning Objectives**Given a worksheet and wooden shapes, the students will use the pairing strategy to determine if a number is odd or even. **3. Grade**Second **4. Materials**Wooden shapes, worksheet, pencil

**5. Assessment/Check for Understanding**The students will pair the wooden shapes to see if they are odd or even.The students will draw their pairs on their worksheet and write if they are odd or even.The students will write about what they learned at the bottom of the worksheet. The teacher and students will discuss the worksheet. The teacher will collect the worksheets and determine whether or not the students understood the lesson to expected level. **6. The Essential Question** How did you find if a number is even or odd? (Remember to write about using the shapes!)