Lessons+Plans

. Montrose~A View From A Different Angle!!​ ||  || Subject area: Math Grade level: 5th grade M.G1 || The great thing about geometry is that it is all around us! And the architecture of buildings and objects provides a perfect setting in Montrose for students to look at and find shapes and geometric properties. It is wonderful to help students to see the mathematics in the shapes and designs of the world around them. __**Students take geometry pictures:**__ The fourth and fifth graders will begin taking pictures of the Montrose buildings and objects around them. The students will use digital camera to find many geometric shapes. Some ideas that will be discussed are: I want the students to observe and discuss the shapes as they are callaborating during this project.
 * Lesson1
 * Name:Jackie Jandl
 * **__Brief lesson description __**
 * Windows:** Look for shapes, such as squares, rectangles, parallelograms (especially on cars), semi-circles, hexagons, octagons, and more. Also look for different types of angles, symmetry, rotations, congruence, etc.
 * Brick patterns and walls:** Bricks come in lots of different shapes, and they tessellate (completely fill the plane).
 * Roofs:** Are there any roofs in your community that are cones? You can probably find roofs made up of triangles, rectangles, and trapezoids.

Where do you see triangles, hexagons, pentagons, octagons and other polygons? Where do you see three-dimensional solids such as triangular prisms, rectangular prisms, and other types of prisms? Where you see triangular pyramids, rectangular pyramids, and other types of pyramids? (Pyramids come to a point, and their sides are triangles. Prisms have the same shape on the top and bottom, and their sides are quadrilaterals.) Are there any cylinders in Montrose? Are there any cone shapes in the architecture in Montrose? Also, watch for different shapes put together to form an object. What shapes make up a water tower? A street light? You and your students won't see our community or the world in the same way after this project! || **5.G.1.1. Students are able to describe and identify isosceles and equilateral triangles, pyramids, rectangular prisms, and cones.**
 * __Essential Questions???__**
 * **__South Dakota Standards:__**
 * 5.G.1.2. Students are able to identify acute, obtuse, and right angles.**
 * 5.G.2.1. Students are able to determine lines of symmetry in rectangles, squares, and triangles.** ||
 * __**Instructional Strategy (Marzano’s)** __
 * __**Instructional Strategy (Marzano’s)** __
 * __**Instructional Strategy (Marzano’s)** __

Identifying Similarities and Differences Summarizing and Taking notes Homework and Practice Cooperative Learning Setting Objectives and Providing Feedback || Cameras, computers, power points, Photo story,Google || Activity 1~ Pair 4/5th graders Explain project and goals Go over Rubric and expectations Activity 2~Review Geomentry lessons Activity 3~ Go over camera rules Activity 4~ Begin taking pictures of their building. Activity 5~ Work on putting program on Photo story. || Achievement Series Pretest. Achievement Series Posttest. Weekly Journals. ||
 * __** Technology resources needed (hardware and software) **__
 * __** Technology resources needed (hardware and software) **__
 * **__Procedure__ **
 * **__Procedure__ **
 * __**Assessment Method **__
 * __**Assessment Method **__

Life Without Geometry is Point-less !!!! ** || Subject area: Grade level: 5th GradePre ** ||
 * **__ Lesson 2 __
 * ** Name:Jackie Jandl
 * **__Brief lesson description __** ||
 * **In this assignment the students will write a summary in Google Docs. This will be a perfect opportunity for the Montrose fifth graders to reflect on their project in Lesson 1 by reading, engage in process writing across the curriculum, practice grammatical skills, and learn cooperative and leadership skills within the context of the classroom. Best of all, They will be able to use their creativity in explaining the Geometric shapes they found in each of the Montrose buildings. We also will write an article in oue local paper. This will be distributed in Montrose. We also will send a paper to our pen pals in Nepal.** ||
 * **__Instructional Strategy (Marzano's)__
 * **__Instructional Strategy (Marzano's)__
 * **__Instructional Strategy (Marzano's)__
 * **__Instructional Strategy (Marzano's)__

1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Cooperative learning 6. Setting objectives and providing feedback 7. Cues, questions, and advance organizers** || 1. Computers** || **5.W.1.1 Students can compose narrative, and descriptive text of one paragraph. 5.W.1.2 Students can express ideas; reflect on personalthoughts, opinions, and observations; and respond to literature through writing. 5.W.2.1 Students can punctuate and capitalize text including dialogue. 5.W.2.2 Students can identify and incorporate verbs in thewriting process.** **5.R.2.1 Students can utilize comprehension strategies while constructing mean. R.5.1 Students can select information from two or more reference sources to meet a goal.** || Activity 1~Write a surmmary on **Google Docs** explaining what they have all learned through this Math assignment. Activity 2~I will read,comment and return them in Docs. Activity 3~Finally they must invite one other person in Docs to share their summary with. The person must return with a positive comment back. || This is on the Math Rubric. || none //Optional:// comment for page history
 * **__Technology resources needed (hardware and software__)
 * **__South Dakota Standards__**
 * __Pr**ocedure~**__
 * __Pr**ocedure~**__
 * __**Assessment Method ~ **__
 * The students and I make a Rubric. ||

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