		Teacher Guide
Objectives		· Students will learn different shapes. · Students will make different shapes and tell how many shapes it takes to make the design. · Students will be able to compose simple shapes to form larger shapes using Magna-Tiles or other shape materials/blocks. · a rectangle out of triangles, · rectangle out of squares, · hexagon out of triangles, · larger square out of smaller squares, · small diamond out of triangles, larger triangle out of triangles
Information		· Review simple shapes and different sizes: rectangles, squares, triangles, diamonds. · Use Literature Books: Circles by Rose Griffiths, Shape by Henry Pluckrose, Triangles and Pyramids by Sally Morgan, Squares and Cubes by Sally Morgan, Circles and Spheres by Sally Morgan, and Take Off with Shapes by Sally Hewitt · Listen to Shape Song · Tell students we are going to learn about how to use small shapes to make bigger shapes. Listen to Composing Shapes Framing Video
Verification		Performance test using Magna-Tiles Record student behavior on a class chart given on next page. Performance levels: Level IV: The student can manipulate Magna-tiles into 6 out of 6 shapes, no coaching needed. Level III: The student can manipulate Magna-tiles into 6 out of 6 shapes, may need some coaching. Level II: The student can manipulate Magna-tiles into 4 out of 6 shapes, may need some coaching. Level I: The student can manipulate Magna-tiles into 2 or less shapes, needs coaching.
Activity		Compose simple shapes to form larger shapes worksheets http://www.education.com/common-core/CCSS.MATH.CONTENT.K.G.B.6/worksheets Use Magna-Tiles or other shapes blocks/materials to make different sized shapes
Summary		Review shapes video and shapes framing video.

Performance Test

Performance Task: Analyze, compare, create, and compose shapes.

Learning Target: CCSS.MATH.CONTENT.K.G.B.6 Compose simple shapes to form larger shapes.

Materials: Magna-Tiles or other shape materials/blocks

Procedure: • Ask the student to manipulate tiles into different shapes.

· Have the student make:

· a rectangle out of triangles,

· rectangle out of squares,

· hexagon out of triangles,

· larger square out of smaller squares,

· small diamond out of triangles,

· larger triangle out of triangles.

• Record student behavior on a class chart given on next page.

Performance levels:

Level IV: The student can manipulate Magna-tiles into 6 out of 6 shapes, no coaching needed.

Level III: The student can manipulate Magna-tiles into 6 out of 6 shapes, may need some coaching.

Level II: The student can manipulate Magna-tiles into 4 out of 6 shapes, may need some coaching.

Level I: The student can manipulate Magna-tiles into 2 or less shapes, needs coaching.

Student’s Name	Rectangle out of Triangle	Rectangle out of Squares	Hexagon out of Triangles	Large Square out of small Squares	Small Diamond out of Triangles	Large Triangle out of Triangles	Level	Notes

Check those shapes that are correctly completed. Make notes as needed.

Differentiating content

“Differentiating content includes using various delivery formats such as video, readings, lectures, or audio. Content may be chunked, shared through graphic organizers, addressed through jigsaw groups, or used to provide different techniques for solving equations. Students may have opportunities to choose their content focus based on interests” (McCarthy, 2014, para. 5).

· Since lesson plan already includes formats such as videos and readings, may want to add more lecture on a blackboard and simple audio CDs. By adding more lecture and writing on a blackboard, you are appealing to those who learn best through verbal (linguistic) learning styles. And by using simple audio CD’s you are appealing to those who learn best through aural (auditory-music) learning styles and avoiding possible distraction that may come from learning videos.

· Another way to differentiate content is through using groups. Have students separate into small groups of two or three. Allow students to work with each other with the Magna-Tiles to create small shapes into larger shapes. Allowing students to work in small groups will appeal to those who learn better through peer learning.

Differentiating Process

“Process is how students make sense of the content. They need time to reflect and digest the learning activities before moving on to the next segment of a lesson…Processing helps students assess what they do and don't understand. It's also a formative assessment opportunity for teachers to monitor students' progress” (McCarthy, 2014, para. 8).

· Use the formative assessment given above to test student’s half-way through the lesson, use again at the end of the lesson. For students who test in performance I or II levels during the formative assessment given half-way through lesson, place in a re-teach group where they may receive one-on-one instruction or work in smaller groups. Those who perform at level III, may continue with the lesson. Students who test at a performance IV level, place in an enrichment group. Enrichment groups may also work with re-teach groups during an allotted time frame.

Differentiating Product

“Product differentiation is probably the most common form of differentiation.

· Teachers give choices where students pick from formats.

· Students propose their own designs.

Products may range in complexity to align to a respectful level for each student. The key to product options is having clear academic criteria that students understand. When products are cleanly aligned to learning targets, student voice and choice flourish, while ensuring that significant content is addressed” (McCarthy, 2014, para. 11).

Students will have the choice on how to demonstrate their knowledge of making small shapes into larger shapes. They may choose from:

· writing/drawing small shapes into larger shapes from an outline of a shape. *Please see attachment 1-6

· give an oral report on how to create small shapes into larger shapes. Ask them what shapes they would use and how many.

· Physically building larger shapes with Magna-Tiles from small shapes.

Differentiation Environment

· Create a relaxed area with cushions and small table so students can relax comfortably on the floor while creating their shapes on the table.

· Allow students to work individually.

· Bring in a few exercise balls that can be used at desks to allow students, who often become fidgety, to sit on while completing work.

References

McCarthy, J. (2014). 3 Ways to Plan for Diverse Learners: What Teachers Do. from https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy

Attachment 1

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Attachment 4

Attachment 6

Attachment 5

2

HW4

Composing shapes (adapted Lesson Plan)

Materials Required

Additional Resources

Additional Notes

Subject

Overview

Prepared By

Grade Level

Teacher Guide

Objectives

Information

Verification

Activity

Summary