SWBAT reinforce their understanding of measurement and shapes.

After an assessment it is important to correct any misunderstandings that may have become evident in the assessment.

15 minutes

I realized from the assessment that some of the terms for shape names were still confusing for students so I wrote a poem to try to help them make the connections between the names and the number of sides the figure has.

I hand out the poem and ask students to read the poem and try to figure out how many sides each shape, pentagon, hexagon, octagon and quadrangle has. After the students have a chance to read the poem to themselves, we read it together and underline the shape name and the clues that help us to see how many sides each figure has.

Students finish by drawing the shapes next to each stanza of the poem and then placing the poems in their math journals so they will have them for future use.

30 minutes

Today's lesson is a review of things that students have been struggling with. It is a practice session. I create a series of math centers for students. I require some students to attend some centers, and for others, they can make choices. The required centers are those that the recent assessments and my ongoing observations showed that students were struggling with. I have kept records of areas where students are struggling and time, adding 3 digits and shape identification were all areas where some students were having difficulty. I have made choices about where to send each student based on these assessment notes.

Once the groups are settled at their center I divide my time between helping students with telling time and helping them to add 3 or more numbers. The shape bingo is more independent and does not need my input.

**Center 1: Telling time.** There are 4 students who are still struggling with telling time to 5 minute intervals. There is some confusion about which hand is which. Students assigned to this center will work with a parent to set clocks to the time she records, and to write time for the clocks she sets. Other students are welcome to visit this center. Students need to attend to the precision of hand identification (MP6)

**Center 2: Adding 3 or more one-digit numbers.** Students work in partners. Each one draws 4 single digit cards and then looks for strategies to add the 4 number efficiently. The students tell each other the total that they have. The student with the largest total takes all 8 cards. Students draw another set of card and repeat the process. Students have to reason abstractly and quantitatively to solve the problems (MP 2)

**Center 3: Shape Bingo.** Students use templates to fill in a 4X4 grid with different shapes. The students set out 6 templates in an array of 2X3. Next the students take turns rolling a dice, and naming the shape that the die landed on. Students all cross off that shape from their grid. The first student with 4 in a row wins the game. Here students are modeling with mathematics as they set up their arrays (MP4)

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