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Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

JMU Elementary Education Program

A. TITLE/TYPE OF LESSON

Geometry: Polygons

B. CONTEXT OF LESSON

I talked with my cooperating teacher and she decided that a geometry lesson on polygons

covering math SOL 4.12 would be appropriate. I will plan a pre-assessment to determine

the students readiness.

In third grade, students identified, described, compared, and contrasted the

characteristics of plane geometric figures (triangle, square, rectangle, and circle) by

identifying relevant characteristics, including the number of angles, vertices, and edges

(Math SOL 3.14). In fifth grade, the students will classify triangles as right, acute, obtuse,

equilateral, scale or isosceles. Additionally, they will develop definitions of plane figures

(square, rectangle, triangle, parallelogram, rhombus, and trapezoid) and investigate and

describe the results of combining and subdividing plane figures. This lesson will be an

important expansion of what the students learned in third grade and will prepare them to

further explore geometric plane figures in fifth grade.

This lesson will be the first geometry lesson the students have in fourth grade, so it will be

important to review related geometry information from previous years. This lesson will

set the stage for future geometry math lessons. After polygons are addressed, the

students will learn about geometric patterns (4.15); points, lines, line segments, rays, and

angles (4.10a); intersections, parallelism, and perpendicularity (4.10b) congruent figures

(4.11a); and geometric transformations (4.11).

This lesson focuses on the shapes and properties aspect of geometry. I would expect

students to be at level one (analysis) of the van Heile model. According to the textbook,

the greatest proportion of grades 3 through 5 content in the CCSS curriculum falls.

C. STANDARDS - VA SOLs and/or CCSS

Mathematics SOL

4.12 The student will

a) define polygon; and

b) identify polygons with 10 or fewer sides

All students should

-Identify polygons with 10 or fewer sides in everyday situations

-Identify polygons with 10 or fewer sides in multiple orientations (rotations,

reflections, and translations of the polygons)

The student will use problem solving, mathematical communication, mathematical reasoning,,

connections, and representation to

-Define and identify properties of polygons with 10 or fewer sides

-Identify polygons by name with 10 or fewer sides in multiple orientations

(rotations, reflections, translations of the polygons)

Bonnie Palmer

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

Cross-curricular standards

Science SOL

4.1The student will demonstrate an understanding of scientific reasoning, logic, and the

nature of science by planning and conducting investigations in which

b) objects or events are classified and arranged according to characteristics or properties

D. LEARNING OBJECTIVES

Understand what are the

broad generalizations/concepts

the students should begin to

develop? (These are typically

difficult to assess in one lesson.)

U1 The students will understand

that polygons are identified by

their properties.

U2 The students will understand

that some polygons share some

of the same properties.

U3 The students will understand

that polygons are present in

everyday life.

vocabulary, symbols, etc. the

students will gain through this

lesson? (These knows must

be assessed in your lesson.)

K1 The students will know the

definition of polygon.

K2 The students will know the

names of polygons with 10 or

fewer sides (triangle,

quadrilateral, rectangle,

square, trapezoid,

parallelogram, rhombus,

pentagon, hexagon, heptagon,

octagon, nonagon, and

decagon)

K3 The students will know the

properties of polygons with

10 or fewer sides.

thinking behaviors/procedures

students will be able to do

through this lesson? (These will

also be assessed in your

lesson.)

D1 The student will be able to

identify polygons with 10 or

fewer sides.

D2 The student will be able to

explain what makes a polygon

with 10 or fewer sides unique.

D3 The student will be able to

create polygons with 10 or

fewer sides.

D4 The student will be able to

classify polygons by their

properties.

E. ASSESSING LEARNING

How will you assess student learning of the objectives? What type of assessment will

you use and why?

Remember every objective must be assessed for every student!

Objective

that polygons are identified by

their properties.

Assessment Tool

What documentation will you have for

each student?

activity- Appetizer (Soup and

Salad)

$10,000 pyramid observation

notes

Data Collected

What will your students do and say,

specifically, that indicate each student

has achieved your objectives?

questions about the number of

sides the shape and vertices the

shape has. Advanced students

may ask about how many interior

angles the shape has.

Part 2- The students should ask if

Bonnie Palmer

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

the sides are the same length.

$10,000 pyramid- To get the

other students to guess the

polygon, they will describe the

polygon by its properties (such as

number of sides, number of

vertices, number or measure of

interior angles, or length of sides)

U2 The students will understand

that some polygons share some

of the same properties.

activity- Entre

that polygons are present in

everyday life.

definition of polygon.

$10,000 pyramid observation

notes

activity- Desserts

recognize and explain that the

definition of a rectangle is having

4 sides and 4 interior right

angles. A square shares these

properties so a square is a

rectangle.

Q2: The students should

recognize and explain that the

definition of a rhombus is having

4 sides of equal length. A square

shares these properties so a

square is a rhombus.

Menu: Desserts- The students

should successfully make two of

the polygons into objects that

they see in their everyday lives.

This shows that the students

recognize the presence of

polygons in the world around

them.

Exit ticket- For the written

definition, the students will say

something along the lines that a

polygon is a closed figure

composed of at least three line

segments (has three sides) that

do not cross and none of the

sides are curved. For the example

of a polygon, they will draw a

shape that fits that definition. For

a non-example, the student will

draw a figure that is not closed,

Bonnie Palmer

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

that cross.

names of polygons with 10 or

fewer sides (triangle,

quadrilateral, rectangle, square,

trapezoid, parallelogram,

rhombus, pentagon, hexagon,

heptagon, octagon, nonagon, and

decagon)

activity- Sides

Student work from menu

activity- Dessert

$10,000 pyramid observation

notes

might list off examples of

polygons or say the definition

written above.

Menu Activity: Sides- The

students are answering questions

where they are required to know

the names of polygons. The

names could be a part of the

question or could be a part of the

answer.

Menu Activity- Dessert- If the

student is able to draw the shape

that is named, it shows that they

know the name of the polygon.

properties of polygons with 10 or

fewer sides.

activity- Sides

identify polygons with 10 or

fewer sides.

activity- Appetizers

explain what makes a polygon

activity- Entrees

is able to give the name of the

polygon that their classmate is

describing, they are showing that

they know the name of the

polygon.

Menu Activity- The students will

be answering questions in which

they need to know about the

number of sides and vertices of

polygons. They either need to

recognize what polygon is

associated with the given

properties or what properties

describe the given polygon.

Menu Activity- Appetizers

The students will be identifying

the shapes based off of pictures

of the shapes. The students

should be able to accurately

name the shapes. One shape, the

decagon, is shaped like a star.

The students should use the

proper name for the polygon.

Entree- The students are asked to

differentiate between the

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

create polygons with 10 or fewer

sides.

classify polygons by their

properties.

Classification worksheet

activity- dessert

and rectangle. By explaining

their answer, they should identify

the similarities and differences

between the shapes.

Menu Activity: Dessert- The

students will draw the polygons

(that are listed in the procedure

section) correctly. They may

draw the polygon as regular and

irregular. Right angles, congruent

sides, and parallel lines do not

need to be perfect but they need

to be close indicating that the

students understand which

quadrilaterals have right angles,

congruent sides, and parallel

sides.

-the students will put the

polygons with the same number

of sides in the same group

-the students will put the

polygons with the same number

of vertices in the same group

-students in the sorting by

properties group will classify

quadrilaterals by the size of the

angles and/or presence of

parallel and/or congruent lines.

F. MATERIALS NEEDED

Access to SmartBoard that is in the classroom

The Greedy Triangle (me)

Polygon chart (me)

How many sides and vertices worksheet (me)

Shape cutouts (me)

Sorted polygons sheet (me)

Classification worksheet (me)

Menu worksheet (me)

Exit slip (me)

$10,000 pyramid game (me)

Drawing paper (me)

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

Colored pencils, markers, highlighters, pencils, crayons, colored pens (the students have it in

their desks, I will provide extra)

G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN

THE PROCEDURE PORTION OF THE LESSON

Tasks:

Classification Activity- After students practice identifying the number of sides and vertices a

polygon has and classifying polygons with a small group, they will classify shapes on a

worksheet by color coding the shapes that are in the same group and naming/describing the

groups. The worksheet will be slightly different for each of the groups.

Menu- The students will individually complete a worksheet that is designed as a menu (allows

for choice) in order to assess the students on the majority of the objectives. The dessert portion

will be an integrated arts activity.

$10,000 Pyramid- Students will practice describing and identifying the polygons.

Anticipation of Student Strategies

Classification Activity

Students will not need to count the sides of the triangle and quadrilaterals; they will just

see that they have 3 or 4 sides.

The students will be able to count the sides of the polygons quicker than they can count

the vertices.

Students might miss vertices of irregular polygons where the polygon is concave.

After realizing the number of sides and vertices is the same on each polygon, the students

who missed vertices where they polygon is concave may go back and recount the

vertices.

Some students may classify the polygons by something other than their properties (such

as how the shape generally looks).

Menu

Students may have trouble remembering that the trapezoid and rhombus are

quadrilaterals like the square and rectangle. They may need to refer back to the concept

map we created as a class to remember the names of the other two quadrilaterals.

Students may remember shapes like the pentagon based upon real life places that they

have seen the shape. This will help them remember the names of the shapes when

identifying them

Students will notice the number of sides a shape has when attempting to identify

polygons.

The students will look at the interior angles in addition to the number of sides of the

rhombus when trying to identify the shape.

Dessert portion of the menu:

o Students will try to create regular polygons instead of the irregular polygons.

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

o Students will use more common shapes like triangle, square, and rectangle to

make into something they see in everyday life.

o Students may mix up the polygons with 6+ sides.

Exit Slip

For a non-example of a polygon, more students will draw a shape with curved edges than

a shape that is not closed.

$10,000 Pyramid

Students will describe the polygons by the number of sides it has.

Students might tell where you can see the polygon, especially for the quadrilaterals that

they might have a harder time describing.

DAY 1

G2

PROCEDURE

Include a DETAILED description of each step, including how you will get the students attention,

your introduction of the activity, the directions you will give students, the questions you will

ask, and appropriate closure. Write exactly what you will SAY and DO. Think of this as a script.

BEFORE:

1. I will give each of the students a polygon chart and explain that we will use it to record

what they learn about each of the polygons. They will fill out whatever they know now on

the polygon chart for two minutes.

2. I will point out the word polygon at the top of the paper and ask if anyone knows what it

means.

3. I will then show examples and non-examples of polygons on the SmartBoard. I will ask the

students what makes some figures polygons and some figures not polygons.

4. I will define a polygon-A closed plane geometric figure composed of at least three line

segments that do not cross. None of the sides are curved. Each line segment is a side. The

point where two sides meet is called a vertex. I will have that definition on the

SmartBoard and then breakdown that definition:

A plane geometric figure means that it is a two-dimensional shape

Closed means that all of the sides touch (show an example and a non-example)

I will highlight the line segments and vertices of a polygon.

I will tell the students that the prefix poly- means many and the suffix gon means

angle, so polygon means many angles. I will highlight the angles of some polygons.

5. I will ask the students where they have seen polygons in their lives.

6. I will read the students The Greedy Triangle and ask the following questions while reading

the book.

What are different types of quadrilaterals?

What shape do you think will be next?

What were some examples of polygons in real life that you learned from this book

that you had not thought about before?

7. I will go over the following polygons on the SmartBoard: triangle, quadrilateral, pentagon,

hexagon, heptagon, octagon, nonagon, and decagon. The students may add to their

polygon chart ask I go over the polygons.

8. I will ask the students how you know that this shape is a triangle (pointing at a triangle).

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

This should bring up a conversation about the number of sides/edges and corner/points

a triangle has. I will discuss the definition of vertex and side/edge as it relates to being a

property of polygons and guide the class in counting edges and vertices. Then I will talk

with the class about how polygons are identified by their properties, number of edges

and vertices being just a few of those properties.

DURING

1. The students will be split into four groups (these groups have been decided by their

answers to the formative assessment) and complete the following activities. I will be

monitoring as the students work. I will have a sheet with all of the students names on it to

write down observations. I will be monitoring for which shape properties the students

notice first, how the students group shapes, and what properties the students looked at

when the number of sides were equal (quadrilaterals).

Timothy M.)

First the students will be given a variety of shapes (particularly irregular concave

polygons) and will be asked the number of sides and vertices of each polygon.

Students will be prompted to ensure that the number of sides and the number of

vertices are equal. The students will be given groupings of shapes and will need to

identify why the shapes are grouped the way that they are. The students will then be

given the properties of quadrilaterals. As a group, the students will match the

properties to the specific quadrilaterals. I will make sure the students have the

properties correct. Independently, the students will sort quadrilaterals. If there is

time, the students (as a group) will work to make a concept map to make

connections among the quadrilaterals.

Describes properties group (Charlie, Rachel, Timothy L., Dalton)

First the students will be given a variety of shapes (particularly irregular concave

polygons) and will be asked the number of sides and vertices of each polygon.

Students will be prompted to ensure that the number of sides and the number of

vertices are equal. The students will be given groupings of shapes and will need to

identify why the shapes are grouped the way that they are. Independently, the

students will sort polygons by their properties. Last the students will look at sets of

two or more quadrilaterals and identify what is in common and what is different

between the two quadrilaterals.

Beginning to describe properties group (Heaven, Hannah, Kayla, Annabelle, and

Isaiah)

First the students will be given a variety of polygons and will be asked the number

of sides and vertices of each polygon. Students will be prompted to ensure that the

number of sides and the number of vertices are equal. The students will be given

groupings of shapes and will need to identify why the shapes are grouped the way

that they are. As a group, the students will sort some polygons by their properties.

Then independently, the students will sort a different set of polygons by their

properties. Last the students will look at sets of two or more quadrilaterals and

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

identify what is in common and what is different between the two quadrilaterals.

Shape recognition group (Brent, Erica, Joseph, Carter)

First the students will be given a variety of polygons and will be asked the number

of sides and vertices of each polygon. The students will start off with regular shapes

and convex irregular shapes and then, if ready, move on to irregular concave

polygons. Students will be prompted to ensure that the number of sides and the

number of vertices are equal. The students will be given sets of two shapes and will

be asked what the shapes in each set have in common (will be number of edges or

vertices). As a group, the students will sort some polygons by their properties. Then

independently, the students will sort a different set of polygons by their properties.

Last the students will look at two quadrilaterals and identify what is different

between the two quadrilaterals.

During this time, I will be monitoring to see if the students have a grasp on counting

the sides and vertices of a polygon. I will notice how the students classify polygons

(by sides, vertices, angles, other properties). I will ask questions such as, How else

can we sort these polygons? What else do these polygons have in common? What

is different about these polygons? When the students are exploring quadrilaterals, I

will ask questions such as What makes (some quadrilateral) different than (some

other quadrilateral)? What is the same? Can polygons share properties? Can a

(some quadrilateral) be considered a (some other quadrilateral)? I will write

observations and student answers on a sheet with all of their names on it.

The students will return to their seats.

2. I will select students to share what properties they classified the polygons by. I will also

select students to talk about some of the properties of specific quadrilaterals. Lastly, I

will select students to share what properties some quadrilaterals have that are the same

and which ones are different.

3. I will go over rectangle, square, trapezoid, parallelogram, and rhombus on the

SmartBoard.

4. I will explain how the menu works (where they have choice) and establish the expectation

that the students will work independently. I will tell the students that from the menu we

are trying to understand that we identify polygons by their properties and that some

polygons share some of the same properties.

5. I will monitor the questions the students would ask in the soup and salad part of the

menu and which shapes students have difficulty identifying in the appetizer part. I will

take note of what the common questions put for the soup and salad part. For students who

struggle with the soup part, I will encourage them to think about the properties of shapes

that we looked at in the previous activities. For students who struggle with the salad part,

I will have them look at the different quadrilaterals and notice what properties makes

each one different. During the appetizer part, I will see if students are touching each side

or vertex to count them. If I see a student call the decagon a star, I will ask them if it has

another name. I will ask the students how they knew what the shape was.

AFTER:

1. I will have the students stop working and partake in a group discussion focusing on the

questions, How do we identify polygons? How do we distinguish shapes that have at least

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

DAY 2

Select students who used the following strategies: identified polygons based on

recognition, counted the number of sides or vertices to identify the polygons, and

noticed and classified by properties other than number of sides and vertices (such as

size of angles, parallel lines, and congruent lines)

I will have the selected students share their thinking in the order of the strategies

listed above.

I will conclude that polygons are identified by their properties and that some

polygons share some of the same properties (like we found that many shapes had four

sides.

2. The students will take a minute to add to their polygon chart.

3. The students will complete and exit slip that asks them to define what a polygon is and

draw an example and a non-example of a polygon. On the back of the exit slip, the students

may write either a question they have related to the lesson or something that they have

learned from the lesson.

4. For homework the students will complete pages 137-138 in their workbooks.

Students will continue to work on their menu for their morning work.

BEFORE:

1. I will answer any common questions that were on the back of the students exit slips.

2. Students will take a minute to add anything new to their polygon chart.

3. The students will play $10,000 pyramid with a partner with activate their learning from

Day 1. I will observe the students as they play to look for how they get their partner to

guess the correct word (Do they describe the number of sides or vertices? Do they talk

about where they have seen the shape before?). If a student is only describing number of

sides, I might ask them How else can you describe the shape besides number of sides?

4. I will have some selected students share with the class what connections they made with

the shape (like where they have seen it before) if any students did that and then how they

described the shape to get their partner to know the answer.

5. I will refresh the students on how we identify polygons by their properties.

DURING:

1. During the students computer lab time, they will work on activities P9 (Number of sides

in polygons), P6 (which 2D shape is being described), and P8 (classify quadrilateral) on

IXL.

2. After the computer lab, I will remind the students that from the menu we are trying to

understand that we identify polygons by their properties and that some polygons share

some of the same properties. Also, polygons are present in their everyday lives.

3. Students will resume work on their menu.

I will observe the properties that students bring up in the entre part. I will take note

of what shapes the students seem to know or dont know based on the sides and

dessert part of the menu.

For students who are struggling with the entre part, I will guide them through

looking at the different properties of rectangles or rhombuses and squares and

comparing the properties. For the students who just draw the regular polygons, I will

encourage them to draw a few as irregular polygons.

While the students work I will ask questions such as What properties make a square

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

entre problem with a picture? What makes a square a special type of rectangle or

rhombus? How did you know that it is a (polygon from sides part of menu)?

4. If students finish early, I will encourage them to add more detail to the dessert part of

their menu.

AFTER:

2. Selected students will share how they knew what a shape was when told the number of

sides. Selected students will also share the properties they thought about when looking

at rectangles, rhombuses, and squares. I will have a few students who had particularly

good responses, share what they said for the entre part.

3. The students (who volunteer) will share their works of art with their peers. They will

share something about their creation, the real life connection they made, or how they

decided to draw each shape (tried to make it like the regular polygon or made an

irregular polygon).

H. DIFFERENTIATION

Describe how you plan to meet the needs of all students in your classroom with varied interests

and readiness levels by completing ONE of the six boxes below for each day. You may choose

the same box for each day. Use the learning progressions to support your decisions. Include a

specific differentiation plan for each day.

This connects to your During Phase Actions: providing support and extensions.

Content

Process

question they would like to

answer in the appetizer,

entre, sides, and part of

the menu.

Interest

Readiness

Product

four different groups based

on the results of the

formative assessment. All

groups will work towards

the D4 objective of

classifying polygons, but

they will all go through a

different process to reach

classifying the polygons.

the four groups will have

slightly different

worksheets. The classifying

by properties group will

have solely quadrilaterals

on their sheet while the

other three groups will

have a variety of polygons.

Collaborated with Jessica Humphries

Mrs. Malloy 4th Grade

November 11 and 13, 2014 10:15-11:30

I.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?

Think about this specifically for THESE lesson plans. This CANNOT include fire drills, interruptions

due to announcements, weather, or other emergencies.

The menu activity may take way longer or shorter than expected. Students may take drastically

different amounts of time to complete the menu.

o Because the menu activity spans over two days, I will collect the students papers at the

end of the first day and check to see where each student is at. If the students are mostly

done by the end of the first day, I will have the students spend more time on the dessert

part of their menu. For students who finish early, they may play $10,000 pyramid. For

the students who are taking longer than their classmates, I will see why that is the case

(Are they distracted and off task? Are they struggling?) and allow them to move where

they can focus better or encourage them to ask me questions and talk through the

problems with them.

The students may know more or less than the formative assessment indicated, so the students

may not fit well into the differentiated groups for the classification activity.

o If this a student is really not fitting well in the group because of their readiness, I will

have them move to a different group where they may fit better. I will determine this by

monitoring each group during the classification activity.

The SmartBoard or my PowerPoint may not work.

o I will draw the polygons on the white board and any necessary notes.

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