Teacher: Katie Myers

Grade Level: 3

Subject Area: math

Length of Lesson: 30 mins
Desired Results

Indiana Academic Standard(s)

3.G.2: Understand that shapes (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 and draw rhombuses, rectangles,
and squares as examples of quadrilaterals. Recognize and draw examples of
quadrilaterals that do not belong to any of these subcategories.

Enduring Understandings
-find similarities between number of
angles and number of sides
-know names of shapes and be able to
identify them into each group

Essential Question(s)
-How do I differentiate between two
different shapes and name them
correctly?
-How do I name a shape in the sub
categories of quadrilaterals?

Knowledge and Skill Objectives

-SWBAT identify the type of shape by the number of sides and angles
-SWBAT distinguish differences in shapes and angles
Assessment Evidence
-fill out chart with number of sides and angles
-participate when going over lesson
-complete backside for homework
Learning Plan
Learning Activities
-make a chart of 7 different shape groups (triangle, quadrilateral, pentagon,
hexagon, octagon, nonagon, decagon)
-write the number of sides for each
-write the number of angles for each
-discuss similarity
-went over front of worksheet for the lesson together
-called on students for participation
-asked questions to ensure understanding
Resources and Materials
Paper, colored markers, ruler, math worksheet
Required Accommodations/Modifications
N/A

Name_____Katie Myers______________ Date_______ Period____

Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
-The content was definitely worth knowing because it forms the basis for geometry and shape
skills and knowledge. The information was organized nicely, providing the students with a great
system to memorize the new content.
Describe how the activity was developmentally appropriate.
-The material was developmentally appropriate because it forced the students to connect the
fact that the sides and angles were the same for each shape. They had to recognize the pattern
among all polygons. It also pushed them to apply the information they just learned to an activity.
Give an example of how you know the activity was interesting to the children.
-One way the activity was interesting for the students was when they eagerly raised their
hands to try and guess the relationship between angles and sides of different polygons. It became
a game to them to figure out how many sides each shape had.
Describe how the activity included opportunities for the children to test their knowledge.
-I randomly called on students to test their knowledge of the noticeable relationship between the
sides and angles of the polygons. They also had to complete the back for homework which was
graded the next day to see if they understood the material.
Describe a follow up activity that would build on concepts you have presented.
-A follow up activity could be them working in groups to list ALL of the attributes of each shape
instead of just the number of sides and angles. Working in groups would allow them to brainstorm
off of each other.
What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
-There were a lot of side conversations and talking going on during the teaching of the lesson. I
think it was mostly my fault because I would ask a question to the whole class instead of an
individual child, so it seemed open to shout out an answer. As the lesson progressed, I made sure
to specify that they needed to raise their hands before answering.
How did you involve the children in the closure of the activity?
-At the end I let them try to last question on their own and then had someone explain to me what
they did. I also finished the lesson by assigning them their homework.
Describe what changes you would make and what you would keep the same if you presented the
activity again.
-If I were to do the lesson again, I would keep the chart idea and let them guess each number to
encourage participation and interest. I would maybe add a few more attributes of the shapes
instead of just sides and angles. Since the chart was very organized it would be easy for them to
add other information about the shapes or even a picture to go along with the descriptions.