Tusculum College Lesson Plan Template

Spring 2016
Name: Tomi Nelson
Subject/Grade: 4th grade Mathematics
Estimated Time Frame: 1 hour
Standard(s): CCSS. Math.Content.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse)
and perpendicular and parallel lines. Identify these in two-dimensional figures.
CCSS.Math.Content.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a
category, and identify right triangles.
Big Idea(s)/Essential Question(s): What is a polygon? What other skills does this remind me of? Where do I see
this in my daily life? Many professionals need to understand the properties of shapes, including engineers,
architects, artists, farmers, and constructions workers. You will need to understand shapes when doing home
improvements, gardening, and even planning a party.
New Learning:
Vocabulary Acute, Right, Obtuse, Parallel, Perpendicular, Polygon, Quadrilateral,
Quadrangle, Pentagon, Hexagon, Heptagon, Octagon, Nonagon, Decagon
Concepts Polygons are closed shapes with straight lines. Students will use previous
knowledge of lines, points, line segments, angles, parallel, and perpendicular lines to identify
and construct polygons.
Skills Identifying polygons, Accountable talk, Academic vocabulary, Whole group
discussion, Partner work, Individual work
Applications Students will construct and identify polygons from learned facts.
Learning Target(s)/Objective(s): I can create and analyze polygons using lines and angles.
Summative Assessment: Students will demonstrate an understanding through the use of geoboards and partner

work. Students will independently complete an exit ticket that will be graded for accuracy.
Instructional Strategies/Activities: Explicit teaching, Geoboards, Think-Pair-Share, Adjusted speech, Re-looping of
previously learned material, Think a louds, Explicit vocabulary building, Problem solving instruction, Students
generate word problems, Partner talk, Repeated reading, exit ticket
Materials and Resources: Power point, smart board, geoboards, geobands, anchor charts, worksheets,
accountable talk posters, polygon video

INSTRUCTIONAL STEPS
BEGINNING
Assessment

Students will sit on the carpet. I will introduce the

lesson by reviewing the power point displayed on the
smart board of the lessons plan and activities.
I say, I can create and analyze polygons using line
and angles.
I point to anchor charts from the previous lessons of
lines, line segments, points, rays, perpendicular and
parallel lines. I explain that we will use some of these
concepts to identify and construct polygons.
I say, I feel everyone mastered yesterdays lesson of
these concepts. I point to the anchor chart. Show
me a thumbs up or thumbs down if you agree that
you understand these concepts. Point to anchor
chart.
I say, Polygons are shapes made up of straight lines
and are closed shapes. Polygon is geometry word for

Thumbs up/down
for
understanding of
previous
learning.

Anticipated Learning
Difficulties/Misunderstandings
and Strategies to Address
Them

Some students may show

me a thumbs down for
their
previous
understanding.
I will
address the anchor chart
with the vocabulary and
examples
of
any
misconceptions they may
have
of
yesterdays
lesson.
This anchor chart will stay
visible throughout the
lesson for students to
refer to when needed.
Any further questions of
lines,
points,
perpendicular lines, and
parallel lines, will be
directed to this chart.

a 2D shape, a flat shape, that is used to identify

shapes that do not have any open spots and no
curved lines. Therefore, a circle is NOT a polygon.
I say, You will need to know these skills today not
only for fifth and future grades, but also in your
professional life. For example, engineers, architects,
artists, farmers, and construction workers use
polygons, or shapes, every day, and this just names a
few professions that uses polygons.
I say, We are going to watch a short video to
introduce polygons.
https://www.youtube.com/watch?v=5g23w0LKNQQ
I say, I can create and analyze polygons using lines
and angles.

MIDDLE
Assessment

Content Input ( I do activities):

I say, I am going to show you strategies that I would
use to create and analyze polygons using line and
angles.
On the power point, I show the vocabulary of
polygons: triangle, quadrilateral, pentagon, hexagon,
heptagon, octagon, nonagon, and decagon. Each
vocabulary word tells how many sides correspond
with that polygon and an example of each shape.
I briefly stop to identify that quadrilateral is another
word for square and can be interchangeable with

I
will
assess
students after I
do
activities
with the display
of
thumbs
up/down for their
understanding.
At this point, I
will address any
problems
students
may
have.

Anticipated Learning
Difficulties/Misunderstandings
and Strategies to Address
Them

Because I have various

levels of skills displayed in
my classroom, I have
assigned students carpet
partners
and
work
partners. Carpet partners
have an A partner and a B
partner. The A partner is
a low leveled student.
This student must speak
first when working with
their carpet partner.
B
partner will listen and

quadrangle and sometimes parallelogram.

On the next slide, I have a small chart of the previous
slide to refer to while I create and analyze polygons. I
read the word problem aloud that I included on this
slide. I am a parallelogram with four right angles.
My sides are not all the same length. Who am I?
I point out that my shape has four right angles. I
think aloud that a parallelogram is sometimes used
as another word for quadrilateral. Therefore because
my shape has four right angles, I also know it has four
sides. I begin to draw a square on the graph paper I
have provided within my power point on the smart
board. I think aloud and refer to my word problem. I
have drawn a shape that has four right angles, but all
of my sides are the same length. The word problem
says my sides are NOT all the same length. I dont
think the polygon I have drawn is correct. I think I
know a shape that is similar to the square, or
quadrilateral, I have drawn. Im going to try to make
a set of my parallel lines longer that the other set of
parallel lines. I begin to draw a rectangle. I point
out that I have four right angles and label them. I
grab a post it note. I can do a quick check to be sure
that this is a right angle with the corner of this post it
note. If I put the post it note in the corner and my
lines are lined up with the post it note, I know that
this is a right angle. I also know that if I have a right
angle here, my lines are perpendicular at this point.
When we label right angles, its the same way we
label perpendicular lines.
Now, I have met the
criteria of four right angles and all the sides are not
the same length. I am sure that I have created the
correct polygon for this word problem. Since I have
labeled my right angles, I will also label my two sets
of parallel lines and end points.

For the we do,

my assessment
will
be
an
observation
of
their
strategies
for creating a
polygon on their
geoboard
with
their
carpet
partner.
For the You do,
my assessment
will also come
from the work I
see
students
display with their
work partner.
The exit ticket
will be used as a
summative
assessment.

explain why he agrees or

disagrees. The B partner
is
a
higher
leveled
student.
Students are assigned a
different partner as their
work
partner
when
completing
you
do
activities. These partners
are paired at equal ability
levels.
This creates a
more
productive
work
time, since students will
not be able to rely heavily
on their partner because
both students work at the
academic level.
For the students still
needing
differentiation
once we begin the exit
ticket, I will modify the
first question.
Rather
than having to construct
the polygon from the
riddle, I will have the
polygon already drawn
out and he/she will have
to agree or disagree that
this is the correct shape.
For the second question,
the student will not have
to label the lines, angles,
and endpoints of the
shape.
He will be
provided with the shape
already
labeled
with

I go to my next slide to provide another think aloud

example. I go through the same steps to create and
analyze a polygon from the word problem: I am a
quadrilateral. I have four sides and four angles. I do
not have any right angles.
Think aloud: My first thought is that this polygon is a
square, but I know a square has four right angles.
That also means this polygon cannot be a rectangle,
since it also has four right angles. I think I should
start with either an acute angle or obtuse angle. Im
going to start with an acute angle. I draw an acute
angle on the board. Because I have drawn my lines
closer than a right angle at the point where the lines
meet, I know I have drawn a right angle. I can use
my post it note to check this. See how my angle is
smaller than the corner of this post it note? My angle
is acute. Now, I wonder how I can create a polygon
with this acute angle I have drawn. Maybe if draw
another line here, I will create an obtuse angle. So
now I have three lines, one acute angle, and one
obtuse angle. I dont have any right angles as my
problem says, but my shape is not closed. This is not
a polygon. My problem says my polygon has four
sides. I need to draw another side to close this shape
to make it a polygon. I think Ill draw another line
here to close my shape and create my last two angles
which are acute and obtuse. Does anyone recognize
this polygon? It is a rhombus. Let me check my word
problem to be sure I met all the requirements for this
polygon. I am a quadrilateral. Ok, this rhombus I
drew has four sides. I have four sides and four
angles. Ok, here are my four sides and four angles.
I do not have any right angles.
Ok, I know I
constructed two acute angles, which I will label with
an A, and two obtuse angles. Ill label my obtuse
angles with an O. I have created the polygon in this
word problem. I also have two sets of parallel lines in

correct symbols.
The
student will have the
words lines, angles,
and endpoints on his
worksheet, and he will
have to draw a line to
match those words to the
appropriate spot. On the
last question, I will not
make any adjustments
due to the anchor chart
with the information on it
pertaining directly to that
question.
For higher level students,
I will have them generate
their own word problems.
They can then present
these problems to other
students
who
have
finished with their exit
ticket and try to create
polygons using lines and
angles from their own
created word problem.

this quadrilateral, or rhombus.

well.

I will label those as

Show me a thumbs up or down about how you feel

about the strategies I used to create my polygons.
Guided Practice (We do):
I move to the next slide in my power point. It is the
same as my previous two power points with a
different word problem.
I say, Now we will do a word problem together. I am
going to hand you geoboards and geobands to
construct your polygons. You will work with your
carpet partner to create and analyze polygons using
lines and angles.
I hand out supplies.
I say, Read after me. I have five sides. Pause while
class repeats. None of my sides are parallel, and
none are perpendicular. Pause. What am I? Pause.
I want you to talk to your carpet partner and try to
construct this polygon. Use your geoboards and
bands to manipulate this shape until you both agree
that you have the polygon we are looking for. Be sure
you use your accountable talk tools, point to posters
above the smart board, and justify to your partner
why you think your constructed polygon is correct.
You have about two minutes to complete this.
I walk around the carpet and kneel down so that I
may address any problems I see with accountable
talk and answer any questions students may have. I
will pay special attention to students who do not
show applicable skills to this activity.
Eyes up here. Raise your geoboards and show me

what you and your partner have developed. I do a

quick assessment of what students have constructed.
I say, What polygon should you have on your
geoboard? Pause. Yes, a pentagon.
I turn to the smart board and draw a pentagon on my
graph paper I have included within my power point. I
label the angles and endpoints.
You may use
geoboards with your next activity, but you must also
show me your work on your graph paper that I will
provide.
You are expected to label the angles,
endpoints, and any parallel or perpendicular lines as I
have shown you.
Independent Practice (You do; may include
Homework):
For your you do, you will work with your work
partner anywhere in the classroom as long as it does
not disturb others. You both will need a paper that
has the small squares of grids to graph your
polygons. You will need only one of the half sheets I
have laid out with five riddles on it. These riddles are
very similar to what we have just done. Remember,
you have the anchor chart here with lines and angle,
etc., and I will leave the smart board on so that you
may see the names of shapes and how many sides
they have. Please use these tools to help you when
working with your partner on this activity. I want to
hear accountable talk while Im walking around. You
have about 10 minutes to complete this activity and
then we will do your exit ticket.
I pass out worksheets and walk around the room to
do a quick assessment of students understanding. I
guide students with problems they may have. As the
designated 10 minutes come to an end and I see
students demonstrating a good understanding of

constructing polygons, I ask them to stop if they have

not finished.
I say, Please quit working with your partner and go
to your desk. Pause. Because I have seen great
skills implemented during this activity, we will go
ahead and do the exit ticket.
There are three
questions. One is a riddle just as we have done for
this lesson. For the next question, I want you to label
the angles, endpoints, and lines on the shape that is
provided. The last question has three parts. You will
need to draw a line segment, a set of perpendicular
lines, and an acute angle. Remember, this is your
exit ticket, and it will be graded. You may not work
with your partner for this. I want to see what you
know as an individual. You have about 15 minutes to
work on this.
I pass out the exit ticket to each student.

END
We meet back at the carpet for a classroom discussion.
I say, For this lesson, we created and discussed polygons and their lines and angles. Therefore, I know that we
can create polygons using lines and angles. To create these polygons, we used knowledge we already knew
about lines and angles such as, parallel and perpendicular lines, right angles, acute angles, and obtuse angles.
Raise your hand if you can tell me something that you need to know to make a polygon. Im looking for two
specific reasons. I will look for students to tell me that polygons are closed shapes using only straight lines. We
will discuss anything further they may add here.
I say, I will look at your exit ticket and provide you your grades and feedback tomorrow before we begin our next
lesson. I am looking to see that you have mastered the skills we worked on today. If you have not, I have a few
centers we can work on tomorrow to help master these skills. You will not only use these skills for our next lesson
and for fifth grade, but when you are older you may become a professional who will need to know these basic
concepts. Engineers, artists, gardeners, and farmers are a few professionals who use polygons every day.
Polygons are even used when deciding how to decorate your house, or room. I used polygons when deciding how

to place desks and every other piece of furniture in this class.

TEACHER REFLECTION
Reflection on Lesson Plan and Delivery (to be completed after lesson is taught):