Polygons

Standards:
Mathematics
2.2.3.
A. Apply addition and subtraction in everyday situations using concrete objects.
2.3.3.
A. Compare measurable characteristics of different objects on the same dimensions
2.5.3.
A. Use appropriate problem-solving strategies (e.g. guess and chec! "or!ing
bac!"ards#.
$. Use appropriate problem-solving strategies (e.g. guess and chec! "or!ing
bac!"ards#.
C. %elect and use an appropriate method materials and strategy to solve problems
including mental mathematics paper and pencil and concrete objects.
2.&.3.
A. Name and label geometric shapes in two and three dimensions (e.g., circle/sphere,
square/cube, triangle/pyramid, rectangle/prism).
B. Build geometric shapes using concrete objects (e.g., manipulatives).
C. 'ra" t"o- and three-dimensional geometric shapes and construct rectangles s(uares
and triangles on the geoboard and on graph paper satisfying specific criteria.
D. Find and describe geometric figures in real life.
Science and Technology
A. )*plore the use of basic tools simple materials and techni(ues to safely solve
problems.
'escribe the scientific principles on "hich various tools are based.
+roup tools and machines by their function.
%elect and safely apply appropriate tools and materials to solve simple problems.
$. %elect appropriate instruments to study materials.
'evelop simple s!ills to measure record cut and fasten.
)*plain appropriate instrument selection for specific tas!s.
C. ,dentify basic computer operations and concepts.
,dentify the major parts necessary for a computer to input and output data.
)*plain and demonstrate the basic use of input and output devices (e.g. !eyboard
monitor printer mouse#.
)*plain and demonstrate the use of e*ternal and internal storage devices (e.g. dis!
drive C' drive#.
'. Use basic computer soft"are
Enduring Understandings-
.. 'ifferent geometric shapes and different figures have distinct characteristics that
distinguish them from other shapes and figures.
2. /olygons are enclosed shapes that are comprised of three or more line segments.
3. 0no"ledge of geometric shapes can help improve a child1s mathematical ability.
Essential Questions
.. 2hat is a /olygon3
2. 2hy is !no"ledge of geometric shapes important3
3. 4o" are geometric shapes and figures different3
Students will know
.. the definition of !ey terms (acute angles obtuse right angles degrees line
segment parallel
2. 5he many different polygons and their characteristics (trape6oid /arallelogram
rectangle rhombus s(uare
3. 5he amount of degrees "hich are located insides a (uadrilateral and a triangle
Students will be able to-
.. 'ifferentiate bet"een the many !inds of polygons
2. 7a!e generali6ations based on an in class presentations
3. Apply their !no"ledge of geometric concepts in describing and understanding the
numerous types of polygons
8. 9ocate the sides and vertices on polygons
5. :espond to teacher framed (uestions
;. 9isten to others
<. Contribute to an in-class discussion
II. SECTION TWO:
Pre!ssessment:
". Pre!ssessment:
a. 5he teacher "ill begin by discussing as!ing the students =2hat do you
!no" about polygons> and =2hat are some different forms of
polygons.> 5he teacher "ill "rite the children1s responses on the
chal!board.
#. $ormati%e:
a. 5hroughout the presentation the teacher "ill as! the students several
comprehension (uestions and discuss numerous concepts to chec! for
understanding.
&. Summati%e:
a. ?one

'. !da(tations )or S(ecial Needs Students
a. 7a!e color copies of the slides for students to follo" along "ith at
their des!s
b. %tudents could use the internet to loo! up polygons and record
additional information that they have found throughout their research
c. A learning support aide can be called on to help students "ho have
difficulty reading and "riting.
This (resentation *ill most li+ely last t*o days. $or ,oth days- the teacher *ill
)ollo* the same designated (rocedure- ,ut alter the Po*er Point slides that the
teacher (resents to the class. On the )irst day- the teacher *ill )ollo* the same
(rocedure- ,ut only (resent slides !$. On the second day- the teacher *ill )ollo*
the same (rocedure- ,ut only (resent slides .O-
Procedure:
.. 5he teacher "ill begin by discussing as!ing the students =2hat do you !no" about
/olygons.> 5he teacher "ill "rite the children1s responses on the chal!board.
2. 5he teacher "ill no" introduce /o"er /oint presentation on /olygons. 5he teacher
"ill present the follo"ing slides. 5hroughout this presentation the teacher "ill discuss
and as! several (uestions to improve the students !no"ledge of /olygons.
/ay One Po*erPoint Slides
a. /olygons
i. 2hat is a /olygon3 (an enclosed figure that is comprised of line
segments#
b. Angle
i. 2hat is an angle3
c. 'egree
i. 2hat does degree mean in terms of mathematics (measures angles and
temperature#
ii. 2hat is the symbol for degree
d. 5riangle
i. 4o" many sides and vertices does a triangle have3
ii. ,s a 5riangle by definition a polygon3 (yes it1s closed figure "ith three
or more sides#
e. 5ypes of 5riangles
i. ,sosceles- 2 e(ual length sides and 2 e(ual length angels
ii. :ight- contains a &@ degree angel
iii. )(uilateral- has three ;@ degree angels and 3 e(ual length sides
iv. Acute- comprised of all acute angels (angels that are less than &@
degrees#
v. Abtuse- contains an angel that is larger than &@ degrees
vi. %calene- has three different length sides
f. /roperty of triangles
i. ,f you measure all of the angles of a triangle ho" many degrees do they
add up to3 (.B@#
g. /roblem solving
i. 4ave students complete numerous problems testing their !no"ledge of
properties of triangles
/ay T*o Po*erPoint Slides
h. /olygon
i. 2hat is a /olygon3 (an enclosed figure that is comprised of line
segments#
i. Angle
i. 2hat is an angle3
j. 'egree
i. 'iscuss products that are shipped by sea. (clothing# (/ort 4ouston#
ii. 'iscuss "hy things are shipped by sea to send it to people "ho need it
in other countries
!. Cuadrilateral
i. 'iscuss ho" many sides a Cuadrilateral has (four#
ii. As! students if they !no" the meaning of the prefi* =Cuad3>
l. Cuadrilateral Damily (trape6oid parallelogram rectangle rhombus s(uare#
i. As! students ho" many sides and vertices all of these figures in the
(uadrilateral family have3 (8sides 8vertices#
ii. As! children to describe each Cuadrilateral (responses may vary#
m. 'efinition
i. /arallelogram- read definition and as! for someone to dra" an e*ample
on the board
ii. :ectangle-read definition and as! for someone to dra" an e*ample on
the board
iii. :hombus-read definition and as! for someone to dra" an e*ample on
the board
iv. %(uare- read definition and as! for someone to dra" an e*ample on the
board
v. 5rape6oid- read definition and as! for someone to dra" an e*ample on
the board
n. /roperty of (uadrilaterals
i. As! children =,f you add up the measurements (in degrees# of all the
angles of a (uadrilateral "hat is the results3> (3;@ degrees#
ii. 4ave students ta!e out their protractors and measure all of the angles
and find the sum of all of these angels
o. /roblems
i. 4ave students complete various problems finding the degree measures
of numerous angles throughout a (uadrilateral
3. After the designated slides have been presented on each of the respective days of this
t"o part lesson the teacher "ill as! the students "hat they have learned. 5his is the
closing activity for each of the days of this lesson. 5he teacher "ill act as facilitator of
this discussion and attempt to reinforce the children1 understanding of these topics.
Materials:
Chal!board
Computer
,nternet
/o"er /oint presentation on /olygons