Molloy College

Division of Education

Student: David Robbins Professor: Rickey Moroney

Course: EDU5230 Date: April 5, 2019
Grade: 3 Topic: Geometry Content Area: Mathematics

INSTRUCTIONAL OBJECTIVES

After a geometry review lesson, students will discuss how to identify and solve for the number of
vertices for various polygons and identify shapes that do not belong while using multiple forms
of technology (i.e.: Quizlet & Kahoot!) to reinforce key concepts completing each with no more
than three errors.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Mathematics (NextGen): Geometry (NY-3.G.1)
Reason with shapes and their attributes.
1. Recognize and classify polygons based on the number of sides and vertices (triangles,
quadrilaterals, pentagons, and hexagons). Identify shapes that do not belong to one of the
given subcategories.
Indicator: This will be evident when students utilize the various forms of technology
(Kahoot!, Quizlet, etc.) to accurately identify polygons with the correct number of vertices.

ELA – Literacy Standard (NYS-CCLS): Speaking & Listening: (SL.3.1C)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing
their own clearly.
a) Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others.
Indicator: This will be evident as small random group work collaborating together to
successfully express ideas and strategies to identify the correct number of vertices polygons have
and indicate which polygons are irregular.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
ISTE Standards for Technology: Creative Communicator (6.A)
Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
a) Students: Choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
Indicator: This will be evident when students create word clouds as a homework
assignment using an online word cloud generator to express the characteristics of the identified
regular polygons and irregular polygons.

INSTRUCTIONAL RESOURCES

 Weebly
 Quizlet
 Kahoot!
 SMART Board
 Buncee
 Word Cloud Generators
 YouTube
 Pencils
 Teacher constructed rubric
 Scavenger Hunt

MOTIVATION
Look around the room where you are currently sitting. Did you know that you are surrounded by
examples of geometry? Find places where two lines or edges come together, like the corner of a
desk, the points on a picture frame, or the corners on a tissue box. These are examples
of vertices.

DEVELOPMENTAL PROCEDURES
1. Students will be able to identify regular and irregular polygons with guided practice.
What is the difference between regular and irregular polygons? Why do we need to
identify them? How is this important? What is the purpose of knowing polygons?

2. Students will watch a teacher demonstration about how to identify polygons by vertices
and participate in guided practice. Looking at the shapes, which shapes have 3, 4 or 6
vertices? How do you know?

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 3. Students will complete a polygon worksheet where they will identify various polygons
such as triangles, quadrilaterals and hexagons by identifying their vertices and special
characteristics. Some questions will be answered as students come up and solve them
using a Smart Board. How do you know how many vertices there are for each shape?
What everyday objects have the same number of vertices? Does it matter how big or
small the shape is? Does size change the number of vertices? How? Explain why or why
not.

4. Students will review and discuss their answers to the polygon worksheet and use the e-
Textbook chapter on identifying polygons to reinforce concepts and participate in
activities. What did you notice about triangles, quadrilaterals and hexagons and their
vertices, sides, size? Is there a math manipulative you can use to help you visualize and
identify vertices in a quicker way? Why or why not? Did you enjoy these activities and
forms of technology used for this lesson? Why or why not?

INSTRUCTIONAL STRATEGIES
Strategy
Cooperative Learning: Engaging groups of students in working together on a structured
activity.
Indicator: This will be evident when students work in randomly chosen groups to
complete a scavenger hunt solving the questions generated through the class discussion.

Strategy
Direct Instruction: Explicit presentation of information.
Indicator: This will be evident when the teacher is instructing students about how to
identify polygons, their vertices, and irregular polygons.

Strategy
Discussion: Engaging in meaningful discussions about the content.
Indicator: This will be evident when students are actively discussing ways to identify
polygons, vertices and irregular polygons.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 ADAPTATIONS
For students with Autism, Developmental Delay, Emotional Disturbance, Cognitive Disability,
Specific Learning Disability, or Speech and Language Impairment, the teacher will use a
SMART Board during instruction and review of identifying polygons by vertices.

DIFFERENTIATION OF INSTRUCTION

Tier I
Students will use selected polygons (triangle, quadrilateral and hexagon) to identify the correct
number of vertices.

Tier II
Students will use all three polygons to identify vertices and identify irregular polygons.

Tier III
Students will identify complex polygon vertices (heptagon, octagon, nonagon, and decagon) and
correctly name them.

ASSESSMENT
Formal Assessment: The teacher will formally assess the students’ solutions Kahoot! and their
word cloud assignments.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Word Cloud Appearance and Content: Identifying
Polygons - Vertices

Teacher Name: David Robbins

Student Name: ________________________________________

CATEGORY 4 3 2 1
Originality Presentation shows Presentation shows Presentation shows Presentation is a
considerable some originality and an attempt at rehash of other
originality and inventiveness. The originality and people's ideas
inventiveness. The content and ideas inventiveness on 1-2 and/or graphics and
content and ideas are presented in an cards. shows very little
are presented in a interesting way. attempt at original
unique and thought.
interesting way.
Content - All content Most of the content is The content is Content is typically
throughout the accurate but there is generally accurate, confusing or
Accuracy presentation is one piece of but one piece of contains more than
accurate. There are information that information is clearly one factual error.
no factual errors. might be inaccurate. flawed or inaccurate.

Spelling and Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has
misspellings or misspellings, but no grammatical errors more than 2
Grammar grammatical errors. grammatical errors. but no misspellings. grammatical and/or
spelling errors.

Use of All graphics are A few graphics are All graphics are Several graphics are
attractive (size and not attractive but all attractive but a few unattractive AND
Graphics colors) and support support the do not seem to detract from the
the theme/content of theme/content of the support the content of the
the presentation. presentation. theme/content of the presentation.
presentation.

Informal Assessment: The teacher will informally assess students’ collaboration within their
groups as they discuss identifying polygons by vertices and irregular polygons.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INDEPENDENT PRACTICE

Following the lesson on identifying polygons, for homework, students will create word clouds
for various polygons and in doing so will compile their characteristics as well as do the same for
irregular polygons. The next day in class students will assemble in groups to discuss their word
clouds, identifying similarities and differences to reinforce key concepts.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT
Direct Teacher Intervention
For students who didn’t meet the objectives they will be provided with an iPad or other handheld
device that contains extra instructional detailing, including each step to properly identify
polygons and their vertices.

Academic Enrichment
For students who met all of the objectives they will identify vertices of more complex polygons
(with larger numbers of sides) while also accurately naming the shape. In addition, they will
create word clouds for these polygons compiling a list of characteristics and share their results
with the rest of the class.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

ALTEC at University of Kansas. (2000-2008). Rubistar - Create Rubrics for your Project-Based
Learning Activities. Retrieved April 5, 2019, from http://rubistar.4teachers.org/index.php

International Society for Technology in Education. (2019). ISTE Standards. Retrieved April 5,
2019, from https://www.iste.org/standards

New York State Department of Education. (2015-2019). New York State Next Generation
Mathematics Learning Standards. Retrieved April 5, 2019, from
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-
generation-mathematics-p-12-standards.pdf

New York State Department of Education. (2015-2019). New York State P-12 Common Core
Learning Standards for English Language Arts and Literacy. Retrieved April 5, 2019, from
https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-
english-language-arts-and-literacy

Robbins, D. (2019). Identifying Polygons - Vertices. Retrieved April 5, 2019, from

https://quizlet.com/388060636/identifying-polygons-vertices-flash-cards/

Tufano, N., & Robbins, D. (2019, April 5). IDENTIFYING POLYGONS. Retrieved April 5,
2019, from http://identifyingpolygonsunit.weebly.com/

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language