Guided Inquiry Lesson Plan

Unit/Class/Grade: ​Geometry/5th grade

Standard(s):​ 5.G.3 “Understand that attributes belonging to a category of two-dimensional figures also
belong to all subcategories of that category. For example, all rectangles have four right angles and squares
are rectangles, so all squares have four right angles.”
Language Supports:
● Paper Triangles
● Large images on PowerPoint
● Elbow partners, group discussions
● Poster Paper
○ Label polygons with words and pictures
Materials Needed:
26 people
● PowerPoint Presentation
● Poster Paper - “Student Work Wall”
● Poster Paper - “Math Word Wall”
● 13 Newspaper sheets + 7 extra sheets
● 13 sets of 28 triangle sheets each + 7 extra sets
● 26 Glue Sticks
● 26 Scissors
Objective(s): Possible Challenges /Misconceptions:
● Students should be able to ● Differences between convex and
○ categorize shapes by their properties in a concave polygons.
problem-solving task. ○ Ex: May perceive a concave
○ Explain their solutions by using correct hexagon to be an “incomplete
terminology. hexagon”.
● Students should be able to recognize attributes ● May create duplicate shapes, or same
for the following categories: shape with different triangle
○ All quadrilaterals have: arrangement
■ 4 sides, straight lines, 4 corners ● Students might struggle with making
■ Subcategories can have different shapes with more than 4 sides
attributes ● Advanced learners might complete
● Rectangle assignment faster than others
○ Squares ○ Challenge them to make shapes
○ Right angles with more than 4 sides
○ 2 sets parallel
lines
● Trapezoid
○ 1 set parallel lines
● Parallelogram
○ Rhombus
○ 2 sets parallel
lines
○ Triangle
 ■ 3 sides, straight lines, 3
corners/vertices
■ Subcategories can have different
angles and side lengths
○ Pentagon
■ 5 sides
○ Hexagon
■ 6 sides
Prerequisite Knowledge:
● Students should know:
○ Names of basic shapes (ex: triangle, circle, rectangle, square, rhombus, trapezoid)
○ Some attributes of basic shapes (ex: number of sides, straight lines/curves, number of
corners/vertices, right angles)
Formative Assessment:
● Shape Category table on poster board
○ Students cut out their shapes and add to the table
○ Students discuss reasoning for shape placement
● Teacher circulates room and makes observations during student partner activity
○ Students should be discussing possible shapes with their partner
○ Students should be matching edges that are the same length to make shapes
○ Students should be making shapes using four triangles

Opening: Teacher Actions Student Actions

3 minutes
Activate prior knowledge
and student interest-
teacher presents an
interesting situation,
phenomenon, or dilemma
that helps students connect
to the content
1. Teacher displays PowerPoint 1. Students discuss with
Presentation that features different their elbow partners about
shapes. Teacher asks students to the shape and its
identify, describe, compare, and attributes.
contrast shapes with their elbow 2. Students participate in
partners. As students follow the class discussion as they
pair-share protocol, teacher adds identify, explain, and
key words to the “Math Word compare various shapes.
Wall”.
2. Each slide displays the following
shapes:
○ Right triangle
○ Square
○ Convex Hexagon
○ Concave Hexagon
3. Teacher briefly touches upon
definition of concave and convex
shapes.
4. Potential key words include:
○ Right Angle
○ Vertex
○ Congruent
○ Triangle

Introduction:
3 minutes
Getting students ready -
teacher introduces the task
and makes sure students
understand ​what​ they are
trying to accomplish, but
not ​how​ they are to do it
Body of lesson:
15 minutes
Students working on
content - teacher observes
students, monitors their
progress, and provides
clarification as necessary
○ Right Triangle
○ Square
○ Decompose
○ Hexagon
○ Convex Hexagon
○ Concave Hexagon
1. Teacher introduces “The 1. One student from each
Four-Triangle Problem” and pair retrieves the
explains that students will work materials.
with their elbow partner. 2. Students take mental note
2. Teacher asks one student from each of the two rules for
pair to retrieve the required building shapes (1. only
materials from the supplies tub: equal sides can be
a. 1 newspaper sheet matched together and 2.
b. 1 set of paper triangles each shape can only have
c. Glue sticks and scissors 4 triangles) and other
inside pencil box. notes on.
d. Teacher monitors as 3. If students finish early,
students unpack materials. they are challenged to
3. Teacher informs students of the create more shapes and
task’s instructions (visuals encouraged to make
included): shapes with more than 4
a. Construct shapes by using sides.
four right triangles.
b. Match each side according
to length.
c. Make at least seven shapes.
d. Try to create shapes with
more than four sides.
e. Early finishers are
challenged to create more
shapes until they discover
fourteen total. Teacher will
provide extra materials at
the front.
4. Teacher checks that students
understand the activity and answers
any questions.
1. Teacher sets a timer for thirteen 1. Students work with elbow
minutes and provides extra partner to make shapes
materials at the front. and may refer to the
2. Teacher circulates room and instructions slide when
observes student work and needed.
collaboration. 2. Early finishers may create
3. Teacher provides clarification as more than seven shapes.
necessary by reminding them of the

Closure:
8 minutes
Wrapping Up - teacher
facilitates group discussion,
helps students share their
work/progress, helps
students make connections,
and ensures that big ideas
are brought forward
instructions. Teacher may reference 3. At thirteen minutes, one
the instructions slide as needed. student from each pair
4. Halfway, teacher uses an attention posts one shape on the
getter. Teacher then challenges “Student Work Wall”.
students, especially the early a. Students write
finishers to create more than 7 names on the
shapes. back.
5. At thirteen minutes, teacher asks b. They do not post
one student from each pair to post duplicates.
their shape on the “Student Work
Wall”.
a. Ask students to write names
on the back.
b. Inform students to not post
duplicates.
1. Teacher chooses a student work 1. Students participate in
samples from the triangle category. class discussion about
a. Asks student to describe the categories and provide
shape that they made. their reasoning behind
b. . Tapes student work on the placements.
“Math Word Wall”. a. Use words from
2. Teacher follows the same steps as the “Math Word
in #1 for polygons, “quadrilateral”, Wall” as they
“pentagon” and “hexagon”. discuss their
3. Teacher records categories on the findings.
“Math Word Wall”. Additional b. Learn new terms
words include: and their
a. Quadrilateral categories. For
b. Trapezoid example,
c. Parallelogram “Parallelograms
d. Rectangle are quadrilaterals,
e. Pentagon but not
f. Convex Pentagon rectangles.”
g. Concave Pentagon
4. Teacher guides students to create
polygon categories and
subcategories.
5. Teacher wraps up the lesson with a
final task, “The Five Triangle
Problem”, and asks, “How many
shapes do you think you’d be able
to make?”