Mathematics Unit Plan:

Geometry
Section 1: Big Ideas, Learning Goals, and Related Skills

Big Ideas
• Data collection, organization, and interpretation can be used to
make predictions and make decisions.
• Angles are categorized based on their degree measure and angle
measures are related circles. Angles can be drawn and measured
using a protractor.
• Polygons have different geometric properties and these
properties are used to determine what kind of polygon it is.
• Sides and angles have important relationships in regular
tessellations.

Related Skills and Learning Goals

GLCEs:
G.TR.05.01 Associate an angle with a certain amount of turning; know
that angles are
measured in degrees; understand that 90°, 180°, 270°, and 360° are
associated respectively,
with ¼, ½, ¾, and full turns.
G.GS.05.02 Measure angles with a protractor and classify them as
acute, right, obtuse,
or straight.
G.GS.05.03 Identify and name angles on a straight line and vertical
angles.
G.GS.05.04 Find unknown angles in problems involving angles on a
straight line, angles
surrounding a point, and vertical angles.
G.GS.05.05 Know that angles on a straight line add up to 180° and
angles surrounding a
point add up to 360°; justify informally by “surrounding” a point with
angles.
G.GS.05.06 Understand why the sum of the interior angles of a
triangle is 180° and the sum
of the interior angles of a quadrilateral is 360°, and use these
properties to solve problems.
G.GS.05.07 Find unknown angles and sides using the properties of:
triangles, including right,
isosceles, and equilateral triangles; parallelograms, including
rectangles and rhombuses;
and trapezoids.
D.RE.05.01 Read and interpret line graphs, and solve problems based
on line graphs, e.g.,distance-time graphs, and problems with two or
three line graphs on same axes, comparing different
data.

Specific Objectives/Learning Goals

• Students will be able to relate circles and relationships among
angles to the degree measures of angles.
• Students will be able to use their knowledge of angles measures
of polygons to determine unknown angles measures.
• Students will develop a geometric vocabulary.

Process Goals
• Communication: Students will communicate their mathematical
thinking clearly to their peers and analyze the ideas of others.
• Reasoning and Proof: Students will make conjectures through
their exploration of angles and polygons recognizing the
necessity of concrete mathematical arguments to prove their
point.

Section 2: Assessments
Part A: Assessment Plan
Copy of my pre-assessment:
Name_____________________________________Date____________
Answer the following questions the best you can.

1. What is the measure of ∠A ?

Measure of ∠A _____________

Explain:
A

2. Find the perimeter of the polygon.

3. How many degrees are in a circle?________________________

4. How many degrees are in a triangle?_________________________

5. Circle the acute angles

 6. What is the difference between an isosceles triangle and a scalene
triangle?

7. What is a regular polygon?

8. What is the measure of the missing angle?

_______________________
9. Draw a quadrilateral.

Pre-assessment Results:
• Students did not understand that angles are measured in
degrees
• Students were familiar with some geometric vocabulary, but had
trouble recalling it
• Students did not understand how to use known facts about side
length and angle measures to determine unknown side lengths
and angle measures
• Students had some prior knowledge of geometric ideas but the
gaps in their knowledge prevented them from completing the
tasks on the pre-assessment

Explanation of how pre-assessment results helped plan my

unit:
When thinking about my unit, I used the most common
misconceptions the students had to determine what I would focus on
or highlight during the unit. Since no students, with the exception of
four, identified that angles are measured in degrees, one specific
learning goal for the unit is that students will be able to relate circles
and relationships among angles to the degree measures of angles. The
majority of students thought a circle had zero degrees, so by
incorporating how angle measures can relate to circles reveals that
circles definitely do no have zero degrees, but 360 degrees. Second,
looking at their relationship and practice measuring angles will further
enforce that angles are measured in degrees. Further, students were
not able to use known facts to determine unknown side and angle
measures. Another one of my main goals is for students to use the
knowledge they gain about angle sums of polygons to determine
unknown angle measures. Finally, the majority of students wrote that
they knew the vocabulary used on the pre-assessment from previous
years but had since forgotten it. This prevented them from completing
the assigned tasks. My last main learning goal for the unit is therefore
for students to immerse themselves in the vocabulary, use the
terminology, and apply it to given tasks.

Summative Assessment
I am planning on using the summative assessment provided in
the math curriculum. The assessment contains problems that ask
students to draw the different types of triangles (requiring that they
know the vocabulary and can apply it), list similarities and differences
between these triangles (articulate their knowledge, deep
understanding of vocabulary and properties of these triangles), and
decide which properties listed are true for certain polygons. Students
also have to use protractors to find angle measures (recognizing that
they are measured in degrees) as well as determine what kind of angle
it is. Students have to use their knowledge of polygons and angle
measures to determine unknown angle measures. They also have to
use their data interpretation skills to answer questions on a table.
Finally, they must use their knowledge of tessellations to make a
pattern that tessellates and then explain why it works. As the unit goes
on, if I find that some topics were not adequately covered because
more time was needed on other areas, then those will be removed
from the assessment. Further, for areas that we went more in depth on
than I had originally envisioned more problems will be added.

Formative Assessment
My formative assessment will consist of informal observations,
taking notes on students’ abilities to communicate their mathematical
ideas and defend them. Students are also assigned homework to
complete throughout the unit and this will be a good way for me to
know what students are understanding and what they may need extra
support in. I will also have students complete a short survey or quiz
that requires them to individually perform a geometric task and then
provide an explanation of their answer. My idea is to put students in
groups with each student in a group having a different task. After they
complete the task with their explanation, they will then meet with their
group and explain their solution, ask for help, or defend their response.

Part B – Assessment Plan Analysis

• I think that my assessment plan closely matches the objectives I

have set out. My specific learning goals for the class were
determined based on my findings on the pre-assessment. My
formative assessments require that students communicate and
explain their mathematical ideas which matches one of my
process goals. In this communication and task completion, a
deep knowledge of the vocabulary will be necessary. My
formative assessment does not really match up with the data
and interpretation objective of the unit. However, this only is two
lessons of the entire unit compared to the nine lessons that
address the other objectives so I did not find it completely
significant. The summative assessment covers everything that
was taught throughout the unit. Like I said before, if I find
towards the end of the unit that we went in a different direction
than I had envisioned, the summative assessment will be
modified to reflect this change.
• The assessments require students to provide an explanation for
their ideas so students will have to know how to articulate their
ideas and provide some sort of defense for their answer. The
class discussions I have seen the class have this year as well as
the discussions I plan to have train students to logically back up
their responses.
• I expect the students to have the most difficult time applying their
knowledge of polygons and angle measures to determine
missing angle measures because it requires application of known
facts and algebra. Further, the majority of students struggled
with both these topics on the pre-assessment. I expect students
to easily pick up on the vocabulary (isosceles, scalene, obtuse,
etc) because they are familiar with it from previous years.
• The homework is generally done on the students own time and
will give me a direct idea of what they understood from the day’s
lesson and what may need more work. I only plan on doing the
short survey/quiz twice during the unit. It will not take up too
much time but will give me an idea of how they
communicate/explain their ideas. Further, observations of the
class is ongoing and can guide my daily instruction as I go. If a
majority of students are lost on a topic, sometimes a short mini-
lesson can be enough to review the ideas and deepen
 understanding without taking up too much time. Further, if it is
just a small portion of students that do not understand a topic, I
will have time at the end of the day to meet with them in a small
group.
• Students will need to be able to read and write in order to
determine what the task is asking them to do and to explain their
reasoning. They will also need fine motor skills to use the
protractor and compass to draw and measure angles. Students
will need to use addition and subtraction to determine unknown
measures. I think that informal observation will help me see what
particular secondary skills they are struggling with if any. Also,
looking on their previous unit assessment which was simple
arithmetic will help me see how well they add and subtract. I am
also with these students for Language Arts and know which
students are struggling readers and writers. In terms of
struggling readers, I can read the directions and tasks aloud for
them. Since some students may struggle with writing, there is
also time allotted for them to orally share their ideas. My first
thought for students who struggle with addition and subtraction
would be to let them use a calculator but I am not sure how
acceptable that would be. Giving them credit for using the
correct process despite the “correct answer” could be another
option for accommodating them. I think many students will
struggle using a protractor and compass. I think that
understanding the coordination needed to use a protractor and
compass and not being extremely meticulous about the
perfection of the angle rays is important.
• The assessments seem to emphasize writing. I think that by
incorporating discussion and really observing what these
students who may struggle in writing contribute to oral
discussion can help them to succeed.

Section 3: Differentiating Instruction

• Providing visual, oral, and written explanation of what we are
talking about can help me meet each learner. Further, giving
students a chance to discuss ideas with a partner or small group
before whole class discussion can help shyer students to
contribute and struggling students to grasp some of the
concepts.
• At the end of each school day, there is time allotted where I can
work with a group of students. Depending on how the lessons are
going, some days will be dedicated to working with a group of
struggling students and providing a mini lesson and more
practice that we can work through together. On other days, I will
be able to work with a group of more advanced students offering
 them more complex, extension problems that they can work
though and solve together.
• No students in either class have IEPs but many students have
ADHD. For them, incorporating them into the lesson (even just
saying their name) and being near them where I can tap them on
the shoulder when necessary helps keep them engaged and
attentive to the lesson.
• For students who are English Language Learners, I will provide
them with a list of any vocabulary words or a math word bank of
words we talked about that day along with their definition and an
example (picture if appropriate). Also, reading directions and
tasks orally and restating them in different ways may be
beneficial for them. During the lessons, I will write the words and
definition on the board for them.

Geometry: Projected Sequence of Lessons/Unit Overview

Part A:

Day GLCE Activity and Materials Big Idea

Teaching Rationale
Objective
1 D.RE.05.01 -Students Math Understanding
10/2 To explore data interpret data Journal Pg. how data is
5 collection, found on 60, sticky organized
organization, and tables, graphs, notes, (graph, table,
interpretation maps, and in probability map, text, etc)
text. They will meter, is essential for
then answer Student an accurate
questions Reference interpretation
about the data Book pg of the data.
they have 338-395
found. Then
the class will
do a census.
-Students will
gain
experience
interpreting
data and take
part in
gathering data
2 D.RE.05.01 -Students will Math It is important
10/2 To have use census Journal Pg. to read any
6 experience with data to 62 and 63. titles,
interpreting data discuss data Student headlines, or
organization Reference captions of a
and answer book pg. table to
questions. 370 and correctly
Students 371 interpret the
practice data.
reading large
numbers and
review place
value.
-Students gain
more practice
reading and
writing large
numbers,
evaluating
exact numbers
versus
estimated
numbers, and
have to read
information on
a table to
answer
questions.
3 G.GS.05.05, -Students will Math A circle
10/2 G.TR.05.01 identify the Journal pg. around a point
7 Students will measure of 66, Student has 360
relate circles and angles by reference degrees. A
relationships using what book, circle can be
among angles to they know pattern drawn around
the degree about the blocks, any given
measures of degrees in a study link point, so we
angles circle and the 3-2 can find the
relationship measure of
among angles angles in a
-This requires polygon.
students to
recognize that
a circle has
360 degrees
and that
angles are
 measured in
degrees.
4 G.GS.05.02 -Students will Math Angle
10/2 G.TR.05.01 write journal pg. measure
8 Students will definitions of 68-69, determines
review types of acute and student the type of
angles, geometric obtuse angles, reference angle and
figures, and the and discuss book pg protractors
use of the other types of 162-163, can be used to
Geometry angles. geometry measure
Template to Students will template angles and
measure and explore the draw angles
draw angles Geometry with exact
template, measures.
measure
angles using a
protactor, and
draw angles
using a
protractor.
-Students
have practice
using a
protractor and
will be able to
identify
different types
of angles and
their
relationships
5 G.GS.05.03, -Students will Math Compasses
11/1 G.GS.05.04 draw circles, journal pg can be used to
Students will copy line 72 and 73, draw circles
review compass segments, and compass, and copy line
skills and explore estimate ruler segments.
angles formed by lengths using Vertical angles
intersecting lines a compass. and adjacent
They will also angles have
measure relationships
angles formed that are
from helpful in
intersecting determining
lines and angle
identify measures.
relationships
between pairs
 of vertical
angles and
adjacent
angles.
-Students
have practice
using a
compass and
looking for
relationships
among angles.
6 G.GS.05.07 -Students Math The length of
10/2 Students will define journal pg the sides of a
explore triangle equilateral, 75-78, triangle
types and isosceles, and geometry determine the
experiment with scalene template, type of
methods for triangles. compass triangle it is
copying triangles Students and and if the
practice protractor triangles are
copying a congruent.
triangle with a
compass,
ruler, and
protractor and
then with only
a compass
and straight
edge.
-By defining
the different
triangles
students will
be able to
classify them.
Students can
have practice
constructing
congruent
triangles and
measuring
angles with a
protractor.
7 G.GS.05.07, -Students sort Math Polygons can
10/3 G.GS.05.06 geometric journal pg be
Students will shapes into 80 and categorized
explore sets according activity based on
 geometric to their sheets 3 several
properties of properties. and 4, different
polygons Students student geometric
identify reference properties.
geometric book pg
properties of 142 and
polygons by 328, game
playing masters
Polygon
Capture.
-This requires
students to
demonstrate
their
understanding
of differences
and properties
of polygons.
8 G.GS.05.05 Discuss the Math In order for
10/4 Students will history and journal pg polygons to
explore side and concept of 82-83, tessellate, the
angle tessellations. geometry measure of
relationships in Students will template, the polygons
regular explore scissors angles around
tessellations regular a point must
tessellations be exactly 360
and decide degrees.
which regular
polygons
tessellate and
which do not,
based on the
sum of angle
measures
around a
point.
-This requires
students to
use angle
relationships
to determine
angle
measures and
to describe
properties of
regular
 polygons while
identifying,
describing,
and creating
tessellations.
9 G.GS.05.05 -Students Math The number of
10/5 Students will measure to journal pg. triangles in a
develop an find angle 85-89, polygon can
approach for sums for geometry be used to
finding the angle triangles, template determine the
measurement quadrangles, (protractor sum of the
sum for polygons pentagons, and angles in the
and hexagons. straightedg polygon.
Students will e)
then find a
pattern in
these sums to
come up with
a method for
finding the
angle sum of
any polygon.
-By having
students find
angle sums of
these different
geometric
shapes, they
can form their
own
conjecture of
finding the
angle sums for
any polygon.
10 G.GS.05.07 -Students use Math The Geometry
10/8 Students will the Geometry journal pg Template can
review polygon Template to 92-96, be used to
attributes and draw circles geometry solve
vocabulary and explore template, problems.
geometric scrap
concepts by paper
solving a
variety of
problems.
-This activity
allows for an
 overall review
of the unit and
how the
Geometry
Template can
be used
before the
summative
assessment.
11 To assess -Students will Pencils, Summative
10/9 students take the test Geometry Assessment
understanding of individually. Template,
the unit -Requires Assessmen
students to ts
demonstrate
their
knowledge of
the unit.
Allows the
teacher to see
what the
students have
learned.

Part B:
Activities for Extra Time: Students can work on their assigned
homework, students can play Polygon Capture, or students can play
factor captor or the product game to review previous concepts.
Additional Teaching: If students need more teaching, I would do a
quick mini-lesson addressing where they are struggling. I would also
have them work through some of the homework problems as a small
group and then share out as a class.
Related Activities for Students Who Finish Early: Students can work on
their assigned homework, students can play Polygon Capture, or
students can explore more tessellations that are possible.

Section 5: 2 Detailed Lessons

Date: Nov 8, 2010

Discussion Based Lesson
Overall lesson topic/title and purpose (What do I want students to learn?) Using a compass, protractor, and
straight edge to construct congruent triangles and to recognize congruency criterions for
triangles

Rationale (Why is it worthwhile? How does it link to Standards, Benchmarks, GLCE, Curriculum Guidelines, or to other key principles?)
Having students experiment with different ways to construct congruent triangles indirectly
reveals to the students the different criterion for congruency in triangles. Instead of being told
these criterion, students are able to discover them themselves by actually using and applying
them to construct congruent triangles

Goals/Objectives for today’s lesson:

Students will explore triangle types and experiment with methods for
copying triangles

G.GS.05.07 Find unknown angles and sides using the properties of:
triangles, including right, isosceles, and equilateral triangles; parallelograms,
including rectangles and rhombuses; and trapezoids.

Materials & supplies needed: Math journal pg 75-78, geometry template,

compass and protractor, pencils

Procedures and approximate time allocated for each event Academic, Social and Linguistic
• Introduction to the lesson (What will I say to help children understand the Support during each event (see
purpose of the lesson? How will I help them make connections to prior lessons or Planning for Diverse Learners on
experiences? How will I motivate them to become engaged in the lesson?) LAET website):
(about 5 minutes)
• As students come into class, they will I will write definitions on the board
complete pg. 75 in their math journal that for ELL students
allows them to have practice defining
equilateral, isosceles, and scalene triangles. For students with ADD/ADHD, I
As a class, we will conclude on proper will be sure to incorporate their
definitions for each. name into the lesson to get their
• Then I will ask students what we call two attention and make eye contact/use
body language to keep them on task
figures that are exact copies- same size and and engaged
same shape. Conclude these are called
congruent figures.
• Students will independently find methods to
construct congruent triangles.

• OUTLINE of key events during the lesson (Include specific details

about how I will begin and end activities; what discussion questions I will use; how I will I will ask if students have questions.
help children understand behavior expectations during the lesson; when/how I will
distribute supplies and materials) (40 minutes)
• Students will make a copy of the triangle BIG
located on page 76 of their math journal.
• I will tell students they can use any of their
measuring tools to construct a congruent
 triangle. I will tell them they are not allowed
to trace it. Students will construct the
congruent triangle on a separate piece of
paper.
• I will remind students that for it to be a
correct congruent construction, the copy
should have the same measures as the sides
and angles of the original triangle.
• I will tell students they can validate they
have made the correct construction by
laying the copy on top of the original. I will
demonstrate with my own.
• Students will have 10 to 15 minutes to work
independently Ask students if they have questions

Have a student rephrase the

Whole Class Discussion directions
• Students will put supplies on the floor.
• I will invite students to share their strategies. While students are working I will
circulate the room to make sure
These may include: students are on task and offer help
o Using a protractor to copy an angle, or guidance when necessary
then using a ruler to copy two of the
other sides
 What parts of the triangle do we Students have ample time to
then know for sure are complete the activity before
congruent without measuring participating in the discussion
again? This tells us for sure that
one angle and two sides are
congruent and thus the triangles
are congruent
 SAS
o Using a ruler to copy one of the sides,
then using a protractor to copy the I will write the criterions on the
base angles on this line segment board
 What parts of the triangle do we
then know for sure are
congruent without measuring
again? This tells us that one side
and the base angles are
definitely congruent
 ASA
o Using a ruler to copy a line segment,
then use a protractor for one of the
base angles, then use a ruler for
another line segment
• Remind students that regardless of their
 solution paths, all sides and angles of both
triangles should be measured to make sure
that they have copied correctly/made
congruent triangles.
• Follow up questions:
o Why did you use the approach you
used?
o Is there a way to copy triangles
without using a protractor?
o Could you complete this if you had a
compass to use instead of a
protractor? How?
o Would the triangles be congruent if we
did not measure any angles but
measured all the sides?

• Closing summary for the lesson (How will I bring closure to the lesson
and help children reflect on their experiences? How will I help them make connections to
prior lessons or prepare for future experiences? What kind of feedback do I want from
them at this time?) (5 minutes)
• Summarize the congruency criterion we
have discovered and how it relates to how
we copy triangles.

• Transition to next learning activity

Assign homework and clear desks for science.
Assessment (How will I gauge the students’ learning as I implement the lesson plan and Academic, Social, and Linguistic
once the lesson is completed? Specifically, what will I look for? How will I use what I am Support during assessment
learning to inform my next steps?
Participation in class discussion Allowing proper wait time
Individual work creating copies Give struggling students extra
guidance when completing task

Date: Nov 10
Group Based Lesson Plan

Overall lesson topic/title and purpose (What do I want students to learn?) In order for polygons to
tessellate, the measure of the polygons angles around a point must be
exactly 360 degrees.

Rationale (Why is it worthwhile? How does it link to Standards, Benchmarks, GLCE, Curriculum Guidelines, or to other key principles?)
This activity allows students to engage in a multi-step process. First they have to use their
knowledge of tessellations to decide if the polygons tessellate, then they have to make a
 conjecture as to why. Making this conjecture requires a deep understanding of tessellations as
well as angle measures and properties of a circle. Further, making a conjecture is a valuable
lesson to learn in math that will be valuable to them in the future. It introduces students to a new
way to think about math- instead of always just following “rules,” they get to create their own
theories and rules.
Goals/Objectives for today’s lesson:

Students will explore side and angle relationships in regular tessellations.

G.GS.05.05 Know that angles on a straight line add up to 180° and angles
surrounding a point add up to 360°; justify informally by “surrounding” a
point with angles.

Materials & supplies needed: Math journal pg 82-83, geometry template, scissors

T
Procedures and approximate time allocated for each event Academic, Social and Linguistic
• Introduction to the lesson (What will I say to help children understand the Support during each event (see
purpose of the lesson? How will I help them make connections to prior lessons or Planning for Diverse Learners on
experiences? How will I motivate them to become engaged in the lesson?) LAET website):
(about 10 minutes)
• While students are entering the room, they
will be instructed to cut out the shapes on
pg. 89 of math masters. Scissors will already
Supplies prepared to save time
be placed on desks when they enter.
• We will then go over the names of the
different polygons
o Students’ prior knowledge will have to Activating students’ prior
knowledge
include the names of geometric shapes
• Students will check that each polygon’s sides
are the same length and their angle For ELLs, I will write
measures are equal. Ask students if they “regular polygons” on
know what kind of polygon it is. Conclude the board with definition
these are regular polygons. and picture examples
• As a class we will read and discuss pgs 160-
161 that discusses tessellations.
o We will conclude that a tessellation is
an arrangement of repeated, closed
shapes that cover a surface so no
shapes overlap and no gaps exist
Connecting math to real life
between shapes
 Ask students for examples of
tessellations in real life. Ex:
kitchen tile, brick patterns,
 clothing designs, etc
o Some tessellations repeat only one
shape. Some tessellations use two or
more shapes
o A tessellation with shapes that are Words and definitions on board for
congruent regular polygons is called a ELLs and visual learners
regular tessellation
 Students will have to understand
what regular polygons are

• OUTLINE of key events during the lesson (Include specific details

about how I will begin and end activities; what discussion questions I will use; how I will
help children understand behavior expectations during the lesson; when/how I will
distribute supplies and materials) (25 minutes)
• I will then tell students that now it is their
turn to make tessellations. Students will use
the shapes they previously cut out to decide
if they can make tessellations. They will
record their findings on pgs 82-83 (we will Clear directions
read these directions together). Students will Ask for questions
be working in a small group of three because
Differentiated groups
I want to make sure that each student has
avid time to participate their thoughts and
ideas.
• Students will be in groups of three at their
tables. They will be grouped according to
ability level and personality. I want mixed
levels of ability to help differentiate the
instruction and each group to have a
“leader” that will keep the group on task. I
will tell students to stay in their seats while I
read off the groups. When I am done, I will
count back from 10 and tell students when I
get to 1 they should all be with their group
and beginning to work.
• Students will use their cut out regular
polygons to concretely see if they tessellate
or not.
• I will tell the students that once they have
determined if the regular polygons tessellate
or not, they are to see if they can discover a
pattern between polygons that tessellate
and polygons do not.
• Solutions for determining which polygons
tessellate
o Correct solutions: the triangle, square,
 and hexagon tessellate; the pentagon
and octagon do not
o Incorrect solutions: I anticipate
students not be able to recognize how
triangles tessellate because you have
to rearrange the triangles in several
different ways whereas with the
square and hexagon, you can just set
them next to each other.
• Solutions for why certain polygons and
others do not:
o Gaps and overlaps are reasons why
polygons do not tessellate
o Regular polygons that fit together like
a puzzle, with no overlaps or gaps,
tessellate
o *the measure of the angles meeting at Circulating while students work.
the point of tessellation has to be 360
degrees for it to tessellate. If the
measure is not 360 degrees it will not
tessellate
o Regular polygons that tessellate make
a circle at the point of tessellation
while regular polygons that do not
Prompting for struggling students
tessellate either make an incomplete
circle or “more than” a circle.
• While students are working, I will ask them
how they knew that the regular polygons
tessellated or did not tessellate. I will also
ask students for patterns they see between
regular polygons that tessellate or do not
tessellate. I will ask students if the regular
polygons can be arranged in any other ways
and still tessellate.
• Hints for students that struggle
o What would happen if you arranged
the polygons in a different way
(triangles)
o Since they are regular polygons, what Setting students on the right track
do we know about each angle of the
polygon? How can we use that to find
a pattern?
 Prior knowledge of angle
measures of certain regular
polygons
 o Remind students of how many degrees
are in a circle and how a circle can be
drawn around any give point
(activating prior knowledge). Extension activity related to task for
• What will I say or do when I see each of the advanced students
incorrect solutions
o I will ask students to defend their
answers, perhaps provoking them to
see the misconception in their solution
and also for me to see where the gaps
in understanding are
o I will assure them that they are being
mathematicians by sharing and
defending their answers
o I will give them some previous hints
and suggestions, but never tell them
what to do or tell them the answer
• For students who finish early, I want them to
Small group work where students
create tessellations with more than one
can prepare for whole class
shape discussion

• Closing summary for the lesson (How will I bring closure to the lesson
and help children reflect on their experiences? How will I help them make connections to
prior lessons or prepare for future experiences? What kind of feedback do I want from
them at this time?) (10 minutes)
• Students will be directed to clear everything Wait time
off their desks except for pg. 82 and 83.
(Students tend to continue working if they
pencil and scissors out). Counterexamples to make the
• I will start by showing a tessellation from a concepts more concrete
group that did one with more than one
combination of shapes to get the class’
attention. If no group completed this, I will
have my own ready.
• I will ask students that knowing what we
know about the angles of these shapes, how
do we know that they will tessellate?
o Looking for students to say that their
angle sums at the point of tessellation
is 360 degrees. Also, explain to
students that this point is called the
tessellation vertex (I will write this on
the board).
 • Enforce this concept by showing students
tessellations that worked and did not work.
• Recognize that all tessellations that did not
work either have gaps or overlaps while
tessellations that work have no overlaps or
gaps.
• I will then put two regular polygons on the
document reader and have students turn to
a partner to decide if they will tessellate or
not. Students will share with the whole class.
• I will do this with one other pair of regular
polygons to reinforce the concept.
• This time students will respond individually
in their math journals providing a defense for
their answer.

• Transition to next learning activity

Assign homework and clear desks for science.

Assessment (How will I gauge the students’ learning as I implement the lesson plan and Academic, Social, and Linguistic
once the lesson is completed? Specifically, what will I look for? How will I use what I am Support during assessment
learning to inform my next steps?
Students’ involvement in the group 2 differing forms of assessment for
Students’ contribution to discussion different learners (written and
Students’ defense in their math journals oral)

Recognize quieter students may

struggle in contributing to whole
class.

Struggling readers and writers

ideas may be less clear in their
math journals.

Section 6: Parent Involvement

In terms of parent involvement, I think it would be very beneficial
for parents to look over their child’s homework (at least to make sure it
is completed since this is an issue with our class). Students will also be
encouraged to take some of these games and play them at home with
their parents. Further, since this is a geometry unit, while students are
out with their parents they will be encouraged to look for examples of
geometric shapes or properties they see outside of school and share
them with the class. Parent-teacher conferences are occurring right
before I teach my unit. I think this would be a great time for me to
personally invite the parents to take part in the unit with their child.