Date of Lesson ___4/8/08___ Time __9:55am_____ Length of lesson_45minutes_
Curriculum
Area______Math_________ Content Area:______Geometry________
Title of Lesson (identify
concepts taught)__________Is It a Polygon?____________
Age/Grade level: 4th
Differentiation of
activity is to be provided throughout the lesson plan to ensure that children’s
individual learning needs are met.
1. Learning
Objectives
Students will:
· Be able to determine which shapes are polygons and which shapes are not polygons.
· Be able to draw polygons.
· Be able to understand characteristics of polygons.
2. Assessment
(a) Learning outcomes of previous lesson related to this topic:
Students should have a basic understanding of geometric shapes. Students should be able to define and use correct terminology such as triangle, square, and circle when referring to shapes.
(b) Focus of assessment in this lesson (related to objectives)
Students will be assessed on their ability to determine which shapes are polygons and not polygons.
(c) Method of assessment used in this lesson (example attached)
The teacher will hand out a worksheet (Student Sheet 1) for students to work on. The worksheet has 12 different shapes and students are to determine whether each shape is a polygon or not a polygon. The worksheet will be done in pairs. If there is an odd number, place three students in one group. Each group will then draw one shape that hasn’t been drawn yet, on the chalkboard in its designated area (inside the teacher drawn circle for polygons, and outside of the circle in the area labeled not polygons). Observe where the students place the shapes and help them if needed. The teacher will then collect the worksheet and will check for correct answers. Students will also be given that requires them to draw a picture of their choice using only polygons to draw it.
(d) Differentiation (of expected outcomes)
For students with an issue with their fine motor skills, suggest and allow the students to use larger drawing utensils (markers, large crayons) for the class work.
3. New York State
Learning Standards
4.RP.1 : Use representations to support mathematical ideas.
4.G.1 : Identify and name polygons, recognizing that their names are related to the number of sides and angles (triangle, quadrilateral, pentagon, hexagon and octagon).
4. Materials
· Worksheets: Polygons and Other Figures, Polygons: Regular and Not Regular, and Student Sheet 1.
· Transparency of each worksheet for overhead projector
· Pencils
· Blank paper for class work drawing
· Markers or crayons
5. Lesson Process
(a) Introduction (5-10 minutes)
Teacher will begin lesson by displaying the worksheet Polygons and Other Figures on the overhead. Teacher will say “Do any of you know what a polygon is by looking at the white board?” After students are given time to look at the transparency the teacher will hand out the worksheet Student Sheet 1 to each student (keep Polygons and Other Figures up on the projector for students to refer to). Pair up the students, if there is an odd number of students, form a group of three. Teacher will now instruct the groups to sort the shapes on Student Sheet 1 into two categories: those that are polygons and those that are not. Teacher will say, “Write yes or no on each shape to keep track of your decisions.” While the students are working, draw a large circle on the board in which the students will sketch the polygons, and label it “Polygons.” Label the area outside of the circle “Not Polygons.”
(b) Learning
procedures relating to objectives (10-15 minutes)
After students have completed the worksheet in their pairs, introduce the activity. Teacher will say, “We are going to play a silent game. You will take turns coming to the board to draw one of the shapes from your sheet. Draw the shape inside the circle if you think it is a polygon, and outside if it is not a polygon. After the shape is drawn, label the shape with the corresponding number from the worksheet. Everyone else that is not at the board will think about where you placed the shape the group at the board is drawing and ask yourself “Is it in the right place?” If you think the shape is in the wrong place, you may put a question mark by that shape on the board when it is your turn to come up.” At this time, remind students once more that the game is to be played silently whether they are up at the board, or at their seats. Instruct each pair to pick one representative to go silently to the board and draw a shape from Student Sheet 1 either inside or outside of the circle, or to place a question mark next to a shape they think has been placed incorrectly. To emphasize the game’s silence, the teacher will indicate which group can send up their representative by handing them a piece of chalk, instead of calling names. Continue until all 12 shapes are represented on the board.
(c) Conclusion (20-25 minutes)
After all of the shapes have been placed on the board, the teacher will initiate a discussion about the shapes on the board. Teacher will say, if there are any question marks on the board: “I notice some disagreement on the board, would anyone like to explain why they disagree?” After the disagreements are settled and if there are no disagreements, go over each shape and ask the students, starting with shape number 1 “would anyone like to explain why you think that shape number one is a polygon?” Continue until all shapes have been covered. For class work, instruct the students to each draw a picture of their choice using only polygons to draw it. Hand out the blank paper and inform the students that they must use a minimum of 12 shapes to draw the picture and that there must be at least 6 different shapes used. After the students have had time to draw out a picture, pair them up and have each pair explain their drawing to one another. When everyone has had a chance to talk to their partner, each pair will stand up and introduce their partner’s drawing to the class. Think, Pair, Share!
The next step to conclude the lesson will be as follows. Set up a T Chart on the board with “Must be true” on one side and “Cannot be true” on the other side. Ask the class: “What are some characteristics that must be true in order for a shape to be a polygon?” Answers: It has only straight lines, It has three or more sides, It has corners, It is a closed shape. Follow up by asking: “What are some characteristics that cannot be true if a shape is a polygon?” Answers: It cannot have lines that cross over, it cannot have curved lines or be a circle, it cannot have more than one space.
6. “If time”/ extensions
As an extension, have each student create another drawing at home. The drawing will follow the same criteria as the picture drawn in class, but require the students to have a family member participate in the drawing with them. Follow this up by having the students bring in the drawing the next day to class and again have them explain it to a partner, then to class. Think, Pair, Share!
7. References (sources used in creating lesson plan)
Investigations in Number, Data and Space: Picturing
Polygons