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Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
Cross-curricular standards
Science SOL
4.1The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which
b) objects or events are classified and arranged according to characteristics or properties
D. LEARNING OBJECTIVES
Understand what are the
broad generalizations/concepts
the students should begin to
develop? (These are typically
difficult to assess in one lesson.)
U1 The students will understand
that polygons are identified by
their properties.
U2 The students will understand
that some polygons share some
of the same properties.
U3 The students will understand
that polygons are present in
everyday life.
E. ASSESSING LEARNING
How will you assess student learning of the objectives? What type of assessment will
you use and why?
Remember every objective must be assessed for every student!
Objective
Assessment Tool
What documentation will you have for
each student?
Data Collected
What will your students do and say,
specifically, that indicate each student
has achieved your objectives?
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
activity- Desserts
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
Classification worksheet
activity- dessert
F. MATERIALS NEEDED
Access to SmartBoard that is in the classroom
The Greedy Triangle (me)
Polygon chart (me)
How many sides and vertices worksheet (me)
Shape cutouts (me)
Sorted polygons sheet (me)
Classification worksheet (me)
Menu worksheet (me)
Exit slip (me)
$10,000 pyramid game (me)
Drawing paper (me)
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
Colored pencils, markers, highlighters, pencils, crayons, colored pens (the students have it in
their desks, I will provide extra)
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN
THE PROCEDURE PORTION OF THE LESSON
Tasks:
Classification Activity- After students practice identifying the number of sides and vertices a
polygon has and classifying polygons with a small group, they will classify shapes on a
worksheet by color coding the shapes that are in the same group and naming/describing the
groups. The worksheet will be slightly different for each of the groups.
Menu- The students will individually complete a worksheet that is designed as a menu (allows
for choice) in order to assess the students on the majority of the objectives. The dessert portion
will be an integrated arts activity.
$10,000 Pyramid- Students will practice describing and identifying the polygons.
Anticipation of Student Strategies
Classification Activity
Students will not need to count the sides of the triangle and quadrilaterals; they will just
see that they have 3 or 4 sides.
The students will be able to count the sides of the polygons quicker than they can count
the vertices.
Students might miss vertices of irregular polygons where the polygon is concave.
After realizing the number of sides and vertices is the same on each polygon, the students
who missed vertices where they polygon is concave may go back and recount the
vertices.
Some students may classify the polygons by something other than their properties (such
as how the shape generally looks).
Menu
Students may have trouble remembering that the trapezoid and rhombus are
quadrilaterals like the square and rectangle. They may need to refer back to the concept
map we created as a class to remember the names of the other two quadrilaterals.
Students may remember shapes like the pentagon based upon real life places that they
have seen the shape. This will help them remember the names of the shapes when
identifying them
Students will notice the number of sides a shape has when attempting to identify
polygons.
The students will look at the interior angles in addition to the number of sides of the
rhombus when trying to identify the shape.
Dessert portion of the menu:
o Students will try to create regular polygons instead of the irregular polygons.
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
o Students will use more common shapes like triangle, square, and rectangle to
make into something they see in everyday life.
o Students may mix up the polygons with 6+ sides.
Exit Slip
For a non-example of a polygon, more students will draw a shape with curved edges than
a shape that is not closed.
$10,000 Pyramid
Students will describe the polygons by the number of sides it has.
Students might tell where you can see the polygon, especially for the quadrilaterals that
they might have a harder time describing.
DAY 1
G2
PROCEDURE
Include a DETAILED description of each step, including how you will get the students attention,
your introduction of the activity, the directions you will give students, the questions you will
ask, and appropriate closure. Write exactly what you will SAY and DO. Think of this as a script.
BEFORE:
1. I will give each of the students a polygon chart and explain that we will use it to record
what they learn about each of the polygons. They will fill out whatever they know now on
the polygon chart for two minutes.
2. I will point out the word polygon at the top of the paper and ask if anyone knows what it
means.
3. I will then show examples and non-examples of polygons on the SmartBoard. I will ask the
students what makes some figures polygons and some figures not polygons.
4. I will define a polygon-A closed plane geometric figure composed of at least three line
segments that do not cross. None of the sides are curved. Each line segment is a side. The
point where two sides meet is called a vertex. I will have that definition on the
SmartBoard and then breakdown that definition:
A plane geometric figure means that it is a two-dimensional shape
Closed means that all of the sides touch (show an example and a non-example)
I will highlight the line segments and vertices of a polygon.
I will tell the students that the prefix poly- means many and the suffix gon means
angle, so polygon means many angles. I will highlight the angles of some polygons.
5. I will ask the students where they have seen polygons in their lives.
6. I will read the students The Greedy Triangle and ask the following questions while reading
the book.
What are different types of quadrilaterals?
What shape do you think will be next?
What were some examples of polygons in real life that you learned from this book
that you had not thought about before?
7. I will go over the following polygons on the SmartBoard: triangle, quadrilateral, pentagon,
hexagon, heptagon, octagon, nonagon, and decagon. The students may add to their
polygon chart ask I go over the polygons.
8. I will ask the students how you know that this shape is a triangle (pointing at a triangle).
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
This should bring up a conversation about the number of sides/edges and corner/points
a triangle has. I will discuss the definition of vertex and side/edge as it relates to being a
property of polygons and guide the class in counting edges and vertices. Then I will talk
with the class about how polygons are identified by their properties, number of edges
and vertices being just a few of those properties.
DURING
1. The students will be split into four groups (these groups have been decided by their
answers to the formative assessment) and complete the following activities. I will be
monitoring as the students work. I will have a sheet with all of the students names on it to
write down observations. I will be monitoring for which shape properties the students
notice first, how the students group shapes, and what properties the students looked at
when the number of sides were equal (quadrilaterals).
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
identify what is in common and what is different between the two quadrilaterals.
Shape recognition group (Brent, Erica, Joseph, Carter)
First the students will be given a variety of polygons and will be asked the number
of sides and vertices of each polygon. The students will start off with regular shapes
and convex irregular shapes and then, if ready, move on to irregular concave
polygons. Students will be prompted to ensure that the number of sides and the
number of vertices are equal. The students will be given sets of two shapes and will
be asked what the shapes in each set have in common (will be number of edges or
vertices). As a group, the students will sort some polygons by their properties. Then
independently, the students will sort a different set of polygons by their properties.
Last the students will look at two quadrilaterals and identify what is different
between the two quadrilaterals.
During this time, I will be monitoring to see if the students have a grasp on counting
the sides and vertices of a polygon. I will notice how the students classify polygons
(by sides, vertices, angles, other properties). I will ask questions such as, How else
can we sort these polygons? What else do these polygons have in common? What
is different about these polygons? When the students are exploring quadrilaterals, I
will ask questions such as What makes (some quadrilateral) different than (some
other quadrilateral)? What is the same? Can polygons share properties? Can a
(some quadrilateral) be considered a (some other quadrilateral)? I will write
observations and student answers on a sheet with all of their names on it.
The students will return to their seats.
2. I will select students to share what properties they classified the polygons by. I will also
select students to talk about some of the properties of specific quadrilaterals. Lastly, I
will select students to share what properties some quadrilaterals have that are the same
and which ones are different.
3. I will go over rectangle, square, trapezoid, parallelogram, and rhombus on the
SmartBoard.
4. I will explain how the menu works (where they have choice) and establish the expectation
that the students will work independently. I will tell the students that from the menu we
are trying to understand that we identify polygons by their properties and that some
polygons share some of the same properties.
5. I will monitor the questions the students would ask in the soup and salad part of the
menu and which shapes students have difficulty identifying in the appetizer part. I will
take note of what the common questions put for the soup and salad part. For students who
struggle with the soup part, I will encourage them to think about the properties of shapes
that we looked at in the previous activities. For students who struggle with the salad part,
I will have them look at the different quadrilaterals and notice what properties makes
each one different. During the appetizer part, I will see if students are touching each side
or vertex to count them. If I see a student call the decagon a star, I will ask them if it has
another name. I will ask the students how they knew what the shape was.
AFTER:
1. I will have the students stop working and partake in a group discussion focusing on the
questions, How do we identify polygons? How do we distinguish shapes that have at least
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
DAY 2
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
Content
Process
Interest
Readiness
Product
Bonnie Palmer
Collaborated with Jessica Humphries
Mrs. Malloy 4th Grade
November 11 and 13, 2014 10:15-11:30
I.
WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?
Think about this specifically for THESE lesson plans. This CANNOT include fire drills, interruptions
due to announcements, weather, or other emergencies.
The menu activity may take way longer or shorter than expected. Students may take drastically
different amounts of time to complete the menu.
o Because the menu activity spans over two days, I will collect the students papers at the
end of the first day and check to see where each student is at. If the students are mostly
done by the end of the first day, I will have the students spend more time on the dessert
part of their menu. For students who finish early, they may play $10,000 pyramid. For
the students who are taking longer than their classmates, I will see why that is the case
(Are they distracted and off task? Are they struggling?) and allow them to move where
they can focus better or encourage them to ask me questions and talk through the
problems with them.
The students may know more or less than the formative assessment indicated, so the students
may not fit well into the differentiated groups for the classification activity.
o If this a student is really not fitting well in the group because of their readiness, I will
have them move to a different group where they may fit better. I will determine this by
monitoring each group during the classification activity.
The SmartBoard or my PowerPoint may not work.
o I will draw the polygons on the white board and any necessary notes.