MAT-E LESSON TEMPLATE

Lesson Overview
Title:

Designing a Community Map Lesson 2

Date:

Friday, April 24, 2015

Author:

Brian Schultheis

Subject:

Triangles

Grade Level(s):

Fifth

Duration:

1 Hour

Subject Area(s):

Math

State Standards:

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.
5.G.4: Classify two-dimensional figures in a hierarchy
based on properties.

Goals
Unit Goals (enduring
understandings):
Lesson Goals:

The students will demonstrate their knowledge of twodimensional figures by designing a community map
utilizing different shapes to represent different venues.
1. We can recognize a two-dimensional shape is classified
into a category and its subcategories.
2. We can group shapes that share a single property, and,
then, among these shapes, group those that share a second
property, etc

Methods
Anticipatory Set:

1. The teacher will have the daily warm-up displayed on

the projector as the students enter the classroom.
2. Once settled, the students will begin to work on the
warm-up on their whiteboards.
3. The teacher will move around the room to assess the
students answers.
4. The teacher will invite a few students to draw their
answers on the board.

Introduce and Model New

Knowledge:
I DO
CAST 2006

5. The teacher will review the standards and objectives for

the lesson.
6. The teacher will ask the students to write down all of the
types of triangles.
7. The teacher will ask for volunteers to share their
answers, with each student providing one type of triangle.

Adapted from http://lessonbuilder.cast.org

Provide Guided Practice:

WE DO

Provide Independent
Practice:
YOU DO

8. The students will watch the Types of Triangles

BrainPop video.
9. After the video, the teacher will walk the students
through the quiz.
10. The students will answer each question on their
whiteboard.
11. Once all students have answered the question, the
teacher will have them show him their whiteboards.
12. After completing the quiz, the teacher will display the
first Guess my Triangle Riddle.
13. The teacher will walk the students through the first
riddle and ask the students to write their answer on their
whiteboards once they solve the riddle.
14. Once all students have solved the riddle, the teacher
will ask the students to show him their whiteboards.
15. The teacher will call upon a student to explain his/her
reasoning.
16. Together, the teacher and students will work through
the remaining five riddles following the same procedures
noted above.
17. The teacher will call the students by row to get a laptop
from the laptop cart.
18. Once all students have a laptop, the teacher will instruct
them to go to Google and search sorting triangles game.
19. The students will select the option that reads,
Triangles Mangahigh.com
20. Once the page loads for all of the students, they will be
instructed to complete the activity.
21. The teacher will pull the small group of students to
continue practicing sorting quadrilaterals before they
complete the activity.
22. When the students finish the activity, they will be
instructed to select the Play Again feature because they
will be asked different questions.
23. The teacher will instruct the students to return the
laptops to the laptop cart.
24. As closure for todays lesson, the teacher will ask the
students to turn and talk with their neighbor in order to
compare and contrast the different types of triangles.
25. The teacher will invite a few students to share their
responses.
26. The teacher will have the students ensure there is a
marker on every desk.
27. The teacher will inform the students of the days
winning row and dismiss them by row.

Assessment
Formative/Ongoing
CAST 2006

This lesson is part of the geometry unit. The students prior

Adapted from http://lessonbuilder.cast.org

Assessment:

knowledge will be assessed during the warm-up. The

teacher will use observation techniques throughout the
lesson to assess the students understanding. The teacher
will provide any necessary support if he witnesses a student
struggling in any way.

Summative/End Of Lesson
Assessment:

This lesson is part of the geometry unit. A summative

assessment will be provided at the end of the unit once all
concepts and standards have been covered. Instruction will
be adjusted and implemented accordingly based upon
formative assessments throughout the unit.

Materials (including technology, texts, manipulatives, audio-visual)

Triangles PowerPoint presentation
BrainPop video Types of Triangles
Types of Triangles activity via Mangahigh.com
Whiteboards
Markers
Laptops

Reflection (include discussion on time management, engagement, assessment

data outcomes)
I had originally planned to combine a review of the types of triangles and parallel and
perpendicular lines into one lesson, but after seeing that there were some students that needed
more practice on sorting quadrilaterals, I decided to plan more instruction for triangles so we
would spend an entire class period learning to sort them. This would give me the opportunity to
pull the small group of students who needed more practice with sorting quadrilaterals. I decided
to have the students interact with the Types of Triangles activity the entire time they were on
the computer rather than having them go through it once and then get on Stride Academy. I
reached this decision because as I was working through the activity, I noticed that it gave you
different questions every time you played the activity. As such, the students would receive more
practice the more times they completed the activity.
Utilizing the laptops really helped me make the lesson engaging for the students. I try to have
the students using some type of technology as often as I can because I believe it helps them
maintain their focus because it is more fun for them. Using the online game during todays
lesson was certainly more engaging for the students than sitting there filling out worksheets
would have been. I chose not to do any type of written assessment during todays lesson because
I had been assessing the students like crazy lately, so I wanted to give them a little break as a
reward for exhibiting excellent behavior over the past few days. I try to reward the students in
that type of fashion occasionally in order to show them my appreciation.

CAST 2006

Adapted from http://lessonbuilder.cast.org