Measuring Polygons

Name: David Knapp

Lesson Title: Measuring Polygons: Examining Angles & Classifying Polygons
Grade level(s)/Course: 5th grade /mathematics

GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: Investigations, 2nd edition
Publisher: Pearson
Date of Publication: 2008
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
District's math curriculum is Math Investigations.
Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
Math instruction is 70 minutes per day in a continuous block.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
Lesson instruction begins with a whole group presentation of the Investigations lesson (lessons are
presented sequentially without alteration from text); during student work time the teacher is able to
assist individual and small groups of students.
There is an Intervention activity in addition to the Investigations lesson each day (the intervention time
allotment is approx. 20 mins.). During the Intervention time the specialists (P.E., music, art along
with the teachers for English Language Learners and students receiving special education services)
each take a small group of students to their rooms for small group instruction related to the math
concepts (either additional practice, remediation or enrichment). The remaining students are provided
an opportunity to practice/receive support on a topic/concept that the classroom teacher believes needs
additional clarification/reteaching/enrichment or remediation.
In planning for math instruction I can use ongoing assessments (either formal or informal) to guide the
instruction during this Intervention time.
List any other special features of your school or classroom that will affect the teaching of this
lesson.
Our class has a number of students for whom English is a second language; we do not have many
students with significant cognitive delays. We have computers in the classroom. We have a
Promethean Board and a document camera.
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INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students: 27
Special Needs
Students: Category

Males: 15
Number of
Students

Females: 12
Accommodations and/or pertinent IEP Objectives

Students with IEPs

Student receives pull out instruction for writing & addition

math support; accommodations include extra time for testing,
as well as having questions read by proctor

English Language
Learners

Accommodations include extra time for testing, as well as

having questions read and/or rephrased by proctor

Gifted

None identified

504

Extra time for testing as needed; behavior sheet to be

maintained daily for reinforcement

INFORMATION ABOUT THE LESSON

Content Strand: Mathematics; Geometry
Classify two-dimensional figures into categories based on their properties.
Essential Question
How can figures be classified? When can a figure fit into more than one category?
Two-dimensional shapes are classified by their attributes and some figures can belong to more than one
category when the figure meets the criteria of more than one of the given sub categories.

Iowa and/or District Standards

Iowa Core: 5.G. Classify two-dimensional figures
into categories based on their properties
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.

DOK

Mathematics DOK Level 2 (Skill/Concept).

Classify

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5.G.4 Classify two- dimensional figures in a
hierarchy based on properties
MP 3 Construct viable arguments and critique the
reasoning of others MP 4 Model with
mathematics
MP 5 Use appropriate tools
strategically - MP 6 Attend to precision
Outcome(s)
Use known angles to find the measures of other angles
Identify attributes of polygons and use those attributes to describe and compare quadrilaterals including
parallelograms, rectangles, rhombuses, and squares.

Investigations:
Unit 5: Benchmark 1- Identify different quadrilaterals by attribute, and know that some quadrilaterals
can be classified in more than one way. Benchmark 2 - Use known angle sizes to determine the sizes
of other angles (30, 45, 60, 90, 120, and 150 degrees). Benchmark 3 - Determine the perimeter and
area of rectangles. Benchmark 4 - Identify mathematically similar polygons.
Academic Language related to the lesson
attribute properties category subcategory
acute angle obtuse angle right angle supplementary
parallel lines perpendicular lines vertex convex Venn Diagram
quadrilateral parallel trapezoid parallelogram rectangle rhombus

square

Prior Learning/Prior Thinking

Knowledge Targets
Students must know two-dimensional shapes are closed and made of line segments and angles.
Students must know attributes of a two-dimensional figure can also apply to subclasses of figures.
Students must know attributes of two-dimensional figures.
Reasoning Targets
Students must analyze and relate categories of two-dimensional shapes based on their properties

LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge
Given a visual prompt of a polygon (i.e. triangle), discuss the strategies/thinking that you can use to
find the measures of the interior angles.
Focus/Purpose Statement

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Today you will be doing the assessment for Quadrilaterals and Angles. You will need to use what
you know about the measure of angles to help you find the measure of unknown angles of polygons.
You can use Power Polygons to help you find the measure of the angles of the quadrilateral.
Procedures
Group Instruction
Use Power Polygon manipulatives choose different angles (such as an example of an isosceles obtuse
triangle, right triangle, nonrectangular rhombus, etc.); have students suggest strategies they might
use to determine how to find the measures of interior angles in given polygons. (** For lower
performing math students/English Language Learners involve them by asking them to restate or
represent manipulatively another students strategy.)
*** See Promethean Flipchart presentation
Quick Review and/or Answer questions as needed before assessment.
Workshop
Students complete assessment individually.
Note: Students who finish early should work on SAB pp. 19 and 24.
Teacher(s) will circulate through the class asking guiding questions and offering support/reinforcement
to individual students.
Examples of guided questions: What do you Know about this shape? How do you Know that? What
do you need to find out? How might you start looking for that unknown? Does what you are doing so
far make sense? How do you know? If it doesnt what can you try differently?
After assessment is complete students return to whole group discussion regarding their responses on
the assessment. Include in discussion how a given shape can be more than one thing i.e. a square
and a rhombus and a parallelogram.
Differentiation
Additional time, access to manipulatives and small group intervention opportunities are provided as
needed. Adapted assignments are also provided (especially for ELL students; example: Mary Rose) as
needed. Activities tap into students skills using visual cues, listening skills, use of manipulatives and
interpersonal skills are utilized.
Closure
Guided prompts/questions (will be used to reinforce the Essential Questions (How can you use what
you know about the measure of angles to help you find the measure of unknown angles of polygons?
How can figures be classified? When can a figure fit into more than one category?)
Students will be asked to restate the rule(s) / procedure(s) for finding unknown interior angles in
their own words. Ask students to explain/justify response(s). Have peers restate strategies used.

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Measuring Polygons
Confirm strategies. (How did you know to try that strategy? What patterns did you notice explain
how you can use that information? Why did you choose that strategy? What do you understand now
that you didnt before?)
**At a later time the students may be asked to include this finding on an anchor chart, poster or
notebook entry.
Materials and Resources
SAB pp.8-12, 19, 24; Shape Cards, rulers or straightedges, Power Polygons (manipulatives) Chart
Paper; Presentation: Promethean Board Flipchart
Classroom Management/Democratic Practices
Students are actively encouraged to volunteer during group component of lessons (as many different
students as possible will be called on). All students are expected to work cooperatively and with equal
effort with their partners and small group peers.

ASSESSMENT
Before the lesson
Gathering information about student knowledge: during the intervention activities and launch activity
ask students informally how they might determine the measures of unknown interior angles of
polygons. ** Ask for clarification/justification of all student response(s).
Pre-assessment that may be used: informal assessment information from yesterdays lesson (Unit 5:
1.6); in addition to Unit & grade level core pretest assessment data.
During the lesson
Informal Formative Assessment: as teacher circulates ask students guided questions to clarify the use
of strategies and determine strategy errors.
Formal Formative Assessment: Student Activity Booklet responses
At the end of the lesson
Formative
Ongoing Assessment p. 40; Logos Software Program (part of Investigations Series)
Summative
CFA and Unit exams (at end of unit)

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