Lesson Plan College of Saint Benedict/Saint Johns University

Title of Lesson: Naming and Creating Polygons

Grade Level: Third Grade
Process Standard(s): Representation and Communication
NCTM or Minnesota Academic Standards:
3.3.1.2- Sketch polygons with a given number
of sides or vertices (corners), such as
pentagons, hexagons and octagons.

Objectives: (Avoid activities)

What will the students know or be able to do?
1. Students are able to create three different polygons.
2. Students know the names of each polygon they
create.

Rationale:
1. This lesson is important for a third grader because it helps them understand patterns, it will help in art with
creating different designs and patterns, and they can relate the shapes to the real world. For example when the
students understand what an octagon is they will be able to see that a stop sign is also an octagon.
2. This lesson relates to prior learning because students will have learned about basic shapes such as squares,
triangles and circles. They will also have learned what vertices and edges are.
3. This lesson relates to future learning because it will help students have a further understand of shapes when
they learn more about angles, finding the area of shapes, and 3-D shapes.

Materials/Preparation Needed:
Colored piece of paper for each student for booklet
Markers, crayons, or colored pencils
Shape cut outs (enough for each student to have one of each shape)
White piece of paper or drawing
Scissor (one for each student)
Glue stick (one for each student)
Pre-cut shapes with names on the back in a paper bag. (1 for every two students)
List and define:
1. discipline specific language:
Polygon- A plane shape (two-dimensional) with straight sides.
Vertices- The points on a shape.
Edges- The sides on a shape.
2. academic language:
Create- Make a drawing using at least three different polygons.
Understand- The students will point out and name the shapes in their drawing to show they
know what each one is.
Anticipatory Set: Five minute maximum
1. To introduce the objectives I will play a short video on polygons. After the video I will explain to the students
that today we are going to be learning about different polygons and at the end of the day they will be able to name
and create different polygons on their own.
2. I will play a silly video on polygons to get the students excited to learn more about them.
https://www.youtube.com/watch?v=a-y_6ZleC9Y (4 minutes)
(Avoid: What did we talk about yesterday? Checking homework is part of the procedure, not the set.)

Procedure:

Indicate time estimate for each part of the procedure.

1. After watching the video I will ask the students what they think the definition of a polygon is and if
they know the name of any polygons. I will write the names students come up with and then ask if
anyone is able to come up to the board and draw one of the polygons. (If students are unable to I will
show them and explain to them that the beginning of each polygons name means a number.) (4
minutes)
2. I will then bring out the chart showing the definition of a polygon and what the prefix means for each
polygon to show the students that there is a reason for the name of each polygon. (1 minutes)
3. I will then show the students what they are going to be making in order to help them practice the new
polygons. I will show the students an example that is finished and then explain to them that they will
need a piece of paper, scissors, markers, glue stick and a sheet with shape cut outs. (2 minutes)
4. I will send the students to take out their markers and scissors while I pass out the shapes they need to
cut out and the piece of paper. (1 minute)
5. I will then direct the students step by step on how to create the shape booklet while demonstrating.
First fold your paper into four sections, cut four equal slits on the outside flaps, write the names of every
shape on the outside, cut out the shapes, glue them behind the correct name. (5 minutes)
6. Then using the chart I will ask the students to write a few things about the shape in the middle space
of the paper. They will need to write how many vertices and edges the shape has.(4 minutes)
7. Once the students are finished I will explain to them that they are going to have time to do a little
more practice learning the shapes names. They will be playing the pick a polygon game with a partner.
Each partner will have one minute to name as many polygons correctly that they pick out of the bag. If
they dont name it correctly they will have to put it back in the back and try again. (1 minute)
8. Ill tell the students to find a partner and set a timer for one minute for the first partner. Then do the
same thing for the second partner. (3 minutes)
9. Once each partner is gone Ill ask the students to give me a thumbs up if they are ready to move,
sideways thumbs down if they think they need a little more practice with the game, and a thumbs down
if they would like more practice with the shapes than the game. I will base this off of if the students are
ready to move on to the next activity or not. (2 minutes)
10. I will then explain to the students that they are going to be making a drawing with the new polygons
they learned. They will have to create any type of drawing on a white piece of paper using three
different polygons. They have to use at least three different polygons and if they feel like challenging
themselves they can use more than three. (1)
11. I will give the class time to work on their drawing. (10 minutes)
12. Once the students have had time to create their drawing I will have them leave them on their desks
and take a tour around the room to look at the different polygons their classmates made a drawing out
of. (2 minutes)
13. I will then have the students do a quick presentation of their drawing to the class. I will ask them to
name and point out the three polygons they used in their drawings. (10 minutes) (Closure)
1. Name the instructional strategies for objectives and language.
2. Name the transitions (think age + 1 minute).
3. Highlight a higher level question.

Assessment of Learning:
1. List tool of assessment.

Assess all objectives using a rubric.

2. List what you are looking for

To assess the students learning I will be using a thumbs up thumbs down hand signal to assess their
understanding throughout the lesson. I will then use a rubric to assess their understanding at the end of
the lesson.
When using hand signals I will be assessing how well the students think they understand the content.
When using the rubric I will be assessing if they are able to name and create at least three different
polygons.

1. Developing
Students know the name
of one of the polygons
they created.
1. Students point out and
name quadrilaterals.
2. Students point out and
name hexagons.

2. Beginning
Students know the name
of two of the polygons
they created.
1. Students point out and
name quadrilaterals and
pentagons.
2. Students point out and
name hexagons and
heptagons.

3. Proficient
Students know the name
of all three polygons they
created.
1. Students point out and
name quadrilaterals,
pentagons and hexagons.
2. Students point out and
name hexagons,
heptagons and octagons.

4. Advanced
Students know the name
of four or more polygons.

1. Developing
Students are able to
create one polygon.

2. Beginning
Students are able to
create two different
polygons.
1. Students create a
drawing out of
quadrilaterals and
pentagons.
2. Students create a
drawing out of hexagons
and heptagons.

3. Proficient
Students are able to
create three different
polygons.
1. Students create a
drawing out of
quadrilaterals, pentagons
and hexagons.
2. Students create a
drawing out of hexagons,
heptagons and octagons.

4. Advanced
Students are able to
create four or more
different polygons.
1. Students create a
drawing out of
quadrilaterals,
pentagons, hexagons, and
heptagons.
2. Students create a
drawing out of hexagons,
heptagons, octagons, and
nonagons.

1. Students create a
drawing out of
quadrilaterals.
2. Students create a
drawing out of hexagons.

Closure:

1. Students point out and

name quadrilaterals,
pentagons and hexagons.
2. Students point out and
name hexagons,
heptagons and octagons.

When? How long?

1. To summarize the objectives students will get a chance to present their drawing to the class. They will tell the
class the names of at least three polygons on their drawing and point them out as they say them. (10 minutes)

Assignment:
N/A

Accommodations:
1. I will support students who are struggling academically by providing them with several different hand on activities. I will also
have the different shapes in solid forms for them to see and feel to help them visually and kinesthetically understand the
different shapes. In addition to provided different activities I will try to give students as much one on one help as possible.
2. I will challenge advance students by pushing them to try and create more than the asked about of shapes.
3. I will provide for different learning abilities by demonstrating and showing pictures for the visual learners, I will explain
verbally for the audio learners, and provide the students with several hands on activities for the kinesthetic learners. I will also
have the students create the shapes on their own for the intrapersonal learners and present in front of the class for the
interpersonal learners.

Reflection
N/A