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General Learning Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
Outcomes relationships among them
Main Inquiry
Questions
Guiding Questions How are these shapes the same? How are they different?
Why do some shapes have the same name when they don’t look anything
alike?
When creating your polygon, do the length of the sides matter? Why not?
Students will:
Explore, organize and classify the different types of polygons.
Introduction - 6 Mins
Attention Grabber I will ask different students to come up to the board and draw four different
shapes, being triangle, square, rectangle and a stop sign. I will ask the students
what the shapes all have in common.
Assessment of Prior Understanding of shapes and names of the main ones.
Knowledge
Expectations of Students will participate in carpet activity by completing questions on their
Learning Behavior geoboards. They will be respectful to their peers and teacher, and remain quiet
unless called on. They will work independently and put all their effort into their
independent assignment.
Transition to Body After discussing what the shapes have in common, I will introduce the students
to the word polygon, what they look like and not look like.
Body - 50 Mins
Learning Activity #1 Introduction to Polygons
Starting off the lessons, students will be shown a slide putting polygons next to
non polygon shapes. I will have a few students come up and draw polygons and
non polygons based on the pictures on the slide. After having students draw
shapes, I will explain to the students the definition of polygons. Following, we
will discuss 5 different types of polygons, and the real life examples of the
prefixes if applicable (ie. TRI-cycle; TRI-angle). I will talk about the prefixes of
each word and how they have to do with the amount of sides on each polygon.
After this, I will hand each student a geo-board and we will build different
shapes on them at the carpet. Using square dot paper on the smart board, I will
draw out of of the examples the students have built. I will then show them the
questions from the textbook on the board, and explain them for the student
understanding. 25 MINUTES
Teacher Notes: I will assess students understanding based on their drawings of different
Assessments/ polygons, and their answers to my questions at the carpet.
Differentiation
Learning Activity #2 Independent Activity
Students will follow the lesson by working on questions out of their textbook.
Following these questions, if they finish within the given time, they can work on
reflex math on the chromebooks or ipads until the end of class. 25 MINUTES
Teacher Notes: I will take in the math questions for assessment to gauge their understanding on
Assessments/ the topic of polygons. During the time they work on the questions, I will walk
Differentiation around the class and assist students who need help. For students who aren’t at
the level for these questions will be given an alternative task.
Closure - 4 Mins
End of Lesson I will ask the students the qualities of polygons and ask multiple students if they
can tell me the 5 main polygons we discussed during the lesson.