Math Lesson Plan

Submitted by: Sonya Mora Date: 3-27-2010

Edited by: Adriana Sepulveda Date: 3-29-2010

Unit Name: Geometricians Unit Length: Four Weeks

Overview: How are Math and Science concepts interrelated when it comes to creating a quilt?
DESIRED RESULTS
TEKS and SEs Critical Vocabulary
3.8-The student uses formal geometry vocabulary. Polygons Triangle Quadrilateral
The student is expected to name, describe, and Side Pentagon Hexagon
compare shapes and solids using formal geometric Vertex Octagon
vocabulary.
Enduring Understandings (Big Ideas) Essential Questions
Plane shapes have many properties that make How do you identify polygons?
them different from one another. Polygons can be
described and categorized by their sides and
angles.
Learning Goals and Objectives Materials Needed
A polygon has at least 3 sides. The Greedy Triangle by Marilyn Burns
Assorted Polygon Worksheet
A polygon is named for the number of sides it has. Math Journals
Geoboards & rubber bands
Index Cards
ASSESSMENT PLAN
Performance Tasks Other Evidence
Students will be able to create a design using Observations when students are discussing how to
polygons. group polygons

Students will be able to identify polygons and Assessment of design using a rubric
attributes with 75% accuracy.
LEARNING PLAN
Engage: Time
The teacher will read The Greedy Triangle by Marilyn Burns. This book is 10-15 minutes
about a Triangle that is unhappy with its shape and decides through the
help of the Shapeshifter to take on new identities. The Triangle continues
to add one more side to itself and begins to change from a triangle, to a
quadrilateral, to a pentagon and so on. The teacher will prompt students to
predict what shape is coming next and what will happen to the Triangle.
Facilitation Questions:
1. What do you predict the shape will change into next? Why?
2. What is the sequence of the Triangle’s changes?
Explore: 15-20 minutes
Teacher will explain to students that they will learn the special names for
different polygons their exploration. Students will placed in groups of
threes and be given a sheet of assorted polygons. Students will sort the
shapes into two or more groups. Then students will explain how they
sorted the shapes and describe the shapes in each group. Groups will share
how they sorted polygons to the class.
Facilitation Questions:
How did you decide to sort your polygons?
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What makes a shape a polygon?
Explain: 15-20 minutes
Students will get out their math journals and create the following chart:

Number Number Name of Drawing of Polygon Words with

of Sides of Polygon Polygon Found in the Same Prefix
Vertices Environment
3 3 Triangle Triathlon
4 4 Quadrilateral Top of desk Quadrant
5 5 Pentagon Pentagram
6 6 Hexagon Hexagram
7 7 Heptagon Heptarchy
8 8 Octagon Octopus
Teacher will define what is a polygon. Polygons are a closed flat shape
with straight lines. Polygons are named by the number of the sides they
have. Teacher will also discuss that two sides of a polygon meet at a point
called a vertex. Teacher will place a polygon on the Elmo. Teacher and
students will discuss polygons and begin to complete the table shown
above.
Elaborate: 15-20 minutes
Students will use geoboards to create each polygon from the chart. Teacher
will actively monitor students and ask the following questions:
1. What polygon did you create?
2. Are there acute, right, or obtuse angles in you shape? Point to
where they are. How many? How did you determine the angle?
3. What kinds of lines are in your polygon? Explain.
Evaluate: 20 minutes
Students will create a design using the shape pattern presented and write a
paragraph that describes the design using geometric terms.
Extension:
Then students will create and play the game “Guess my Polygon”. Students will work in triads. They
will write the names of the polygons learned on the index cards. Then they will place the index cards in
the middle of their desk. One student will draw a card and provide two clues to the other students in the
group. The first student to identify the polygon keeps the card. After the polygons have been identified,
the winner is the one with the most cards.

Internet website - http://www.mathplayground.com/matching_shapes.html

Students are timed and have to match name of polygon with the correct picture of polygon.

Modifications:
Special Education Students – drawing polygons on dot paper, follow IEP, and make sure students are
using ARF’s, have a copy of chart and students will glue into journal, scribe paragraph that describes
design

Dyslexic Students – have a copy of chart and students will glue into journal, help with spelling when
writing paragraph of design, follow modifications

Behavior/Attention Problems – close proximity when working in groups, eye-contact, follow behavior
contract
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Evaluation

The following shapes fell out of Ms. Mora’s school bag. Help her
identify the following polygons:

E
D
A B C

F G HI

1. List the letters of the polygons that match each description. Remember some of the
shapes might be used more than once.

_______ quadrilaterals ________ triangles

_______ octagon ________ square

_______ pentagon ________ rectangle

2. Which shapes have parallel lines? __________________

3. Which triangle(s) have acute angles? _________________

4. Which triangle(s) have obtuse angles? ________________

5. On the separate sheet of paper, create a design using the shapes above. Color your
design. Then write a paragraph that describes your design. Don’t forget to use geometric
terms to describe polygons.