Susan Reyna

ELE 301 - Dr. Conte

Edgewood Elementary School
Ms. Queen, Grade 5, Room C-19

1. Title of Lesson: Life in a Geometrical Town- Creating a Geometrical Town or Community

2. Lesson Essential Question(s): How can students visually demonstrate an understanding of
geometrical concepts including parallel lines, perpendicular lines, intersecting lines,
triangles, squares, rectangles, pentagon, hexagon, heptagon, octagon, nonagon, decagon,
trapezoid, diameters, perimeter area, and circumference?

3. Standards:
NJ Standards
o CCSS.MATH.CONTENT.5.G.B.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.
PA Standards:
o 2.3.5.C: Calculate perimeter and area, and sums and differences of
measurements.
o M5.B.2.1.1: Use a ruler to measure to the nearest 1/8 inch or centimeter.
o M5.C.1.1.2: Identify and/or describe properties of all types of quadrilaterals
(parallelogram, rectangle, rhombus, square, trapezoid).
o 7.1.5.A: Describe how common geographic tools are used to organize and
interpret information about people, places, and environment.
4.
Learning Objectives Assessments
Students will be able to demonstrate an
understanding of geometrical concepts
and geometrical mathematical terms
Students will create a rough draft and then
create a final project on a sheet of
construction paper including geometrical
shapes and lines.
Students will apply measurement skills and
understanding of length, width,
circumference, base, height, diameter,
perimeter, and area.
Students use writing utensils and a ruler to
draw geometrical shapes and represent
shapes according to the measurement
requirements listed in the directions.
Students will apply geographic knowledge
of maps and keys.
Students will leave room on their
geometrical town in order to create a key
and list important geographical labels and
places on their project

5. Materials :
Pencil
notebook paper (for each group of students)
rulers
yardsticks
markers
crayons
colored pencils
scissors
glue
poster board (1 per student group)
construction paper
rubric sheets

6. Pre-lesson assignments and/or prior knowledge: Students will need prior experience
working with measurements tools including yardsticks and rulers. Students will need prior
experience working with keys and basic geography on maps. Students will need an
understanding of different geometrical shapes and measurement.

7. Lesson Beginning:
Carefully read the directions with students before beginning, to gain an understanding of what
you are going to do. Present a model of a geometrical town to the students to provide an
example of what work is Before creating your final project, make a rough draft of your map on
notebook paper. Use the rough draft to sketch out where things will go on the larger map. Then
use your rough draft as a guide to help you create your map on a piece of poster board. There
are 10 requirements. Each is worth 10 points, for a total of 100 points.

8. Instructional Plan:

Carefully read the directions through before beginning, to gain an understanding of
what you are going to do. Before creating your final project, make a rough draft of your
map on notebook paper. Use the rough draft to sketch out where things will go on the
larger map. Then use your rough draft as a guide to help you create your map on a piece
of poster board. There are 10 requirements. Each is worth 10 points, for a total of 100
points.

The teacher will introduce the lesson by asking questions about prior knowledge such
as: Raise your hand if you have seen a map before? What are some important things to
include on any map?

After calling upon a few students for responses, the teacher will pass around the
Geometrical Town directions worksheets, the rubric worksheets and use the cup with
popsicle sticks to randomly select students to read each step.

After reading through the directions, students will be split into groups. The teacher will
use the cup of popsicle sticks to split students up into groups of 3-4 students each. (Be
sure to account for any students who may be absent!)

Students will be told by the teacher to sit with their groups and begin to work on their
rough drafts using a piece of notebook paper or a piece of construction paper. Allow
about 15-20 minutes for this while the teacher walks around from group-to-group to
check on the students progress.

The teacher will clap once, then twice, then three times until the teacher has the
students full attention. The teacher will then tell students to begin working on the final
draft of their geometrical town using a piece of poster board.

The teacher will decide how much time will be given for students to compelte their final
projects.

Students will be asked to put away all of their materials after completing their projects
and sign their names on the back of their projects.


9. Closure:
After students have created their final group geometrical towns, students will come up to the
front of the class and present their towns. After each group presents their project, the teachers
will hang them inside or outside of the classroom so others can admire the students work.