Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Crystal Leon

Subject(s):
Math

Grade Level(s): 3

Date: April 30, 2015

Standard(s): Geometry
3.G
Single/Multi-Day Lesson:
Reason with shapes and their attributes
Single-day lesson
1. Understand that shapes in different categories (e.g.,
rhombuses, rectangles, and others) may share attributes (e.g.,
having four sides), and that the shared attributes can define a
larger category (e.g., quadrilaterals). Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any of these
subcategories.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Writing Standard K-5
Production and Distribution of Writing
4. With guidance and support from adults, produce writing in
which the development and organization are appropriate to
task and purpose.
I.
DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or
Principle):
Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals (procedure).
II.
LEARNING OUTCOME (Objective):
The student will recognize and draw rhombuses, rectangles, and squares as examples of
quadrilaterals.
III.
CURRICULUM CONNECTION (How lesson fits into larger unit sequence): In the previous
lesson, students differentiated attributes of the rectangle, rhombus, and square. In the next lesson
students will draw examples of quadrilaterals that do not belong to any of the subcategories.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Within two teams, one student volunteer will be given
30 seconds to find as many quadrilaterals around the classroom and discuss why the objects qualify
as quadrilaterals.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Review Engagement
a. In groups, using a vocabulary chart with the words quadrilateral, square, rhombus, and
rectangle, students will explain why the shapes brought up are quadrilaterals.
b. Teacher will listen to student responses.
Step #2 Shapes as Manipulatives
a. In pairs, students will have a bag of shapes and will identify quadrilaterals and their
attributes and write them in their math journals.
b. Teacher will walk around and check student work.
Step #3 Reinforcement activity: Quadrilateral Song
a. Students will watch a video called Know Your Quadrilaterals, where it explains what
quadrilaterals are and it shows images of the different examples of quadrilaterals.
*Note: Use CTRL + TAB for indents in outline format.

b. Teacher will walk around and make sure students are watching the video.
Step #5 Discuss the video
a. In pairs, students will discuss the attributes of quadrilaterals they saw on the video.
b. Teacher will ask students to share what attributes were similar to what they wrote and if
there were any new attributes they saw in the video.
Step #6 Application Activity (Quadrilateral Worksheet)
a. In pairs or on their own, students will complete a worksheet that asks them to write down
the name of the shape depending on the description.
b. Teacher will walk around to monitor how the students are doing.
APPLICATION ACTIVITY (Practice and/or Reflection): See activity #6 (students will
complete the worksheet)
B. MATERIALS & RESOURCES:
Small shapes
Projector
Laptop
Pencils
Math journals
Computer
White board
Know Your Quadrilaterals video: http://safeshare.tv/w/HzhvuWwcgn
IV.

V.

ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Formative: See application activity
Summative: In their math journals, students will be asked to draw a square and a parallelogram and
asked to use what they know about those two shapes to explain how they know they are
quadrilaterals.
ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Visual Aids
Hands on activities
Group and pair discussions
Video
Translate in Spanish

VII. HOMEWORK (IF APPROPRIATE): None

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