Task-based Lesson Plan

Teachers
Name

Dayna Rodriguez

Content
Area/Grade
Level

Math/ 4th Grade

Geometry 4.G
Common Core
Learning
Standard(s)

Draw and identify lines and angles, and classify shapes by properties
of their lines and angles.
4.G.2
Classify two-dimensional figures based on the presence
or absence of parallel or perpendicular
lines, or the presence or absence of angles of a specified
size .
Reading:
CCSS.ELA.Literacy.R4.4
Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade 4 topic or subject area.
Writing:
CCSS.ELA.Literacy.W4.2D
Use precise language and domain-specific vocabulary to inform about
or explain the topic.

Purpose/Overvi
ew of Lesson

How can I use angle measurements, side lengths and

the presence of perpendicular or parallel lines to
classify quadrilaterals?

Content
Objective(s)

Students will be able to classify two-dimensional figures such a

quadrilaterals using angle measurements, side lengths, and the
presence of perpendicular or parallel lines.

Whole Group:
Language
Objective(s)

1. Students will be able to use prefixes to identify

the meaning of words such as polygon and
quadrilateral.
2. Students will be able to define essential
vocabulary listed below.
ELLs
3. Students will be able to use Spanish cognates
such as poligano, cuadrilatero, rectangulo,
trapezoide, paralelogramo, and rombo to identify
and classify quadrilaterals, rectangle
parallelograms, rhombi, and trapezoids.

Essential
Vocabulary

Pre-task
How will you
introduce the
topic and hook
the students at
the beginning of
the lesson?

1.
2.
3.
4.
5.
6.

Polygon
Quadrilateral
Parallelogram
Rhombus
Trapezoid
Square

1. Teacher will connect geometric figures to real world

applications. Specifically, the teacher will show a PowerPoint
presentation from www. Scholastic.com that illustrates the
presence of geometric figures in nature and landmark
architecture all over the world. Click below.
http://www.scholastic.com/teachers/lesson-plan/teachinggeometry-through-geography
2. Teacher will ask students in the classroom to identify other
places where geometric figures are present. Teacher will prompt
students with hints about where geometric figures are present.
Geometric figures are present in sports stadiums, places of
worship, buildings in the neighborhood, etc. Teacher will show
pictures of stadiums places of worship, buildings
3. Teacher will ask to students to consider geometric shapes on
their travels throughout the neighborhood, on vacation, etc.

Main Task
What activity will
help students
experience and
explore the big
idea and
questions in the
lesson?
How will you
equip students
for expected
performance?
(differentiation,
accommodation,
modification)

1. Teacher will draw a quadrilateral, a parallelogram, a rectangle,

a square, a rhombus, and a trapezoid.
2. Teacher will define the math vocabulary listed above. Teacher
will describe characteristics of polygons listed above (as
defined by presence of parallel or perpendicular lines, length of
sides, angle measures).
3. Teacher will point out common prefixes to help
students identify the meaning of words such as
polygon (poly) and quadrilateral (quad).
4. Teacher will relate the quadrilaterals above to their Spanish
cognates such as as poligano, cuadrilatero,
rectangulo, trapezoide, paralelogramo, cuadrado,
and rombo to assist Spanish speaking students in
identifying and defining polygons, quadrilaterals,
rectangles, trapezoids, parallelogram, square, and
rhombus.
5. Teacher will draw and categorize quadrilaterals by the
presence of parallel line, perpendicular lines, side lengths and
the measure of their angles. Teacher will categorize
quadrilaterals on a Quadrilateral graphic organizer projected on
the Smart Board (please see attached).
6. All students will complete quadrilateral graphic organizer with
the teachers assistance.
7. After the teachers helps the students complete the quadrilateral
graphic organizer, students will complete differentiated
Quadrilateral Worksheets individually.

Differentiation:
Low Level:
1. Teacher identification of common prefixes to help
students to define the meaning of words such as
polygon (poly) and quadrilateral (quad).
2. Visuals such as slide show, pictures of shapes to enhance
instruction.
3. Graphic organizer on Smart Board to categorize quadrilaterals.
4. Fill in the blank Quadrilateral Worksheet with word bank.
5. Jingle which gives students a multi-modal way to learn the
lesson concepts.

Average Level:
1. Teacher identification of common prefixes to help
students to define the meaning of words such as
polygon (poly) and quadrilateral (quad).
2. Visuals such as slide show, pictures of shapes to enhance
instruction.
3. Graphic organizer on Smart Board to categorize quadrilaterals.
4. Quadrilateral Worksheet with fill in the blank sentence frames
to assist students with sentence syntax.
5. Jingle which gives students a multi-modal way to learn the
lesson concepts.

Higher Level:
1. Teacher identification of common prefixes to help
students define the meaning of words such as
polygon (poly) and quadrilateral (quad).
2. Differentiated Quadrilateral Worksheet.
3. Jingle which gives students a multi-modal way to learn the
lesson concepts.

ELLs
1. Teacher will relate the quadrilaterals above to their Spanish
cognates such as as poligano, cuadrilatero,
rectangulo, trapezoide, paralelogramo, cuadrado,
and rombo.
2. Teacher will point out to ELL students common
Spanish prefixes in words such as poligano,
cuadrilatero, cuadrado, rectangulo to help
students master the lesson concepts and
vocabulary.
4. Visuals such as slide show, pictures of shapes to enhance
instruction.
5. Graphic organizer on Smart Board to categorize quadrilaterals.
6. Graphic organizer with the names of
quadrilaterals in both English/Spanish.
7. Differentiated Quadrilateral Worksheet (orally
administered worksheet, true/false, fill in the

blank with word bank, fill in the blank sentence

frames, or long answer) depending of the stage of
English proficiency.
8. Jingle which gives ELL students a multi-modal way to learn
the lesson concepts.
Posttask/Language
Focus Activity
How will you
help student to
exhibit and selfevaluate their
growing skills,
knowledge and
understanding at
the end of the
lesson?
Instructional
Materials &
Resources

Teacher will play a jingle on quadrilaterals on www. Scholastic.com

quadrilaterals.htm for students
http://studyjams.scholastic.com/studyjams/jams/math/geometry/classif
y-quadrilaterals.htm
Please see email so you can click on hyperlink.
Teacher will print out lyrics to jingle and have students sing along to
the jingle.

Instructional Materials:
Quadrilateral graphic organizer on Smart Board
Quadrilateral graphic organizer in English/Spanish for
ELL students
Differentiated Quadrilateral Worksheets
Differentiated Rubrics
Resources:
Teaching English Language Learners Across the Content
Areas
by Judie Haynes and Debbie Zacarian
Go Math 4th Grade workbook
Scholastic.com
http://www.scholastic.com/teachers/lesson-plan/teachinggeometry-through-geography
http://studyjams.scholastic.com/studyjams/jams/math/geometry/classif
y-quadrilaterals.htm

www.pinterest.com Quadrilateral graphic organizer modified from

original quadrilaterals poster for kids to make! Retrieved from
Google Images.
Public Schools North Carolina Board of Education/Department of
Public Instruction
4th grade Mathematics Unpacked Standard. Retrieved from:
http://www.ncpublicschools.org/acre/standards/common-core-tools/