Revised Lesson Plan

Teacher

Date

Meghan Leuschner

Nov. 2

Geometry: Quadrilaterals

Grade __3rd__

I. Objectives
How does this lesson connect to the unit plan?
Reason with shapes and their attributes is one segment of the geometry unit for third grade. Students need to understand that there are different quadrilaterals which
relate to one another by their definitions. Students will explore quadrilaterals as well as add the quadrilaterals to their English vocabulary. It connects to what we have
already been learning about in this unit by being a four sided polygon which is made up of angles and line segments.
cognitiveR U Ap An E C*

Learners will be able to:

Use geoboards to create their very own four sided polygon.

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Classify the quadrilaterals according to definitions given.

Increase geometric English vocabulary by adding new words to word wall.
Explore quadrilateral relationships through Study Jams session online with a partner
Appreciate quadrilateral song by participating.
Apply lesson to slef-work problems.
Evaluate learning by rating self at top of sheet.

An

physical
development

socioemotional

U
Ap
X
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X

Common Core standards (or GLCEs if not available in Common Core) addressed:
3.G.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.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Lessons 1-3 ( knowledge of lines, angles, triangles, polygons)

2.G.1 state standard (recognize and draw basic shapes)
2.G.2 state standard (break shapes into parts)
2.G.3 state standard (makes parts portions)
Pre-assessment (for learning):

Pre-test
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Ask: What is a quadrilateral? How many sides does a quadrilateral polygon have? They can
answer questions of relationships between quadrilaterals. Can a square have more than one
name? How many names does it have? Can it also be called a rectangle? Why? Can all
rectangles be called a square? Why? Self work will be corrected and I will be informed as
to what we still need to work on.
Formative (as learning):

Students will self evaluate their understanding at top of homework(1-4).

Summative (of learning):
The final summative assessment will be a test.
What barriers might this
lesson present?

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Provide Multiple Means of

Representation

Provide Multiple Means of Action

and Expression

Provide Multiple
Means of
Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Handwriting page is slightly

enlarged.

Geoboards to create quadrilateral

Study Jams on the computer

Vocab on wall
Geoboards to create quadrilaterals

-ELL students
-Student with sensory
difficulties
-Students who struggle
with attention
-Student who only has 4
fingers and likes to use one
hand
I will add words to word
wall and focus a lot on the
vocabulary. The lesson will
be interactive for the
students who struggle with
attention. I will give the
student with sensory
difficulties the option of his
weighted sock. The boy
with missing fingers and
weaker hand will be given
the option to use a
geoboard on the computer.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
WORD WALL

Provide options for expression and

communication- increase medium
of expression

Study Jams is with a partner

Sing Song
Self work

Provide options for comprehensionactivate, apply & highlight

Definitions in book are

highlighted
Word wall pages are different
colors depending on the day.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Checking understanding on
self-work

Handwriting pages (I made them).

Teachers book for review questions.
Textbook
Geoboards
Paper & makers for word wall
Laptops for study jam
Four rows of five desks facing the front.

How will your classroom

be set up for this lesson?

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Provide options for

recruiting interestchoice, relevance,
value, authenticity,
minimize threats
They choose what
quadrilateral to make
(they can make any
kind that is possible)
Provide options for
sustaining effort and
persistence- optimize
challenge,
collaboration,
mastery-oriented
feedback

Discovering
quadrilaterals,
classifying them,
and exploring the
relationships further
is through partner
work.
Provide options for
self-regulationexpectations, personal
skills and strategies,
self-assessment &
reflection

They will self check

their understanding
on study jams
session, as well as
on the homework.
That is for mastery,
not for a reward.
Then teacher will
give feedback on it
and they need to see
if they match up.

III. The Plan

Time
Components

20
min

5 min

15
min

10

15
min
15
min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions
and/or prompts.

-Give printed pictures from the day before

-Take lunch count
-Ask for good news
-Ask for homework
-Go over review questions (in teachers book)
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Begin with question: What is a quadrilateral?

-Review geoboard rules (no shooting rubber bands,
only create shapes that follow the rules given, do
not make the same exact shape as the person next
and across from you at your table) The boards will
be taken away and they will only be able to
participate with dotted paper.
*Use definitions on board (pre-made sheets) &
definitions of shapes using page 286 & 287
(definitions at the top) to classify if their shape that
they made falls into those categories. Have them
raise their shape in the air if it fits the definition
that I read. I will sketch the shape(s) below the
definition. Ask why they raised their shape more
than once.

Create a quadrilateral with geoboard

*Classify shapes using page 286 & 287

*Have them quick sketch their shape on the paper

with the definition of their quadrilateral. I will put
these up on the word wall.

*Sketch shape on definition paper that is

on the board.

*Connection how to categorize with tank-top

example & Shape family tree (pre-made shape
tree). t-shirt is a type of shirt which is a type of
clothing. Honey Crisp is a type of apple which is a
type of fruit which is a type of food! Square is a
rectangle...ect

*Listen carefully and draw both family

trees. Follow along and sketch a
quadrilateral family tree.

Can a square have another name? How many

names does it have? How broad can we get with
out names? Can a square be a rectangle? Can all
rectangles be squares?

*Monitor and answer questions while students

work on study jams

*Help students by asking questions for

homework/self work. They will work on
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Days warm up:

-highlight shapes of the pictures from the day before.
Finish previous days homework if not done

*Study Jam session with partner:

http://tinyurl.com/studyjams
QUADS

5 min

Closure
(conclusion,
culmination,
wrap-up)

Reteaching Master: Quadrilaterals from the

teachers resources found at pearsonsuccessnet.com
(school bought rights to use with text book).

*Homework/Self work problems:

Master Quadrilaterals.

Play Study Jam SONG =)

Sing Study Jam SONG =)

Ask them to list one thing they learned today on a

piece of paper.

Hand in homework if done, if not done,

they will need to complete it during
FRED or the next days warm up.
Write down one thing that they learned
today.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for
improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this
lesson, focus on the process of preparing the lesson.)
I believe that this was my best lesson. Not only was it very engaging with the students, I believe it was successful. I gave
my student that was struggling with attention difficulties the stress balloon ball that I made at the assistive technologies
night at Calvin. I told him that he may play around with it, as long as it helped him stay focused. If he ever felt the urge to
blurt out, I asked him to bring up the balloon to his mouth like he was about to kiss it to hold his words in. If he was dying
to answer a question he would need to do this and raise his hand so that I knew he could barely hold it in. I would remind
him by holding my closed hand to my mouth as if I had an assistive squish ball technology too and he would quickly
mirror the response realizing that I was recognizing and responding to that output. I was very proud of him and his gains
of focus and engagement with the lesson. He was listening and wanting to participate with this new way of
communicating. I would even have him pat himself on the back to signal me that he got the answer right, even if he
wasnt the one called on.
The class loved using the hands on geoboards. Their response of awe when finding out that shapes have more than one
name was priceless. They were able to connect the way quadrilateral relate to how fruit relate. Both start with a broad
categories and can be classified with different names the more specific you go. An apple is always a fruit, but a fruit is not
always an apple just as a square is a parallelogram, but not all parallelograms are squares. An apple is a type of fruit, just
as a square is a type of parallelogram. To show how we can keep making our categories larger and larger with new
names, I started off with a square and took one step to the side after each name. Soon I ended up in the class bathroom,
and the class was laughing eyes glued on me. They could name off all the names a square could be and explain the shape
family tree we created. I had them work through study jams to cement that new vocabulary and relational ideas.
There is no homework, understandably, but I am afraid they need more practice. More practice than what is done in
school. I wonder how long they will be able to remember the vocabulary with reviews, but now homework? I still give
them individual work, called self-work. Again, there is no cementing of ideas at home, but lots of time is used in class to
repeat ideas. I did not get to the self work today, but we will do the self work as a warm up tomorrow morning.

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