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# Lesson Plan

Component
Context

Length
Relevant
Standards

Descriptors

## Prior to the lesson, students learned geometry vocabulary words that

they will use as they learn the Geometry Unit. This lesson is an
introduction to polygons. Following the lesson, they will continue the
Geometry Unit, and learn about lines, line segments and rays.

Introduction To Polygons
Can you name some examples of polygons?
Can you describe what makes a shape a polygon?
Can you categorize shapes into regular and irregular
polygons?
The lesson will approximately take 45 minutes.
Common Core State Standards:
3.G.A.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.
MP3
Construct viable arguments and critique the reasoning of others.
MP6
Attend to precision.
ISTE NETS Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.

Learner
Outcomes

## Students will categorize shapes.

Students will explain attributes of the shapes.

Assessments

Students will share opinions and critique whether they agree with
their peers.
Students will use technology to demonstrate creative thinking,
knowledge and create a digital document categorizing polygons.
Students will use technology to work collaboratively.
Wording is clear and written in terms of student performance

## Their final product will be found in their Google account and be

composed of the diagram and the written portion of the polygon activity.

Resources

Anticipatory Set

## Smartboard to play youtube video to the class

Paper to fold
Pencils

I will ask the students where they think they have seen polygons before. We
will have a brief discussion on different polygons that are familiar from
everyday life.
Students read the definition of a simple polygon with examples.
A polygon is a flat figure that is made up of straight lines and is enclosed.
A few notes on the definition of a polygon that hopefully will help you
remember:

## Straight lines - these are called segments in geometry

Enclosed - all the lines fit end-to-end and form a figure with no
openings.

## More on what enclosed means:

The following figures are not enclosed and are not polygons:

## The following figures are enclosed and are polygons:

Types of Polygons
There are a lot of types of polygons. Some you've probably heard of before
others. Polygons are named for the number of sides they have. Here is a list
to use for discussion on polygon names depending on the number of sides
they have, starting with three and ending with ten.

3 sides - Triangle

5 sides - Pentagon

6 sides - Hexagon

7 sides - Heptagon

8 sides - Octagon

9 sides - Nonagon

10 sides - Decagon

There are also polygons with many more names and sides. When the number
of sides gets really high, mathematicians sometimes use the number of sides

"n" and call it an n-gon. For example if a polygon has 41 sides, it would be
called a 41-gon.
Convex or Concave Polygons
A polygon is either convex or concave. It's convex if any line drawn through
it intersects only two other lines. If any line drawn through the polygon can
hit more than two other lines, then it's concave.
Examples:

Concave

Convex

In a convex polygon, every angle is less than 180 degrees. In a concave there
is at least one angle greater than 180 degrees.

Regular Polygons
A regular polygon has lines that are all the same length and it also has all the
same angles.

Not regular:

## We will be talking about polygons today. We will talk about what

makes a shape a polygon and what does not. We will learn the
difference between regular and irregular polygons.

Procedures

## 1. I will play a YouTube video on Polygons for the students, found

2. As they are doing that, I draw some more examples up on the whiteboard.
I ask them to think about (and talk quietly with a neighbor) which of the
forms on the board are polygons, which are not, and why. I include concave
polygon, an open figure, an angle, a circle, a curvy figure and a line. Then I
call them up to explain each one.
Example student responses:
I know that this is not a simple polygon because even though it has straight
sides it is not a closed figure.
This figure is closed and has 3 or more straight sides but it isn't a simple
polygon because the lines intersect.
This figure is a simple polygon because it has straight sides, they don't cross
each other, and they all meet. (When they use general language draw out
more specifics - vertex, intersection, closed figure, angle).

## 3. Students will divide two pieces of paper provided into eighths. We go

through the steps... "One divided in half = 1/2. One half divided in half = 1/4
One quarter divided in half = 1/8."
4. I guide students in drawing a square (a special kind of rectangle with 4
equal sides), a rectangle, a regular (isosceles) trapezoid, an irregular
trapezoid, a parallelogram or rhombus and a kite.
5. On the second sheet of paper, students are guided in drawing the
following.
equilateral triangle (measure the sides),

a right triangle (briefly discuss 90 degree angles, 180 degrees = a line and
360 degrees = a circle).
6. Students write the name of each polygon with careful attention to their
handwriting (tall letters tall, short letters 1/2 the size of a tall letter), chunking
the syllables, and 2 letter phonograms.
7.. For this part of the lesson, students work with partners at computers. They
use an interactive polygon generator from Math is Fun to create polygons
with 20 sides or less. Students are limited to polygons with 10 or fewer sides.
They pick several that they find interesting (with help from resources drawn
on the whiteboard), take screen shots of them, paste the screen shots into a
review of how to save document. Students will save documents for me to
look at later.

Closure

Modifications
and/or
Accommodation
s

## This activity allows the teacher the opportunity to interact with

students and ask them individualized questions to prompt deeper
thinking and to gently nudge them into clearing up their own
misconceptions. I will check for understanding with simple dipstick
assessments along the way, with a thumbs up or down. I will be
checking during each activity and also during the computer time, as I
will be walking around the room and talking to the students/groups.
created help me gauge their ability to use proper language, which
then informs me about their developing understanding of the
characteristics of polygons and the relationships between vertices,
sides, numbers and size of angles, and the differences and similarities
between a regular and irregular polygon
Includes a minimum of three questions designed to provide
opportunities for higher-order thinking. These questions must be
clearly identified as Higher-Order Thinking (HOT) questions.
Snowball activity-Students will write on a scratch piece of paper what
they learned today. When the teacher claps, they will all crumple up
their paper and throw it up in the air. Students will then take turns
grabbing a random snowball and reading it aloud.
All modifications/accommodations identified on Individualized
Education Plans or 504 Plans will be addressed.
Student will be given a written list of instructions.
Student will be allowed more time to complete task.

Understanding

Creativity

Communicatio
n and
Collaboration

Proficient
3 Points
Student
provided 2+
polygons in
document.
Examples of
both regular
and irregular
polygons
present,
describing the
attributes of
the polygons.
Student
created a
with title, at
least 2
polygons and a
brief
description.
Student did a
great job to
communicate
and work
collaboratively
and contribute
to the learning
of others.

Emerging
2 Points
Student
provided at
least one
polygon in
document
with a
description

Beginning
1 Points
Student was
not able to
provide a
polygon
and/or an
explanation
in their
document.

Student
created a
with at least
one
polygon.

Student did
not create a

Student
worked well
part of the
time as a
collaborative
group.

Did not
work well
together as a
collaborative
group.

Polygon Rubric