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polygons

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Component

Context

Length

Relevant

Standards

Descriptors

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?

Third Grade

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 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

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

Resources

Anticipatory Set

Ipads with Internet access

Internet access to Math is Fun and Google Apps for Education

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:

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

openings.

The following figures are not enclosed and are not polygons:

Types of Polygons

There are a lot of types of polygons. Some you've probably heard of before

like squares, triangles, and rectangles. We'll learn more about these and

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

4 sides - Quadrilateral

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:

makes a shape a polygon and what does not. We will learn the

difference between regular and irregular polygons.

Procedures

https://www.youtube.com/watch?v=69lfTURDles.

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).

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

Google document, and write several observations about their work. Quick

review of how to save document. Students will save documents for me to

look at later.

Closure

Modifications

and/or

Accommodation

s

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.

Also, the comments/observations they write about the polygons they

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

the Google

document.

Examples of

both regular

and irregular

polygons

present,

describing the

attributes of

the polygons.

Student

created a

Google doc

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

the Google

document

with a

description

Beginning

1 Points

Student was

not able to

provide a

polygon

and/or an

explanation

in their

Google

document.

Student

created a

Google doc

with at least

one

polygon.

Student did

not create a

Google doc.

Student

worked well

part of the

time as a

collaborative

group.

Did not

work well

together as a

collaborative

group.

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