1

L esson P l a n

Cl as s if y Po l y g o ns Bas e d o n
Ve rt ic e s , Ed g e s and Ang l e s
Age group: 2nd Gr ade
Virginia - Mathematics Standards of Learning (2009): 1.12, 1.16,
2.16, 3 .14 , 4 .12a, 4 .12b
Virginia - Mathematics Standards of Learning (2016): 3 .12.a,
3 .12.b, 3 .12.c
Fairfax County Public Schools Program of Studies: 1.12.a.5 ,
1.12.a.6, 1.16.a.1, 2.16.a.1, 2.16.a.2, 2.16.a.3 , 2.16.a.4 ,
2.16.a.5 , 3 .14 .a.2, 4 .12.a.1, 4 .12.a.2, 4 .12.b.1
Online resources: P o l yGo l f

T eacher St udent s
Opening present s pract ice Closing

15 5 20 5
min min min min

M at h Obj e c t i v e s

P r ac t i c e identifying geometric shapes

L e ar n the concepts vertices, sides (edges), and angles

De v e l o p an acquaintance with polygons with different

attributes and when displayed in different orientations

Copyright 2015 www.matic.com

 2

Ope ni ng | 15 min

Draw on the board a straight line. Example:

S ay : What is this?

This is a straight line.

S ay: What are the attributes of a straight line?

A straight line does not have an end. It continues all the way left
and right. The arrow at the left and right of the line express that
fact.

Draw on the board a ray. Example:

S ay : What is this?

This is a ray.

S ay: What are the attributes of a ray?

Ray is a part of a line. It has an endpoint and continues infinitely

in one direction.

Draw on the board a line segment. Example:

or

Copyright 2015 www.matic.com

 3

S ay : What is this?

This is a line segment.

S ay: What are the attributes of a line segment?

A line segment is a part of a line that is bounded by two distinct

end points. That is the reason why we can measure the length of
the line segment.

Draw on the board 2 rays connected in one point. Example:

S ay : What is this?

An angle.

S ay: What are the attributes of an angle?

It is made up of two rays that meet an a vertex.

Show how we identify the angle we measure. Example:

Copyright 2015 www.matic.com

 4

S ay : An angle is the figure formed by two rays, called the sides of

the angle, sharing a common endpoint, called the vertex of the
angle. Actually when we draw the rays we defined 2 angles, so we
draw an arc to define the angle we are talking about.

Point at the arc that mark the angle and at the sides of the angle.

S ay : The angle is the amount of turn between two straight lines

that have a common endpoint (the vertex).

S ay : If we want to draw a polygon, we define it by line segments

which we call edges. We can draw shapes without line segments,
but then it will not be a polygon.

A sk : What do we call a polygon with 3 sides??

A triangle.

Draw a triangle on the board.

Write the number 3 inside the triangle. Example:

A sk : How many vertices does the triangle have?

A triangle has 3 vertices.

A sk : How many angles the triangle has?

Copyright 2015 www.matic.com
 5

A triangle has 3 angles.

Label the vertices, sides (or edges) and angles. Example:

Draw a quadrilateral on the board.

A sk : What names can we give this shape??

Depending on the shape, students may say polygon, quadrilateral,

etc.

A sk : How many vertices the quadrilateral has?

Quadrilateral has 4 vertices.

A sk : How many angles the quadrilateral has?

Quadrilateral has 4 angles.

Write the number 4 inside the Quadrilateral.

Label the edges, vertices and angles of the quadrilateral on the board.

Continue with other sample polygons.

A sk : Is there a connection between the number of vertices, sides

(or edges) and angles in a polygon?

Yes. in a polygon, the number of vertices, sides and angles are

equal.

Copyright 2015 www.matic.com

 6

T e ac he r pr e se nt s mat h game : P o l yGo l f - C l assi f y

P o l ygo ns: L e v e l I | 5 min

Present Matific s episode Po ly G o lf - C la s s if y Po ly g o n s : L e v e l I to

the class, on the projector. This episode practices the classification of
polygons based on the number of vertices, sides, and angles. A stack of
polygons is on top of a golf hole. Every time you click a polygon with a
specified property, the polygon disappears and the golf ball gets nearer to the
hole.

Note: This episode does not have a preset mode, so the tasks in this episode
may vary from the directions that follow.

E x a m p le :

S ay: Please read the instructions at the bottom of the screen. (The
task may be different each time the episode is played).
Students can read the instructions.

A sk : Which shape has those attributes?

Students answers may vary.

Copyright 2015 www.matic.com

 7

A sk : What name can we give that shape?

Students responses vary.

Click on the shape with those attributes to make it disappear.

E x a m p le :

Continue to play the episode, asking students about the attributes and
names of the shapes.

S t ude nt s pr ac t i c e mat h game : P o l yGo l f - C l assi f y

P o l ygo ns: L e v e l I | 20 min

S ay: Now its your turn to play match the shapes with the
attributes.

Have students play Po ly G o lf - C la s s if y Po ly g o n s : L e v e l I and

Po ly G o lf - C la s s if y Po ly g o n s : L e v e l I I on their personal devices.

Circulate, answering questions as necessary.

Copyright 2015 www.matic.com

 8

C l o si ng | 5 min

Ask the following questions for discussion with the whole class, small
groups, partners, or as an individual reflection.

What is the difference between a line, a ray, and a line segment?

What is the relationship between a shapes sides, angles, and

vertices?

Draw or display an example of a shape.

What is this shapes name? What are its attributes?

Op t io n a l E x t e n s io n d is c u s s io n

S ay: What happens when I draw two lines in a plane?

Draw samples on the board. Discuss the attributes of intersecting and

parallel lines.

S ay : Straight lines can also not intersect at all. Those lines called
parallel lines, and the distance between those lines stays the same
wherever we check.

Draw a pair of parallel straight lines on the board. Example:

Copyright 2015 www.matic.com

 9

S ay : Parallel lines will not intersect at all. We learned that rays that
sharing a common endpoint define a vertex and an angle, so that the
measure of the angle is the magnitude of the smallest rotation that
maps one of the rays into the other. In a parallel lines situation,
there is no such magnitude and that is the reason why there cannot
be a vertex and an angle between those lines.

Demonstrate, using a long stick (a broom or a long ruler) how a rotation of

one of the lines cannot map the ray into the other. Only translation of one of
the lines can map one line into the other.

Copyright 2015 www.matic.com