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Polygon Lesson

# Polygon Lesson

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10/13/2011

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ED 353 LESSON PLANFormat and Cooperating Teacher Feedback FormName:
Andrea Derrick
Content Area:
Mathematics - Polygons
Date:
April 15, 2011
7
th

(Must state appropriate
)
C.8.1 Describe special and complex two- and three-dimensional figures (e.g., rhombus,polyhedron, cylinder) and their component parts (e.g., base, altitude, and slant height)by:• naming, defining, and giving examples
(Pre-assess Prior Knowledge – observations, instructional strategies, talk withcooperating teacher)
This is the day before Spring Break starts for the students. My CT says that thiswill really need to be a work day since the students are having a fun afternoonearlier in the week. I thought it would be great to remind them of the geometrythat they know to get them amped about the next unit in math.
{Use the format
(fill in the blanks):
A student will be able
to (Bloom’s verb)
(Knowledge or skill).
}

A student will be able to recall different polygons.A student will be able to use vocabulary relative to geometry (vertex, edge,polygon names, etc.)In groups, students will make a variety of different polygons, using the knownnumber of edges and vertices.
Materials Needed by Teacher:
o
Smart board
o
Shapes review
Materials Needed by Students:
o
Paper
o
Pen/Pencils
o
Worksheet

Goals:Materials Needed:
Attach lesson plan and give this form to cooperating teacher for feedback before youteach your lesson.
Obectives:Assessment:Pre-assess:

Total time needed: __
One Hour
Procedures:
Include time allotments
)
Introduction:
What is a polygon?In geometrya polygon is traditionally a  plane figure that is bounded by aclosedpath or
circuit
, composed of a finite sequence of straightline segments. These segments arecalled its
edges
or
sides
, and the points where two edges meet are the polygon's
vertices
or
corners
.What isn’t a polygon?Circle, shape containing rounded edges, shapes with more than one interior space
Steps for instruction
(engagement, demonstration, participation, practice)
:
Engagement (2 minutes):We are going to watch a little YouTube song that will help usremember the names of the different polygons.
For our project today, we will be creating different polygons using arms and/or legs.You will be put into groups of 6 people. You will have time to practice making each polygon, and then we will start our game.For the sake of time, we will be using a planning sheet. On the planning sheet, you willneed to list the names of each member of the group along the top. In the first column,you will need to list the names of the polygons, and the second column tells you howmany sides are in each.
Demonstration (5 minutes):Let’s try one together as a large group. Our first polygon has threesides. I know that a triangle is a polygon with three sides, so I amfilling that in in the name column. My body and my hands arevertices, do you remember what a vertex is? A vertex is a cornerwhere two edges meet. If I stand with my arms out, where my armsmeet, my body, is the vertex between the two edges. Can I have a

Total time needed:Procedures:

volunteer to help me construct my triangle? <Construct Triangle>Please get into your groups. You each have a number, find otherstudents with that same number.Participation (5-7 minutes)Now that you are in your groups, let’s look at the 2
nd
polygon. Thesecond polygon needs to have four sides or edges. What is the nameof a polygon that has 4 edges? A quadrilateral has four edges, andcan look like a square, rectangle, kite or diamond. In one minute, Iwant to you decide who in your group will be contributing a limb forthe quadrilateral and fill in the planning sheet.Practice (5-10 minutes):Before we move into the hallway so you have space to createpolygons, I want to go over my expectations. In the hallway, otherclassrooms will be able to hear what is happening. How loud do Iexpect your voices to be? Because we will be creating polygons, youmay need to make contact with a classmate. I expect that all contactis respectful of your group members.In the hallway, you will need: your planning sheet, and a writingutensil. Make sure you have your materials and we can move into thehallway.<students will have time to practice arranging their groups intovarious polygons>After some practice time, I will call for attention, and begin a game. Iwill call out a polygons name, and you will have 30 seconds toconstruct the polygon. At the end of 30 seconds, each team that is inan appropriate construction will earn one point.
Questioning
(Create 3-5 higher order thinking questions)
:
Collaborate with your classmates to construct a 20 sided polygon.
Construct a polygon with the most number of edges possible.
Evaluate the use of the song to help jog your memory about polygons.
Strategies for students requiring additional assistance:
Students who require additional assistance will have the opportunity todraw polygons on the back side of the planning sheet, and will be able to