MAT-E LESSON TEMPLATE

Lesson Overview
Title:

Designing a Community Map Lesson 1

Date:

Thursday, April 23, 2015

Author:

Brian Schultheis

Subject:

Quadrilaterals

Grade Level(s):

Fifth

Duration:

1 Hour

Subject Area(s):

Math

State Standards:

5.G.3: Understand that attributes belonging to a category of

two dimensional figures also belong to all subcategories of
that category. For example, all rectangles have four right
angles and squares are rectangles, so all squares have four
right angles.
5.G.4: Classify two-dimensional figures in a hierarchy
based on properties.

Goals
Unit Goals (enduring
understandings):
Lesson Goals:

The students will demonstrate their knowledge of twodimensional figures by designing a community map
utilizing different shapes to represent different venues.
1. We can recognize a two-dimensional shape is classified
into a category and its subcategories.
2. We can group shapes that share a single property, and,
then, among these shapes, group those that share a second
property, etc

Methods
Anticipatory Set:

1. The teacher will have an iPad on every desk as the

students enter the room.
2. The teacher will instruct the students to open the
Socrative application and enter the Room Code.
3. The teacher will have the quiz displayed on the projector
so the students can see the Room Code.
4. The teacher will instruct the students to enter their first
names when prompted, and for those students who have the
same first name as another student, they will enter their last
initial.
5. Once the students gain access to the quiz, they will
complete it.

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6. Once completing the quiz, the students will be able to

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play a math game on the iPad until all students have

finished the quiz.
7. Once all students finish the quiz, the teacher will call
them by row to return the iPads to the teachers desk.
Introduce and Model New
Knowledge:
I DO

Provide Guided Practice:

WE DO

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13. Together, the teacher and students will review the

characteristics of the various quadrilaterals.
14. The teacher will explain to the students that he has a
series of riddles, and it is their job to figure out his shape.
15. The teacher will walk the students through the first
riddle and ask the students to write their answer on their
whiteboards once they solve the riddle.
16. Once all students have solved the riddle, the teacher
will ask the students to show him their whiteboards.
17. The teacher will call upon a student to explain his/her
reasoning.
18. Together, the teacher and students will work through
the remaining five riddles following the same procedures
noted above.

19. The teacher will call the students by row to get a laptop
out of the laptop cart.
20. Once all students have a laptop, the teacher will instruct
them to go to Google and search Quadrilateral Quest.
21. The students will select the first option, which reads,
Quadrilateral Quest: Do You Know Their Properties?
22. The students will complete the activity and the quiz that
follows the activity.
23. Any fast finishers may get on Stride Academy until all
students have finished.
24. Once all students have finished, they will be instructed
to return their laptops to the laptop cart.
25. The teacher will instruct the students to take out a
pencil.
26. The teacher will distribute the exit ticket to the
students.
27. Once all students have a copy of the exit ticket, the
teacher will explain the directions to them.
28. Once finished, the students will place their exit ticket in
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Provide Independent
Practice:
YOU DO

8. The teacher will review the standards and objectives for

the lesson.
9. The teacher will ask the students to write down all of the
categories/subcategories into which a square can be placed.
10. The teacher will ask for a volunteer to share his/her
answer.
11. The teacher will ask the students to write down all of
the categories/subcategories into which a parallelogram can
be placed.
12. The teacher will ask for a volunteer to share his/her
answer.

the completed work basket.

29. Once all students have completed the exit ticket, they
will pack up.
30. The teacher will have the students ensure there is a
marker on every desk.
31. The teacher will inform the students of the days
winning row and dismiss them by row.

Assessment
Formative/Ongoing
Assessment:

This lesson is part of the geometry unit. The students prior

knowledge will be assessed using the Socrative quiz. The
teacher will use observation techniques throughout the
lesson to assess the students understanding. The teacher
will pull small groups if there are any students in need of
additional support. The exit ticket for the lesson will be
used to assess the students understanding of quadrilaterals.

Summative/End Of Lesson
Assessment:

This lesson is part of the geometry unit. A summative

assessment will be provided at the end of the unit once all
concepts and standards have been covered. Instruction will
be adjusted and implemented accordingly based upon
formative assessments throughout the unit.

Materials (including technology, texts, manipulatives, audio-visual)

Quadrilaterals PowerPoint presentation
iPads
Socrative quiz
Whiteboards
Markers
Pencils
Laptops
Quadrilateral Quest
Sorting Quadrilaterals exit ticket

Reflection (include discussion on time management, engagement, assessment

data outcomes)
This lesson was the first lesson in my integrated unit, which involves math and social studies. I
decided that it would be most effective to begin the unit with a review of the geometry concepts
that had been covered thus far. We will continue with one more day of math before moving into
the social studies component during the third lesson. I am very proud of the fact that I came up
with the Quadrilateral Riddles idea because it was a very engaging way for the students to review
the characteristics of the different quadrilaterals. While on the topic of engagement, it is
important to mention that the students were highly-engaged throughout the lesson.
The pacing of the lesson was just right for what the students needed. Considering I am teaching
this unit to Ms. Skeweris homeroom class, the students are able to quickly pick up on things, so
it was important for me to have a lot planned for the lesson. I ended up having the right amount
of activities planned for todays lesson. I was able to pretty much stick to my planned time
frames for each activity. The whole group portion of the lesson lasted slightly longer than I had
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Adapted from http://lessonbuilder.cast.org

originally anticipated due to a wonderful student debate, but the students completed the
Quadrilateral Quest activity a little quicker than I expected, so it all evened out in the end.
The results from the exit ticket showed that a majority of the students have mastered the
classifications of the various quadrilaterals. There were a few students whose answers
demonstrated they need some additional practice, so I will work with them in small groups
throughout the remainder of the unit.

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Adapted from http://lessonbuilder.cast.org