Learning Experience Outline

Mathematics Model Lesson

1. Name:
Lyndsey Wells
2. Grade Level and Title
Grade 2: Polygon Sides and Vertices
3. Math Common Core Standard & Evidence
Standard - 2.G.1:
Recognize and draw shapes having specified attributes, such as a given number of angles or a
given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and
cubes.
4. Objective:
This learning experience is lead through student discovery, in which they use materials to
assemble polygons and determine the similarities and difference between the sides and
vertices of triangles and squares. Students will construct and identify polygons by counting the
number of sides and the number of vertices, with use of toothpicks and miniature
marshmallows. After students create the polygons, they will use an iPad app, Math Geometry:
Learning 2D and 3D shapes, to test their knowledge on sides and vertices.
5. Expected Student Outcomes:
Condition
Students will use the provided
manipulative to

Behavioral Verb
construct

Criteria
a triangle and square with the
correct amount of sides and
vertices.

After constructing a triangle and

square, students will

discuss

the shape attributes with a small

group using domain specific
terms.

Finally, students will independently

engage in a 2D geometry app
activity to

compare, contrast,
and identify

at least 7 of the 10 questions

involving regular polygon sides
and vertices.

6. Materials & Resources:

Round toothpicks
Miniature marshmallows
Pencil, crayons, and paper
iPad (app): Math Geometry: Learning 2D and 3D Shapes

7. App Description
Math Geometry: Learning 2D and 3D Shapes is designed for school teachers and children
aged 5-10 years to study 2D and 3D shapes, and the attributes of shapes.
Features:
Learning and testing 2D Shapes and their attributes sides and corners
Learning and testing 3D Shapes and their attributes vertices, faces and edges
Ability to rotate any 3D shape in any direction it is a fun and effective way to memorize
each shape
Different question types: identifying a shape by a given picture, by a given name and by its
attributes
Manage the test content you can exclude/include a specific shape from the test content
Choose the number of questions from 10 to 40
Progress report ability to see the latest and best student results by test type (2D / 3D) and
by question type (shape names / attributes of shape)
Ability to see the correct answer, and learn the related shapes when the student makes a
mistake. This option is configurable, so it can be switched off if required
Ability to reset the statistics
Sound control
8. Differentiation
Struggling Learners:
Students who face challenges in grasping mathematical content can focus on constructing
and thinking about one shape at a time in relation to the amount of sides and vertices they used
in creating each shape. The lesson is a hands on activity that allows students to work at their
own pace and correspond with other students in the process. Working in a group setting allows
a transfer of ideas between students while the teacher walks around the room to provide
further clarification towards misconceptions about the activity.
Advanced Learners:
A student who quickly grasps mathematical content material can further their geometrical
knowledge and explore the idea of constructing 3 dimensional figures (such as a triangular
prism, and/or a cube). The teacher can walk about the room and asking probing questions to
spark student interest. Perhaps, this student may choose to share their 3 dimensional attribute
findings with the class and present what shapes they have constructed once the lesson is
coming to a closing.
9. Assessment strategy
As the teacher walks about the room during the student discovery time, the teacher will use a
checklist with the assigned shapes for students to make and mark off when students
successfully complete the task.
The teacher will also use the checklist while listening in on discussions about the attributes to
hone in on students use of domain specific terms during group discussion. Teacher may take
notes about struggle learners.
Teacher will collect data from the app to see which students achieved at least a 7/10 on the

quiz questions.
10. Connecting the Science, Technology & Learning Standards
NYS Science Connection & Standard(s)
Analysis, Inquiry, and Design S1.1a&b
Scientific inquiry inspires the continuing, creative process required in developing rational
explanations of natural phenomena in the surrounding world.
S1.1 Ask why questions in attempts to seek greater understanding concerning objects and
events they have heard about.
S1.1a Observe and discuss objects and events and record observations.
S1.1b Articulate appropriate questions based on observations.
International Society for Technology in Education (ISTE) Standards Connection
1. Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
c. Use models and simulations to explore complex systems and issues.

Reflection
This geometry lesson introduces second graders to thinking about different shape
attributes. In the lesson students are introduced to two domain specific terms; sides and vertices,
which are typically recognizable polygon attributes. The flipped lesson focuses on the analysis
two specific shapes: a triangle and a square. Students are asked to look around the room and
detect these shapes. They are introduced to the process of identifying sides and vertices and test
on their knowledge in the form. They are also notified of the activity they will be engaging in the
following day. The teacher gets a ground based understanding as to what percentage of the class
successfully comprehends the content and if material needs to be reviewed prior to the activity.
The application used in the flipped lesson was done using google slides and screencast-omatic software. This app allows the teacher to boil down the core content of a lesson in a 5
minute video. I was able to easily transition throughout the slides where I created visual effects
through animations in the slides to help understand students conceptualize the concept of vertices
and sides. Using the software, I was able to ask students probing questions that will get them
thinking about the relationships and differences between shapes and shape attributes, which will
help them better prepare for the following day.
Students enter the room ready to engage in a hands on procedure constructing triangle
and squares using toothpicks and marshmallows. The setting enables students to be creative and
explore the two specified shapes through hands on engagement, which provides a concrete
foundation prior to moving into more abstract ideas (such as angles and faces) and more
complex shapes such as hexagons and three dimensional objects. During the learning experience,
the teacher walks around the room facilitating learning through probing questions and records
findings on a checklist. The teacher is listening for domain specific terminology as group
members initiate discussion. Attached is a 12 point rubric that students must score at least 8
points on in order to move on to the next activity.

While students are finishing up creating and discussing their shapes, students that are
finished will get an iPad and access an app, Math Geometry: Learning 2D and 3D shapes, to test
their knowledge on sides and vertices in a fun, independent way. Once the class has completed
the activity and return to a whole class setting, the teacher will show students a movie that
another class created about shapes. The teacher will explain that the following day students will
select any shape they would like to construct using popsicle sticks, like the students in the video,
to begin creating their own class video on their knowledge of shapes to share with other classes
in the school.
In his Durham University theses, Joseph Auguste Gilles Doiron, observes the impact of
operating a blended classroom, noting that students are able to develop the notion of thinking it
through and often feel more comfortable in that than being spotlighted for sporadic discussion in
the classroom. Facilitating both aspects helps students to move forward in a well rounded
fashion; balancing comfort levels with an outlet, through discussion thread, to fully engage and
flesh out the content without the worry of spotlighted interaction. On the flip side, as students
engage in a discussion thread, they are more likely to feel more confident and comfortable
engaging in content through social interaction the next day because they feel more prepared.
To expand student knowledge on shapes, a discussion forum is posted for students to
engage in after class. This forum utilizes students knowledge of 2D shapes and challenges
students to begin thinking about 3D shapes. Students watch a fun video, compare a visual
graphic involving 2D and 3D shapes, and take a virtual field trip where they are asked to identify
3D shapes. Students are instructed to record their findings and ideas on the discussion thread.
Here they can post thoughts, questions, and confusion that they may be experiences. Students
can help one another and the teacher has a good sense of their understanding going into the next
day.
According to Marge Cambre and Mark Hawkes, authors of Toys, Tools, and Teachers:
The Challenges of Technology, technology has a great allure to children. Criticisms of the
nineteenth century reflect on failures of schools to make learning concrete, rather focusing on
abstract, inapplicable ideas that students derive little meaning from. Students are left without the
skills to evaluate their learning to the level of synthesis, analysis, and application needed for
problem solving, (p.4). Technology allows us to prime students prior to a lesson, engage them in
a meaningful way, pose questions on discussion forum that allow them to interact with the
content and one another in a meaningful way. In this lesson, I used the app to begin asking
students what shapes they notice in their direct environment, breakdown complex terminology
using a visual aid, and challenge students to think about the relationships and differences
between the shape attributes. The app is used as a primer in getting students prepared to engage
in the hands on portion of the lesson. Technology is also used in this lesson to get students
motivated to share their findings with other classes and explore how shapes exist in the larger
world. These various tools and strategies combined enables students to develop the set of skills
and motivational will to not only understand the content, but derive meaning from it.
The mathematical standard chosen is set to conceptualize a multitude of shape attributes,
such as angles or a given number of equal faces, and requires students to apply this knowledge to
3D shapes. This lesson creates a ground base understanding that defines what shape attributes are
and how we can train our eyes to locate them. Students will have two hands on experiences
creating these shapes prior to creating a class video to sharing their findings with other classes.
Once students establish confidence in communicating their knowledge of 2D shape attributes,
they will segway into applying that knowledge toward analyzing the attributes of 3D shapes. The

discussion forum exposes students to the idea of the relationship of 2D and 3D shapes and
creates a medium to share their thoughts and understanding. This will be a useful access tool
when the unit progresses and the content shifts to focus on 3D shape analysis. Students can
revisit and refresh on a subject they have prior knowledge in. As an educator, it is important to
establish resources for students to invest their thoughts for future references. This puts
accountability on students to use their resources.
One challenge that I face while using this app was copyright issues that prohibited others
the viewing of my video. The first video that I created contained a small segment of a song that I
found on YouTube about shapes and sides. It was seemingly perfect and fit very nicely in my
video. I successfully recorded my video, uploaded it to my YouTube channel, copied the embed
code, and posted it on Schoology. I was able to view my video and was very happy with the
outcome. However, that very evening I tried to show a friend what I created using her computer
and was unable to video the video; it stated Blocked Video due to Copyright. It turns out that
the video I used initially was in fact copyrighted and YouTube intuitively detected this. However,
when I posted the video it let me view it for a certain period of time. If I had posted this video as
a teacher and hadnt checked the fact that it had been blocked, students wouldnt be able to
access it or fill out the form the night before. That would take away from the class activity the
next day. It is important to check for copyright and to be sure to check back on the videos that
you think have been successfully uploaded.
Resources
Cambre, M., & Hawkes, M. (2004). Toys, tools & teachers: The challenges of technology.
Lanham, Md.: ScarecrowEducation.
Doiron, Joseph Auguste Gilles (2008) Discussion forums in a blended learning approach for
social studies:the influence of cognitive learning styles on attitudes towards asynchronous
collaboration in a SouthEast Asian university, Durham theses, Durham University.