Subject/Grade: Math Gr.

5 Lesson/Date: Quadrilaterals 2 Time: 11:20-12:00

Room: 15 Date: Nov. 20th, 2019

Stage 1: Desired Results

GLEs: Students will: Shape and Space - Describe the characteristics of 3-D objects and 2-D shapes
and analyze the relationships among them.
SLEs: Students will: Identify and sort quadrilaterals, including:
• rectangles
• squares
• trapezoids
• parallelograms
• rhombuses
according to their attributes.
Learning Students will:
Objectives - Recognize the definitions and drawing of each quadrilateral
- Differentiate between quadrilaterals and other shapes

Stage 2: Assessment Evidence

Formative o Whiteboard activity to check students understanding Summative N/A
Assessment o observation of matching task (definitions to the names) Assessment
o check list worksheets (guide students to correct answers by
saying “you have one wrong” rather than saying “this is wrong”)

Stage 3: Learning Experience

Prior to Introduction to quadrilateral names, Resources Describing quadrilaterals worksheet
Lesson: drawings and definitions. to Bring:
Time: Content/Description Notes/Assessments:
2 min Introduction: Directly before
1) Review previously discussed topics through this introductory video: lesson students will
https://www.youtube.com/watch?v=WMkY_uIku9Q have a chance to
review their cue
Body: cards
10 min 2) have two students hand out individual white boards, while the rest of the
class pulls out their whiteboard markers and erasers. If they get it wrong,
3) Have the types of shapes written on the board for spelling. Do activity try again until
without their cue cards everyone has it right
• write down defining qualities or draw a quadrilateral on the main
whiteboard and have students name the shape
• give a name and have them draw the shape. Have them write the
defining quality that led them to their decision.
• Draw 3 shapes, number them and have students name what each
shape is. Tell them the number of mistakes not which number is
wrong to make them think about what they know for certain
4) Have two students collect and put away whiteboards, hand out the sheets
for the matching activity.
10 min 5) Have students complete a matching exercise as a whole class where half The 5 quadrilateral
of the students will be given a term, and the other half will have the definitions and
definitions. Instruct the class that they will need to find their pair, and pictures
that we want responsible, and calm collaboration.
• The students will mingle around the class to find their pair!
• Take the facilitator role and mingle within the students to ensure
students are on track and can be there to provide assistance.
Subject/Grade: Math Gr. 5 Lesson/Date: Quadrilaterals 2 Time: 11:20-12:00
Room: 15 Date: Nov. 20th, 2019
• Once everyone is paired have the pairs read out their title and
definition to the class
• Put the papers on the front desk and sit back down quietly when
everyone is completed
10 min 6) Provide a “describing quadrilaterals” worksheet to students that includes
definitions and a table with pictures and terms. Students will put a
checkmark in the geometry term boxes that describe the shape pictured
• not all shapes will be quadrilaterals - include circle and triangle
• The geometry terms are parallelogram, quadrilateral, rectangle,
rhombus, square, and trapezoid and OTHER
• Remind students that some shapes can be more than 1 of these
terms I.e. a rectangle can be a parallelogram and a quadrilateral
7) Have students show me their worksheet before handing in, give hints
such as “you are missing two for square” or “can a shape be a
quadrilateral and other?”
5 min Closure:
8) Shut off the lights to get the classes attention, once settled close the class
by asking the students if they noticed anything about the labels of
quadrilaterals? Was there overlap for any shapes?
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?
5. How I have grown from this teaching experience: