Instructional Software

Lesson Idea Name: Polygon

Content Area: Math
Grade Level(s): 3rd

Content Standard Addressed: MGSE3.G.1

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes
(e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).
Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of
quadrilaterals that do not belong to any of these subcategories.

Technology Standard Addressed:

Selected Technology Tool: BrainPop.com

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/math/geometryandmeasurement/polygons/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): For Representation, I would be using the different visual aid to
support that students learning when it comes to the polygon. We would also create diagram to show the
comparisons of the difference of both polygon and non. I want to make sure that I would use words that
they are already words that they are familiar with when it comes to shapes (squares, triangles, rectangle,
etc.) and once I introduce the definition of the word they would already have an idea of the shapes.
Expression, I want the students to have that hands-on interaction with the shapes that does and doesn’t
represent Polygon as a whole, or even see similarities within the shapes themselves and see if they can tell
the difference apart from them and be able to explain. Engagement, I want the students to become
teachers for the ones that are having a little bit of a difficult time with the understanding and be able to

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express their learning of the lesson by using their own way of how they were able to figure it out. I want
the students to feel comfortable about asking questions not only to the teachers, but to their peers as well.

Lesson idea implementation: The introduction of the lesson will start off with the teacher asking the
students, “What is a Polygon?” and get some ideas on what they think it is in their own words. After asking
this question, the teacher can show the 2 min video to the student to see if they were close to the definition.
During the lesson, the teacher and students will be watching the video that will give a brief description of the
shapes that make up the Polygon. As the video is playing, the teacher will be able to stop and show off more
examples of different shapes that is describe as such. Once the video is done, the students can then work
individually or in pairs and give out different shapes that has the definition of a Polygon and some that does
not. After getting the examples from the students, the teacher can then display the shapes and the students
would have to see if each shapes categorizes as a Polygon or not.
For this lesson, I would want to give it a week or less to allow the students to get familiar with the shapes that
are out there that can identify as a Polygon and after that I would want to a quick on the board pop quiz to
see how much they know from the lesson. However, even after the lesson is done, using the shapes for
certain lesson will keep the students on their toes so they don’t forget about the lesson after a while. If the
students need more of a challenge on the lesson plan, they the teacher can introduce equilateral and
equiangular of shapes as well as the different angles that are in a shapes. How I conclude the lesson is to ask
the students to draw out the different Polygon that they see while they are outside from school ground and
even label them (i.e. octagon is a stop sign). I would give the feedback as we go along in the lesson.
Feedback on the positive and negative by giving them a different way to think about the shapes.

Reflective Practice: After designing the plan for my students, I feel like this will have a great impact on my
students learning. They get that visual aid with the understanding of the lesson that I would giving out to
them. What I think that could be done to get a better understanding on the lesson of Polygon, I could
make a Venn diagram of the different shapes that the students can create and show the comparisons of the
shapes that are out there from one another. Other technology can be used for this lesson plan (i.e. a
learning software that recognizes shapes). However, I personally feel that this is a lesson that needs to be
more hands on for the students so they could grasp the understanding using manipulative that they can
touch and move around.

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