Geometry Menu 1

Teacher Ana Ferzacca Grade Level 5/6

Subject Math Unit Geometry

Description and Rationale

This is the first section of the geometry unit. I will base the pace of these lessons off of how
well students are understanding the material and how quickly they are getting through the
questions.

GLOs Shape and Space

General Outcome: Use direct and indirect measurement to solve problems

SLOs Specific Outcomes

Identify 90o angles. [ME, V]

Design and construct different rectangles, given either perimeter or area, or both
(whole numbers), and make generalizations.

Learning Students will be able to identify parallel lines

Objectives Students will be able to identify the vertex
Students will be able to describe horizontal and vertical lines
Students will be able to identify perpendicular lines and right angles

Pre-Lesson Preparation

Material/Equipment/Resources Teacher Tasks

Math menu and practice questions Get geoboards

Geoboards Make sure vocabulary is available
Make sure the students have access to graph
paper

Body

Lesson 1 Vocabulary: Attribute, parallel, vertex

Attribute: Characteristics of a shape - length, vertices, directions of lines, number
of sides etc.
Parallel: 2 lines that do not cross and are always the same distance apart
Vertex - where two lines meet
Draw shapes
● Draw a shape on the table - have students describe it using its attributes
- try a few different ones
● Introduce parallel - draw a shape with parallel sides and one without -
 see if they can figure out what parallel is before telling them
● Have students make some shapes on the geoboards with parallel lines
Label shapes
● Model how to label a shape - show how to represent same length and
parallel lines and label vertices
Work
● “Find the error” - do together
● Vocabulary
● Activity - geoboards for parallel + draw on graph paper with labels on the
parallel sides
● First and second page of the menu
● Write about it?

Lesson 2 Vocabulary: Intersect, perpendicular, right angle

Intersect: Where two sides meet
Perpendicular: A line that meets another at a right angle
Right angle: Two lines that are perpendicular
Explain what the intersect is
Draw shapes
● Draw shapes with perpendicular lines on the table and shapes without -
ask students if they see the difference
● Model what a right angle is - see if they can find right angles around the
classroom
● Make some shapes with right angles on the geoboards
Label
● Show how to label a right angle
Work
● Vocabulary
● Use geoboards to make shapes with perpendicular lines - draw and label
them on graph paper
● Draw a picture: have them draw pictures of things around the classroom
that show: parallel, intersecting, and perpendicular

Activity 3 Vocabulary: Horizontal, Vertical

Horizontal: A line that is parallel to the horizon
Vertical: A line that is perpendicular to the horizon
Explain the horizon line
Drawing
● Draw horizon line on the table
● Draw a shape - ask students if they can tell you which is the horizontal
line and which are vertical (might be easier if we are all facing the same
way)
Work
● Vocabulary
● Pages 3 and 4 of menu
● Practice problems
● Poster
Assessment: Skill check

Reflection

Lesson 1:
Day 1: Drawing shapes and having them describe them worked well. Going over
things slowly with lots of different examples was also good. Giving them a chance to
label their own shapes helped them understand parallel and equal sides.
Day 2: Half of the group was able to understand parallel today, the other half had
forgotten. I had to explain it a few more times and in different ways for them to get a
better grasp on it. It will be interesting to see where they are at on Monday. I want to
move on to lesson 2 on monday, but I will have to check in with where they are at first.

Lesson 2:
Day 1: I started this lesson by reviewing parallel and they are understanding it so I
moved on. We talked about perpendicular and vertices and they picked them up very
quickly. I drew some weird shapes on the table and they were excited to label them.
We also went outside to find parallel and perpendicular shapes. I think that having
them label the shapes themselves is really helping them understand. Tomorrow I am
going to introduce horizontal and vertical and then they will be able to finish off this
first math menu.

Lesson 3:
Day 1: This lesson was very short, there were only two more terms left to go over. 3
out of the 4 in the group are really understanding this. They understood horizontal and
vertical better when we looked at examples in the real world. Now they just need to
finish their menus.

Work Periods:
Day 1: Only 2 out of the 4 students were here today. We spent some time reviewing
and they did some more mathletics on the chromebooks. They asked for the skill
checks, but did not get a chance to finish them. Just from the first part, I do not think
one of the students is understanding it. She seems to understand it when I talk to her
about it so tomorrow I will try to give the skill check orally. I will also have her sit with
me while I review with the two that are missing if they are here tomorrow.

Day 2: The 2 students that have been here completed their skill checks and did well.
One student was fine to do it on her own, but I know that the other one struggles with
understanding questions. I gave her the option of having me read the questions to her
and this worked really well. This way, instead of focusing on reading questions she
was able to focus just on showing what she could do with the math that we had been
learning. This helped her do really well on this skill check.

Day 3: The students that missed a lot were here. I did a lot of review with them and
then they wrote their skill checks. The skill checks did not go as well as the first two,
which was not surprising because they missed so much. They were still both at grade
level so we are moving on to menu 2.