STANDARD LESSON PLAN FORMAT

I. Describe the Class: 2nd Grade class of 22 students

II. Objective(s): Identifying Quadrilateral Shapes (Rhombus, Square, Rectangle,

Polygon, Trapezoid, Parallelogram) and Quadrilateral characteristics (4 vertices,
4
sides), and characteristics of other Quadrilaterals

III. Procedures: Review 2nd section in Math workbook and on Smartboard, pg. 253,
on Identifying Quadrilaterals.(10 min) Demonstrate how to play "Find the
Fiction,
Quadrilateral Edition" Students will be given 20 laminated cards per group with
various quadrilateral shapes and a dry erase marker. Each card has a shape, and
either 3 statements that are true, 2 statements that are true, and 1 false, or 3
statements that are false. Students will write a T or F, by each statement, put
their cards in the middle of the group circle face down, take turns, will shuffle the
cards, and pass them back to members of their group. Students will then talk
about the card they received and if the statements are on the card they received
are correct or not, and if they are not, discuss why it is not correct.(7 min) The
teacher will break the students into their groups (3 min) Students will play the
game (15 min)After the game, students will work on a cut and glue matching
worksheet of different quadrilaterals and their names (10 min)

IV. Materials: Math workbook, Quadrilateral cards, dry erase markers, Quadrilateral
worksheet, scissors, glue, pencil
V. Grouping Structures: (4) groups of 4, (2) groups of 3, At least (1) higher student,
(2) mid-level (1) lower per group

VI. Modifications: Break the groups into pairs play the game; have students draw a
card in their group, walk around the room, and find the student with the matching
card and describe what makes the quadrilateral shape a specific shape; have
students use dry erase markers to trace the shape, then try to draw the shape on
the blank side of the card

VII. Assessment: The teacher will walk around to each group, observe that students
are playing and understanding the game correctly, ask questions about students'
cards, and make sure that the students are working cooperatively (taking turns,
letting everyone speak, everyone participating, working together to help each
other out answering questions)