The Great Polygon

Grade: 6 Subject: Math Date: November 23, 2022

Unit: SHAPE AND SPACE Teacher: Candace Halvorson Duration:80 min

(3-D Objects and 2-D Shapes)

OUTCOMES FROM ALBERTA PROGRAM LEARNING ASSESSMENTS

OF STUDIES OBJECTIVES (Observations, Key
Questions, Written
Assessments, Performance
Assessments)

GLO: Key Questions: Formative Assessments:

● Use direct and indirect measurement What is a triangle? ● Fist to five
to solve problems. What are the 3 triangle ● Observation
● Describe the characteristics of 3-D categories by size?
objects and 2-D shapes, and analyze What are the 3 triangle
the relationships among them. categories by angle?

SLOs: Learning Objectives: Previous Knowledge

2. Demonstrate that the sum of interior angles is: By the end of the class Needed:
• 180° in a triangle
students will be able to What an angle is, how to
4. Construct and compare triangles, including: • scalene
• isosceles • equilateral • right • obtuse • acute
analyze triangles and measure them and how to
in different orientations. properly name them in classify them.
multiple forms.

LEARNING RESOURCES CONSULTED

Resource #1: Edwin 11Task: 2-D Geometry (The Great Polygon Activity) https://go.edwin.app/reader/13806
Modified the activity to fit students current learning level

MATERIALS AND EQUIPMENT

● Google Docs Triangle Review
● Google Slides: Great Polygon Contest
● Smartboard
● Ruler
● Protractor
● Student Workpage (Great Polygon)
● 3 Coloured pencils
● pencil

PROCEDURE

Preparation Before Class:

● Create Triangle Review Activity and The Great Polygon Slides

 ● Print workpage (Great Polygon)

Introduction (25_min.):

Daily Brain Buster :

As promised Monday we will look at the “Can you make 100 brain buster again.
https://nrich.maths.org/11819
Solutions: https://nrich.maths.org/11819/solution
Students will be given 15 minutes to work on the daily brain buster,
When 5 minutes are left 2 students will be able to share their answers with the class.

Transition:
Who can tell me what we started yesterday?
We are gonna jump back into triangles for today. Does anyone remember what the 3 types of triangles
when we are looking at the length of their sides are? (Equilateral, Isosceles, and Scalene)
We ended the day also categorizing these triangles according to their angles. Can anyone tell me what
those three categories were? (Right, Acute, Obtuse)

Assessment:
Fist to five: see how everyone is feeling after yesterday's class and where they are sitting with applying
angles to triangles.

Body (_45_min.):

Learning Activity#1:Group Triangle Review (20 mins)-

https://docs.google.com/document/d/1WRD6hmYoMqlpoi4QmE3cf-evJivLWfl-jyPpAaJDBHo/edit
Have the Triangle Review document open and posted up on the board:
To start today we are going to put together everything we learned yesterday and categorize it by the 3
categories in bold.
*Make sure to tell them the specific angles must be used to label/caption the diagrams
1. Give students 5 minutes on their own to do their best! Reassure them it is okay to not get it
right away and you will go through it as a class after they give it an honest try and see what
they can remember on their own.
2. Call the class back together to work through it as a whole. 3 Students at a time will come up
and add an item to the 3 columns on the board then cross that item off on the list. They will
then pass the marker off to a new student. Repeat until all 3 columns are filled in and the list is
all used up.
3. Lead a class discussion as you go through the review. Allow for mistakes to be corrected and
questions to be asked.

Assessment:
Fist to five: see how everyone is feeling after the review and before going into the individual activity.
Take notes on the ones in the 1-2 range and be sure to check in with them during the next activity.
Learning Activity#2: The Great Polygon (25 min) -
https://docs.google.com/presentation/d/1fuwcq19VK7TjiHi7F7gXzETzIDfdtP5f59ZFFESU4IY/edit#slide=id.p
Open up The Great Polygon Google Slides:
Go through the slides showing what the goal is for the activity, and then how it will be created
1. Using your rulers you will neatly divide the polygon into 8 triangles, protractors may be used
to create a desired triangle.
2. Students must then identify the type of triangle based on its angles( right, acute, or obtuse
triangles)
3. Students will then identify the type of triangle based on its sides (Equilateral, Isosceles, and
Scalene)
4. Finally students will color their Polygon using the colours that they identify to coordinate with
the specific triangle classification.
After going through the slides, allow students to work at their own pace. Check in with those that
identified themselves at a 1-2 in their fist to five assessments

Assessment:
Observation, move around the room as students work. Answer questions and give guidance as needed.
Take notes of common topics that will need some further explanation.

Closure ( _10_min.):

Consolidation/Assessment of Learning:
Have students form a circle like figure around their desks. Students will hold up their polygons to
display their work so far. Allow them to take a minute and look at other polygons. If they would like to
comment on another's polygon they may raise their hand.
*Remember we are giving positive feedback.

Toss The Apple Review.

Allow for comments on any thing they have learned in the last week may include both angles and their
application to triangles. Remind students of the rules for Toss The Apple.
● We quietly and respectfully listen to the person that has the apple
● When done talking lightly underhand, toss the apple to someone new and take a slight step out
of the circle.
Once everyone has gone, highlight or comment on any topic you believe will help with the general
learning of the class. Make sure to review some of the highlights of the class and have the kids neatly
compile their polygons before heading out for recess.